CD45 CHAPTER 5 CHILDREN WITH AUTISM SPECTRUM DISORDERS

CHAPTER 5 Autism spectrum disorders; lack of social development and ability to communicate. Includes: lack of eye contact, lack of social interaction, hypersensitivity to noises, resistance to change, communication delay, repetitive body movement, hypersensitive to sensory stimuli.

CHAPTER 5 ASD includes autistic disorder, childhood disintegrative disorder, pervasive developmental disorder-not otherwise specified (PDD-NOS) and Asperger syndrome. Can be associated with intellectual disability, difficulties in motor coordination and attention and physical health issues such as sleep and gastrointestinal disturbances. Some excel in visual skills, music, math and art.

CHAPTER 5 Causes: neurological impairment, combination of autism risk genes and environmental factors influencing early brain development. Number of nongenetic or “environmental” stresses increase risk: events before and during birth (advanced parental age at time of conception for both mom and dad), maternal illness during pregnancy, difficulties during birth (periods of oxygen deprivation to the baby’s brain).

CHAPTER 5 NON-genetic and environmental factors, by themselves, do not cause autism. they appear to modestly increase risk.

CHAPTER 5 FACTS: 1 in 88 children is diagnosed with autism 1 in 54 boys 1 in 252 girls 4 to 5 times more common in boys than girls Autism is the fastest-growing serious developmental disability in the U.S.

CHAPTER 5 Treatment programs: 1)Common structured curriculum program 2)Highly supportive/teaching environment 3)Predictability and routine 4)Functional approach to problem behaviors 5)Behavioral support plans 6)Transition between preschool and kindergarten Functional behavior assessment handout Autism handout

CHAPTER 5 Teaching strategies for school age students w/autism a)Structure and consistent routine. b)Visual schedule c)Focused intervention practices d)Functional communication system e)Basic social skills

CHAPTER 5 f)Behavioral treatments: 1.- ABA/applied behavior analysis for non- communicative students, 2.- FBA/functional behavior assessment or ABC approach. antecedent behavior consequence g)Assistive technology

CHAPTER 5 Approaches to improve social skills: ecological variations (change physical environment to enhance social interaction), collateral skills interventions, direct social skills training, peer mediated intervention

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CHAPTER 5 Research centers: UCLA- young autism project TEACCH- University of North Carolina Chapel Hill LEAP- University of Colorado at Denver Pivotal Response Model- UCSB

CHAPTER 5 FAMILY AND SIBLINGS Parents learning how to manage child’s behavior Parents learning what resources can support them Parents learning how to reduce family stress Parents as participants in the implementation of IEP, IFSP and behavior treatment plans Siblings learning how to interact with child with autism Siblings being part of family dynamics

CHAPTER 5 care/patient-care-centers/center-autism-and- related-disorders/outreach-training/early-signs- of-autism-video-tutorialhttp:// care/patient-care-centers/center-autism-and- related-disorders/outreach-training/early-signs- of-autism-video-tutorial