1. CHAPTER 9: Learners with Autism Spectrum Disorders

2. Historical Context Kanner’s paper (1943) Asperger’s paper (1944)
Autism different from schizophrenia
Never made social connections
Unique language patterns
No deterioration over time
Asperger’s paper (1944)
Autistic psychopathy: Asperger’s syndrome
Average intelligence, normal language
Obsessive preoccupation in narrow pursuits
Hallahan, Kauffman, & Pullen. Exceptional Learners: An Introduction to Special Education, Thirteenth Edition.
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4. Definition of Autism Spectrum Disorders
Continuum from relatively mild to severe
APA identifies two domains:
Social communication impairments
Repetitive/restricted behaviors
Begins in early childhood
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7. People with ASD often have these characteristics:
Ongoing social problems that include difficulty communicating and interacting with others
Repetitive behaviors as well as limited interests or activities
Symptoms that typically are recognized in the first two years of life
Symptoms that negatively impact the individual’s ability to function socially, at school or work, or other areas of life
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8. Some people are mildly impaired by their symptoms, while others are severely disabled. Treatments and services can improve a person’s symptoms and ability to function.
Families with concerns should talk to their pediatrician about what they’ve observed and the possibility of ASD screening. According to the Centers for Disease Control and Prevention (CDC) around 1 in 68 children has been identified with some form of ASD.
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11. What is the difference between Asperger’s syndrome and ASD?
In the past, Asperger’s syndrome and Autistic Disorder were separate disorders. They were listed as subcategories within the diagnosis of “Pervasive Developmental Disorders.” However, this separation has changed. The latest edition of the manual from the American Psychiatric Association, the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), does not highlight subcategories of a larger disorder. The manual includes the range of characteristics and severity within one category. People whose symptoms were previously diagnosed as Asperger’s syndrome or Autistic Disorder are now included as part of the category called Autism Spectrum Disorder (ASD).
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12. Prevalence 0.59% students aged 6-21 with ASD
5 times higher for boys than girls
Occurs in all groups
Just as high, or higher, on other continents
Reasons for prevalence:
Widening of criteria used
Greater awareness of condition
Diagnostic substitution (intellectual disability)
Possibility of toxins, other factors
Hallahan, Kauffman, & Pullen. Exceptional Learners: An Introduction to Special Education, Thirteenth Edition.
© 2014, 2012, 2009, 2006 by Pearson Education, Inc. All rights reserved.

14. Causes Early causal theories Today’s causal theories
Asperger posited a biological and hereditary basis
Psychoanalytic ideas (Bettelheim’s “refrigerator mothers”)
Today’s causal theories
Neurological basis
Neuronal underconnectivity
Theories of hormones affecting brain development
Genetic basis
Hallahan, Kauffman, & Pullen. Exceptional Learners: An Introduction to Special Education, Thirteenth Edition.
© 2014, 2012, 2009, 2006 by Pearson Education, Inc. All rights reserved.

15. Today’s causal theories
Neurological basis
Neuronal underconnectivity
Theories of hormones affecting brain development
Genetic basis

16. Identification
Psychiatrists use criteria of American Psychiatric Association
Communication skills
Social interactions
Repetitive and stereotyped behaviors
Behavioral observation and checklists
Physician screenings should begin as early as 9 months
Autistic regression in about 1 in 3 cases
Hallahan, Kauffman, & Pullen. Exceptional Learners: An Introduction to Special Education, Thirteenth Edition.
© 2014, 2012, 2009, 2006 by Pearson Education, Inc. All rights reserved.

17. Psychological and Behavioral Characteristics
Impaired social communication
Communicative intent
Joint attention
Pragmatics
Hidden curriculum
Repetitive/restricted behaviors
Stereotyped motor or verbal behaviors
Hyper- and hypo-sensitivity
Synaesthesia
Hallahan, Kauffman, & Pullen. Exceptional Learners: An Introduction to Special Education, Thirteenth Edition.
© 2014, 2012, 2009, 2006 by Pearson Education, Inc. All rights reserved.

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21. Attempts to Construct a Unified Theory of ASD
Executive functions
Working memory
Inhibitory control or behavioral inhibition
Mental flexibility
Central coherence
Bringing order and meaning to information
Theory of mind
Taking the perspective of other people
Reading of social cues
Hallahan, Kauffman, & Pullen. Exceptional Learners: An Introduction to Special Education, Thirteenth Edition.
© 2014, 2012, 2009, 2006 by Pearson Education, Inc. All rights reserved.

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24. Educational Programming Principles
Direct instruction of skills
Applied behavior analysis
Instruction in natural settings
Behavior management
Functional behavioral assessment
positive behavioral support
Consequences
Antecedents
Setting events
Hallahan, Kauffman, & Pullen. Exceptional Learners: An Introduction to Special Education, Thirteenth Edition.
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29. Examples of Educational Programs
Picture exchange communication system (PECS)
Using pictures to initiate and maintain functional communication
Treatment and education of autistic and related handicapped children (TEACCH)
Emphasis on structure (schedules, organization, routines)
Pivotal response teaching (PRT)
Focus on essential skills, like initiations and responding to multiple cues
Hallahan, Kauffman, & Pullen. Exceptional Learners: An Introduction to Special Education, Thirteenth Edition.
© 2014, 2012, 2009, 2006 by Pearson Education, Inc. All rights reserved.

30. Service Delivery Models
Even when intensive instruction is offered in specialized settings, state-of-the-art teaching emphasizes the most natural possible human interactions.
Preschool: natural interactions with peers in general education classrooms
Elementary: increased use of cooperative learning groups
Hallahan, Kauffman, & Pullen. Exceptional Learners: An Introduction to Special Education, Thirteenth Edition.
© 2014, 2012, 2009, 2006 by Pearson Education, Inc. All rights reserved.

31. Assessment of Progress
Monitoring progress in language development
Natural language samples from various contexts
Parent reports (questionnaires and interviews)
MacArthur Bates Communicative Development Inventories
Monitoring progress in social/adaptive behavior
PDD Behavior Inventory Screening Version
Social Responsiveness Scale
Autism Social Skills Profile
Childhood Autism Rating Scale
Hallahan, Kauffman, & Pullen. Exceptional Learners: An Introduction to Special Education, Thirteenth Edition.
© 2014, 2012, 2009, 2006 by Pearson Education, Inc. All rights reserved.

32. Autism is not a diagnosis, it is a guideline,” she said
Autism is not a diagnosis, it is a guideline,” she said. “It is half based on science, and half based on conference-room squabbles. These kids may be screened out in the educational system.” Another topic of discussion was technology and autism. Grandin said children, especially those with autism, are becoming too dependent on technology such as video games. Social skills were reinforced by her mother growing up, she said, and kids on the spectrum must be encouraged to hold summer jobs and interact with the public. “We need to get these kids out doing real things,” she said.
Temple Grandin-Autism Awareness Conference
Cheyanne Wyoming, 2017
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33. Early Intervention
National Research Council identified essential features:
Entry in programs as early as possible
Intensive instructional programming
Repeated teaching in brief periods, one-on-one and small group instruction
Inclusion of family component, parent training
Low student/teacher ratios
Ongoing progress monitoring
Early intensive behavioral intervention program (EIBI)
Hallahan, Kauffman, & Pullen. Exceptional Learners: An Introduction to Special Education, Thirteenth Edition.
© 2014, 2012, 2009, 2006 by Pearson Education, Inc. All rights reserved.

35. Transition to Adulthood
Fewer than 50% of young adults with ASD are employed
Internships in work environments using applied behavior analysis can help
Programming for those with severe ASD:
Person-centered planning
Community residential facilities, supported living
Competitive or supported competitive employment
Programming for less severe ASD:
Social interaction training
Hallahan, Kauffman, & Pullen. Exceptional Learners: An Introduction to Special Education, Thirteenth Edition.
© 2014, 2012, 2009, 2006 by Pearson Education, Inc. All rights reserved.