SEDP 630Kira Austin, M. Ed.

Autism was first identified as a specific disorder in 1943 by child psychiatrist Dr. Leo Kanner. Based on a study of 11 children, Dr. Kanner published the first description of what he called “autistic disturbances of affective contact.”

Around the same time that Kanner was researching autism, German scientist Dr. Hans Asperger, based on his study of 400 children, described another form of autism that became known as Asperger Syndrome. He referred to the individuals in his study as “little professors.”

Term that was coined in the autism community as a label for people who are not on the autism spectrum

People have neurological development and states that are consistent with what most people would perceive as normal, particularly with respect to their ability to process linguistic information and social cues.

These proposed causes of autism do not have empirical evidence supporting them “Refrigerator Mothers” Mercury in vaccines MMR vaccine itself Environmental Toxins Immune Deficiency Gastro-intestinal issues

Casein Free, Gluten Free Diet

These proposed causes do have increasing empirical evidence supporting them:

Genetic Links Neurological Development Problems Occurring at Birth Unknown

Why is autism on the rise? 3 times more likely to have autism if:

Male Sibling has autism

Fastest-growing developmental disability 10 - 17 % annual growth.

CDC reported in 2009: 1 in every 110 births 1.5 million Americans have autism spectrum

disorder

Executive Function deficits: planning, organizing, shifting attention and multitasking Don’t know how to break

down tasks Don't’ know how to

budget time accordingly Organization problems (do

homework but can’t find it in their backpack.

Missing proper supplies

Generalization problems applying

information and skills across settings.

Problem solving deficits Difficulty with day to day

tasks Difficulty asking for help Difficulty with abstract

concepts

Motor skill deficits Fine motor

Handwriting difficulties

Problems in shop Dressing out

Gross motor Impact general

appearance Hamper participation in

gym Distractibility and

Inattention Looks as if they are

not paying attention

Visual learners Delayed Motor

fluency Aggression, self-

injury, tantrums Over-activity and

inattention Obsessions and

compulsions Co-morbid disorders

Sleep issues Pica Sensory Integration

Disorder Higher rate of

seizures Anxiety, depression

Reasons for behavior (non-compliance meltdown) Failure to understand rules and routines Desire for friendships coupled with few skills Disruptions from pursuing special interest Stress related to coping with everyday

challenges of change and overwhelming sensory input

Transitions

We often react to behaviors that we see (disruptive, push buttons, etc.)

But those behaviors won’t change unless we help the student to address the underlying issues of autism

Incessant questioning Question cards

Anxiety Stress thermometer

Problems with transitions Social stories

Poor peer relations Empathy

Problems with conversational turn taking scripts

Perseveration on topic cueing

• Teach social skills and social interactions

• Address sensory and emotional needs

• Teach problem-solving and coping skills

Use: • structure • predictability

Priming Shortened

assignments Extended time Highlighting text Curriculum outlines Graphic Organizers Visual Schedules

Offer variety of ways to demonstrate mastery Verbal responses

instead of written Computer instead of

pen/pencil Mutiple choice test

instead of short answer

Cost of lifelong care can be reduced by 2/3 with early diagnosis and intervention

$60 billion annual cost 60% of costs are in adult services The cost of autism over the lifespan is 3.2

million dollars per person

T/F Children with ASD are unaffectionate. F: some might appear unaffectionate, but

might only have trouble expressing complex emotions.

T/F All children with ASD have an intellectual disability. F: Some people with autism also have an

intellectual disability. This is difficult to assess due to communication difficulties.

T/F Children with ASD have a special gift. F: some do, but most do not.

T/F Children with ASD have language difficulties. T: by definition, children with ASD have

communication difficulties. T/F All children with ASD avoid eye contact.

F: some will avoid direct eye contact. T/F Children with ASD do not develop special

attachments to people, including family members. F: people with ASD may have difficulty expressing

emotions but they do have feelings.

T/F Children with ASD have problems with social skills. T: by definition.

T/F Children with ASD can be cured. F: Currently there is no “cure” for ASD.

Children with ASD do not experience academic success and should be taught only “functional” skills. F: some people with ASD have good academic

skills; don’t assume that a lack of communication skills indicates a lack of knowledge.

Individuals with ASD are not able to hold a job when they reach adulthood. F: with proper instruction many can hold a job

and live independently or with some supports. There are not effective treatments for ASD.

F: there are many treatment approaches that will work with people with ASD and lesson the effects of the behaviors associated with ASD.

Virginia Department of Education: Autism guidelines. Retrieved from: http://www.doe.virginia.gov/special_ed/disabilities/autism/autism_guidelines.pdf

Autism Society of America. Retrieved from: http://www.autism-society.org/about-autism/facts-and-statistics.html

TEACCH. Retrieved from: http://www.teacch.com/National Professional Development Center on

ASD. Retrieved from: http://autismpdc.fpg.unc.edu/