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Copyright © Allyn & Bacon 2008Chapter 12: Students with Autism Spectrum Disorders Leo Kanner, 1943, first described autism Asperger syndrome named for Hans Asperger Early belief in “refrigerator mothers” 1981 – Lorna Wing distinguished autism and Asperger syndrome 1990 – autism category added to IDEA
Copyright © Allyn & Bacon 2008Chapter 12: Students with Autism Spectrum Disorders Difficulty interacting with others, including lack of eye contact Verbal and nonverbal communication deficits including limited vocabulary, echolalia, echopraxia, and neologisms Rigid and restrictive behavioral repertoire and imaginative skills Repetitive and stereotypic behaviors Reduced sensitivity to pain Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
Copyright © Allyn & Bacon 2008Chapter 12: Students with Autism Spectrum Disorders Autistic Disorder (Autism) Asperger Syndrome Pervasive Developmental Disorder – Not Otherwise Specified (PDD-NOS) Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
Copyright © Allyn & Bacon 2008Chapter 12: Students with Autism Spectrum Disorders 1 in 88 children today are diagnosed with autism spectrum disorders. Autism is the most rapidly growing disorder Greater awareness Improved identification Awareness that it exists across all IQ levels 5:1 males to females have autism 9:1 males to females have Asperger Syndrome Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
Copyright © Allyn & Bacon 2008Chapter 12: Students with Autism Spectrum Disorders Dr. Bernard Rimland introduces terminology About 10% of the population with autism have splintering skills in areas such as Mathematical calculations Memory feats Artistic and musical abilities Reading Hyperlexia– ability to read without formal instruction
Copyright © Allyn & Bacon 2008Chapter 12: Students with Autism Spectrum Disorders Difficulty relating to others Wide range of language and communication disorders Insistence on environmental sameness Stereotypic, repetitive, self-stimulatory behaviors
Copyright © Allyn & Bacon 2008Chapter 12: Students with Autism Spectrum Disorders Cognitive abilities vary widely Over-reliance on rote memory Lacking a theory of mind Problem solving challenges
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Copyright © Allyn & Bacon 2008Chapter 12: Students with Autism Spectrum Disorders Language disorders Problems with communicative intent Asperger language problems Immaturity
Copyright © Allyn & Bacon 2008Chapter 12: Students with Autism Spectrum Disorders Stimulus overselectivity Self-stimulatory behaviors Generalization difficulties Sensory issues
Copyright © Allyn & Bacon 2008Chapter 12: Students with Autism Spectrum Disorders Intellectual 75 % of individuals with autism have mental retardation; IQ norms between Behavioral Behavior screening examples Childhood Autism Rating Scale; Autism Diagnostic Interview (ADI) Functional behavior assessment Required by IDEA Functional Assessment Measures skills needed for independent living
Copyright © Allyn & Bacon 2008Chapter 12: Students with Autism Spectrum Disorders Copyright © Allyn & Bacon 2006 BiologicalBrain-BasedEnvironmental May be inheritedAbnormalities in cerebellum Controversy over immunization Higher frequency of siblings with autism Abnormalities in frontal and temporal lobes No single gene responsible
Copyright © Allyn & Bacon 2008Chapter 12: Students with Autism Spectrum Disorders “Copyright© Allyn & Bacon 2006”
Copyright © Allyn & Bacon 2008Chapter 12: Students with Autism Spectrum Disorders Typical Programs Often Include: Intervention prior to age 3 20 – 45 hours of intervention weekly Active family involvement Focus on communication and development Individualized interventions
Copyright © Allyn & Bacon 2008Chapter 12: Students with Autism Spectrum Disorders Provide structure and routine. Eventually give child choices. Organize materials and areas of the room for specific skills to be taught. Help child prepare for transitions. Use visual schedules to predict and improve communication. Plan for peer/group work. Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
Copyright © Allyn & Bacon 2008Chapter 12: Students with Autism Spectrum Disorders Environmental supports Visual supports Home base Assistive technology Instructional practices Priming - familiarize students with academic material ahead of time Discrete trial training (DDT) - highly specialized approach to teaching skills Prompting - providing physical or verbal cues to specific behaviors
Copyright © Allyn & Bacon 2008Chapter 12: Students with Autism Spectrum Disorders “Copyright© Allyn & Bacon 2006” Applied Behavior Analysis (Lovaas) Discrete Trial Training (DTT) (1) Discriminative Stimulus (SD) - the trainer's command (2) the child's response (3) the consequence (reward) (4) a short pause between the consequence and the next instruction (between interval trials).
Copyright © Allyn & Bacon 2008Chapter 12: Students with Autism Spectrum Disorders “Copyright© Allyn & Bacon 2006” Psychological and Medical Services FFloor time (Greenspan) SSensory Perception Programs address issues of tactile defensiveness or extreme reaction to auditory stimulus MMedications used to alleviate symptoms such as aggression, anxiety, or obsessive compulsive disorder, ADHD FFacilitated Communication (not effective)
Copyright © Allyn & Bacon 2008Chapter 12: Students with Autism Spectrum Disorders Manual sign language PECS: Picture Exchange Communication System
Copyright © Allyn & Bacon 2008Chapter 12: Students with Autism Spectrum Disorders Instruction in social skills Social stories SOCCSS Situation Options Consequences Choices Strategies Simulation
Copyright © Allyn & Bacon 2008Chapter 12: Students with Autism Spectrum Disorders Teach work skills Teach self-help skills Teach play, leisure and recreation skills Teach social skills Teach sex education Teach home management skills