1. Understanding Students with Autism
Chapter 11
Understanding Students with Autism
Each Power Point presentation can be viewed as transparencies or computer presentations. There are discussion questions and links to websites imbedded in each Power Point presentation to assist instructors and students. Please refer to the Instructors Manual for the complete list of ancillaries that support each chapter. The DVD and Companion Website all have video clips and other materials for an enriching multimedia instructional experience.

2. Diagnostic and Statistical Manual of Mental Disorders (DSM-IV)
Defining Autism
IDEA
Diagnostic and Statistical Manual of Mental Disorders (DSM-IV)
Autism is a developmental disability that affects children prior to the age of three in three areas:
–Verbal & nonverbal communication
–Social interaction
–Academic performance
Autistic disorder
Rett’s disorder
Childhood disintegrative disorder
Asperger’s disorder
Pervasive developmental disorder not otherwise specified (PDD-NOS)
*DSM will be revised with a new definition of ASD in 2013

3. Prevalence of Autism In 2008, 292,818 students
Embody 5% of students served under IDEA
Fewer students with Asperger’s Syndrome
Males outnumber females four to one
Increased prevalence in last decade
Different theories for the increase in prevalence:
Greater public awareness
More refined diagnostic procedures
Discuss the prevalence of the disability and the dramatic growth it has undergone over the past decade. For discussion purposes you may want to access the 60 Minutes program title “To Vaccinate or Not” ( This offers a 60 Minutes expose on the issues surrounding vaccination and its possible tie to autism.

4. Characteristics of Autism
Language Development
Ranging from no verbal communication to complex communication
Delayed Language
Echolalia
Social Development
Delays in social interaction and social skills
Impaired use of nonverbal behavior
Lack of peer relationships
Failure to spontaneously share enjoyment, interests, and achievements
Lack of reciprocity
Theory of Mind

5. Characteristics of Autism
Repetitive behavior
Fixations, tics, and perseverations
Problem behavior
Self-injurious behavior
Studies indicate the less communication needs are met, the more self-injurious behavior
Aggression
Need for environmental predictability
Sensory and movement disorders
Intellectual functioning
Approx. 75% have intellectual disabilities
Savant syndrome

6. Determining the Causes
Incorrect historical perspectives on causes
“Refrigerator mothers”
Biomedical causes
Abnormalities in brain development
Brain growth rates in early development
Neurochemistry
Genetic factors
Twin studies

7. Evaluating Students with ASD
Usually in early childhood
Often uses some of the same tests given to students with intellectual disabilities and multiple disabilities
Criteria may include:
Speech and language
Academic achievement
Cognitive functioning
Medical physical status
Autism Diagnostic Interview – Revised (ADI-R)

8. Determining Supplementary Aids and Services
Address the domains of access, classroom ecology, and task modifications
Access involves modifications to the community, campus, building, or classroom to ensure physical and cognitive access
Also provide “behavioral access”
The lunchroom is a frequent environment in which problem behaviors occur; consider modifications to seating
Include accommodations for before and after school and in the hall between classes

9. Planning for Learning
Some characteristics associated with autism spectrum disorders are potential areas of learning strengths and provide a basis for curriculum adaptation
Ability to focus attention on detailed information
May excel in areas of the curriculum that are not as language-based, such as math or science
Mnemonic strategies
Keyword
Pegword
Letter

10. Planning for Other Educational Needs
Provide students instructional supports that enable them to develop appropriate social skills
Promoting friendships
Include students in all areas
Use peer buddy programs
Use person-centered planning models that involve peers
Ensure peers learn about the goals of inclusion

11. Planning for Other Educational Needs
Students’ IEPs should address the following instructional areas:
Trustworthiness and loyalty
Conflict resolution
General friendship skills
Positive interaction style
Taking the perspective of others (theory of mind)

12. Effective Instructional Strategies: Early Childhood Students
Early intervention and preschool programs use different approaches, including the following:
Applied behavior analytic (ABA) techniques, such as discrete trial training
Incidental teaching in natural environments
Communication, sensory processing, motor planning, and shared affect with caregivers and peers
Social stories address the “hidden curriculum”

13. Effective Instructional Strategies: Elementary and Middle School Students
Schoolwide positive behavior supports
A systems-level and evidence-based method for improving valued social and learning outcomes for all students
Proactive, problem-solving, and data-based approach to improving appropriate behavior and achieving important academic, social, and communication outcomes
Also seeks to rearrange school environments and change school systems to prevent students from engaging in problem behaviors
Includes three components: universal support, group support, and individual support

14. Effective Instructional Strategies: Secondary and Transition Students
The techniques underlying positive behavior support emerged from a set of strategies referred to as applied behavior analysis (ABA)
ABA uses the principles of operant psychology
Discrete trial training is based on the “three term contingency” outlined by applied behavior analysis:
Presentation of the discriminative stimulus (cue)
Presentation of the prompting stimulus (if needed)
The response
The reinforcing stimulus

15. Measuring Students’ Progress
Autism Screening Instrument for Educational Planning (ASIEP-2)
Five components: Communication, social interactions, behavior, academic content, other
Teacher also need to measure outcomes related to school-wide positive behavior interventions and supports
Direct counts of problem behavior
Problem behavior reported by environment or time of day
Indirect indicators of success
Data collection tools
School Wide Information System
School-Wide Evaluation Tool (SET)
School-wide Benchmarks of Quality (BoQ)

16. Making Accommodations for Assessment
Students with autism may perform better on standardized assessments when provided more frequent positive reinforcement
They may also perform better when assessments are administered by a familiar person
Presence of the examiner minimizes the students’ anxiety and stress associated with testing