2.  Complex developmental disability that causes problems with communication and social interactions.  A diagnoses that fall under the Pervasive Developmental Disorder (PDD) exhibit impairments in communication, social deficits, along with restricted and repetitive interests and activities

3. ASD includes:  Autistic Disorder (classic Autism) - a developmental brain disorder characterized by impaired social interaction and communication skills, and a limited range of activities and interests  Asperger Syndrome – having autism -like issues in social and communication but have normal intelligence and verbal skills.  Pervasive Developmental Disorder - the broader term used to describe autism. Delays in the development of socialization and communication skills. Other types of PDD include Asperger's Syndrome, Childhood Disintegrative Disorder, and Rett's Syndrome. Children with PDD vary widely in abilities, intelligence, and behaviors. Some children do not speak at all, others speak in limited phrases or conversations, and some have relatively normal language development. Repetitive play skills and limited social skills are generally evident. Unusual responses to sensory information, such as loud noises and lights, are also common.

4. Communication  Mute – delayed language – sign language By age three, many children have developed the art of language starting with babbling. By the first birthday, a typical child, coo’s turns their head with they hear their name called, points to things they want, and know to say “no” to something they dislike. Some children with ASD are mute throughout their lives. Others may coo and babble during first few months of life but then quit. Some may learn communication skills through sign language.  Unusual use of language Unable to combine words into meaningful sentences. They may speak single words or repeat words or phrases over and over. Others may parrot what they hear (echolalia).  Difficulty in sustaining a conversation Children who are mildly affected may show little delays in language but have trouble sustaining a conversation. They may often carry on a monologue on a favorite subject, giving no one else an chance to comment.  Inability to understand body language Tone of voice or Phrases of speech. Takes sarcastic expressions literally.  Difficulty understanding their body language Facial expressions, gestures, and movements, rarely match what they want to say.  Tone of voice does not reflect their feelings A high-pitched, sing-song, or flat, robot-like voice is common

5.  Children with ASD have tremendous difficulty learning to engage in the give-and-take of everyday human interaction. They do not interact and avoid eye contact. They prefer being a lone and may resist attention or inactively accept hugs and cuddling. They may seldom seek comfort or respond to parents' displays of anger or affection in a typical way causing parents to think they are not attached at all.  Slower learning to interpret what others are thinking and feeling - Subtle social cues— a smile, a wink, or a grimace—may have little meaning. The phrase “come here” means the same thing to a child with ASD no matter if the speaker is smiling or reaching out their arms.  Difficulty seeing things from another person’s perspective – They do not see that other people have different goals, information, or feeling than they have.  Difficulty regulating their emotions - may exhibit “immature” behavior such as crying in class or verbal outbursts that seem inappropriate to those around them. May be disruptive or physically aggressive. May lose control when in a different or overwhelming environment or when they become upset. They may attack others or hurt themselves, biting, pulling their hair or banging their heads.

6.  Odd repetitive motions – repeatedly flapping arms, walking on their toes, or suddenly freezes …  Need for order – spending hours lining up chairs, cars in a certain way. If someone accidently moves the object, the child becomes very upset.  Need for consistency – a slight change in the child's routine, breakfast, taking a bath, mealtime, going to school, can be very disturbing.  Repetitive behaviors- constant, intense preoccupation in something. Often there is great interest in numbers, symbols, or science topics.

7.  Boys  Sibling of those with autism  Those with certain other developmental disorders like, Fragile X Syndrome ( inherited form of retardation where part of the x chromosome appears pinched)

8. Behavioral therapy and other therapeutic options Behavior management therapy Speech-language therapists Occupational therapists Physical therapists Educational and/or school-based options- design an Individual Education Plan (IEP). Build on child's interests, create predictable schedule, teach task in simple steps, provide regular reinforcement of behavior, and actively engage the child's attention in highly structured activities Medication options - although there are no cure for autism, there are medications that can treat some of the symptoms associated with autism.

9.  Follow IEP  Keep a classroom schedule  Build on the child’s interests  Teach tasks as a series of simple steps  Provide highly structured activities  Provide regular reinforcement of behavior  Work with parents and therapists

10. Autism4Teachers http://www.autism4teachers.com/autism 4teachers_051.htm http://www.autism4teachers.com/autism 4teachers_051.htm Autism Classroom http://autismclassroom.com/home/index.php?option=com_frontpage&Itemid=1 http://autismclassroom.com/home/index.php?option=com_frontpage&Itemid=1 Structured Teaching http://www.teacch.com/structureteach.ht ml http://www.nimh.nih.gov/health/topics /autism-spectrum-disorders-pervasive- developmental-disorders/index.shtml http://www.nichd.nih.gov/health/topics /asd.cfm Ausband, L. (2010) Autism [PowerPoint slide]. Retrieved from, University of North Carolina.