Chapter 10Chapter 10

Autism Autism Spectrum Spectrum DisordersDisorders

Based on: Special Education for Today’s Teachers: An Introduction, by Rosenberg, Westling, and McLeskey (second edition)

Chapter 10 QuestionsChapter 10 Questions

What are the prevalence rates for and causal What are the prevalence rates for and causal factors associated with Autism Spectrum factors associated with Autism Spectrum Disorders?Disorders?

How are Autism and Asperger’s disorder defined?How are Autism and Asperger’s disorder defined?

What are common characteristics of Autism?What are common characteristics of Autism?

How are students with Autism identified?How are students with Autism identified?

What educational practices are effective in What educational practices are effective in improving outcomes for students with Autism?improving outcomes for students with Autism?

PrevalencePrevalence About 1 in 88 children according to the CDC. Almost 5 times more common among boys.

Increase due to changes in diagnostic criteria, awareness, parental age, and environment.

Causal FactorsCausal Factors

Nature-based factorsNature-based factorsGeneticGeneticNeurochemical Neurochemical Brain structureBrain structure

Nurture-based factorsNurture-based factorsParents or vaccines do not cause Parents or vaccines do not cause

autism!autism!Environmental factors (parental age, Environmental factors (parental age,

pregnancy, birth, toxins, etc.)?pregnancy, birth, toxins, etc.)?

No Known Single Cause!No Known Single Cause!

Austism Spectrum DisordersAustism Spectrum Disorders

Level 3: Needs Very Substantial

Support

Level 2: Needs

Substantial Support

Level 1: Needs Some

Support

Low Functioning

High Functioning(e.g., Asperger Syndrome)

(For more info, see DSM-V Criteria.)

How Does Autism Vary?How Does Autism Vary? Symptoms can range from mild to severe.Symptoms can range from mild to severe.

62% have average or above intelligence62% have average or above intelligence 83% have comorbid disorders 83% have comorbid disorders

((developmental, psychiatric, neurologic, developmental, psychiatric, neurologic, chromosomal, geneticchromosomal, genetic).).

About a third can sustain supported or partial About a third can sustain supported or partial independence as adults.independence as adults.

IDEA Definition of AutismIDEA Definition of Autism

• Significantly affects verbal and nonverbal communication and social interaction

• Generally evident before age 3• Adversely affects educational performance • Other characteristics may include:engagement in repetitive activities and

stereotyped movementsresistance to environmental change or

change in daily routinesunusual responses to sensory experiences

New DSM V -Diagnostic Criteria*New DSM V -Diagnostic Criteria*

Deficits in social communication and social interaction (all 3 criteria)

Restricted, repetitive patterns of behavior, interests, or activities (2 of 4 criteria)

*DSM-5 criteria are more in line with IDEA criteria, than were the DSM-4 criteria.

Asperger SyndromeAsperger Syndrome(aka high-functioning autism)(aka high-functioning autism)

Minimal impairment in language and cognitionMinimal impairment in language and cognition

High level of vocabulary, but very literalHigh level of vocabulary, but very literal

Impaired social communication, self-centered Impaired social communication, self-centered

Difficulty with non-verbal communicationDifficulty with non-verbal communication

Inappropriate or minimal social interactionInappropriate or minimal social interaction

Likes sameness, difficulty with changeLikes sameness, difficulty with change

Unusual preoccupations or ritualsUnusual preoccupations or rituals

Awkward movements, odd mannerismsAwkward movements, odd mannerisms

CommunicationCommunication

About 25% are non-verbalAbout 25% are non-verbal Echolalia (repeating others’ words, “movie talk”)Echolalia (repeating others’ words, “movie talk”) Monotonous tone, unusual pitch and rhythmMonotonous tone, unusual pitch and rhythm Difficulty carrying on a conversationDifficulty carrying on a conversation Difficulty with non-verbal communication (e.g., Difficulty with non-verbal communication (e.g.,

body language, gestures, facial expressions, eye body language, gestures, facial expressions, eye contact)contact)

Social InteractionSocial Interaction Limited social interactionLimited social interaction Reduced sharing of interests, emotionsReduced sharing of interests, emotions Difficulty developing, maintaining and Difficulty developing, maintaining and

understanding relationshipsunderstanding relationships Trouble regulating emotions or behaviorTrouble regulating emotions or behavior Poor or unusual play behaviorPoor or unusual play behavior

Repetitive/Restrictive Repetitive/Restrictive BehaviorsBehaviors

Repetitive movements--hand flapping, Repetitive movements--hand flapping, rockingrocking

Excessive need for sameness, routines, Excessive need for sameness, routines, ritualsrituals

Unusual fascination with certain objects, Unusual fascination with certain objects, parts of objects, topics, or activitiesparts of objects, topics, or activities

Failure to engage in imaginative playFailure to engage in imaginative play

Unusual Responses to Unusual Responses to Sensory ExperiencesSensory Experiences

Highly sensitive/adverse reaction to certain Highly sensitive/adverse reaction to certain sounds, textures, tastes, smells, etc.sounds, textures, tastes, smells, etc.

Insensitive/oblivious to some sensations Insensitive/oblivious to some sensations Crave certain movements or sensations such Crave certain movements or sensations such

as pressure, spinning, etc.as pressure, spinning, etc. Difficulty filtering sensory input.Difficulty filtering sensory input.

Identification of ASDIdentification of ASD

Multidisciplinary team (doctors, psychologist, Multidisciplinary team (doctors, psychologist, speech therapist, social worker, educator)speech therapist, social worker, educator)

Assessment over time in multiple settingsAssessment over time in multiple settings

Rating scales, diagnostic interviews, direct Rating scales, diagnostic interviews, direct observation of social and communicative observation of social and communicative behaviorsbehaviors

Most cases of autism diagnosed by age 4, but Most cases of autism diagnosed by age 4, but Asperger’s may not be diagnosed until age 6.Asperger’s may not be diagnosed until age 6.

InterventionsInterventions Early intervention focusing on sensory Early intervention focusing on sensory

issues, communication, and social skillsissues, communication, and social skills Academic interventions for high-functioning Academic interventions for high-functioning

students similar to those for ADHD and LD.students similar to those for ADHD and LD. Applied behavior analysis, discrete trials, Applied behavior analysis, discrete trials,

functional behavioral analysisfunctional behavioral analysis Social skills instruction (e.g., social stories, Social skills instruction (e.g., social stories,

cartooning, scripts, power cards)cartooning, scripts, power cards) For verbal students, speech therapy For verbal students, speech therapy

focusing on pragmatics (social use of lang.)focusing on pragmatics (social use of lang.) For non-verbal students, communication For non-verbal students, communication

boards, PECS, electronic devicesboards, PECS, electronic devices