Chapter Ten

Individuals With Autism Spectrum Disorders

Defining Autism Spectrum Disorders

Fastest growing developmental disability Students with autism spectrum

disorders exhibit a range of cognitive and functional skills

One of five pervasive developmental disorders (PDD)

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Individuals with Disabilities Education Act

Autism is a developmental disability significantly affecting verbal and nonverbal communication and social interaction, usually evident before age 3, that adversely affects a child’s educational performance.

Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual response to sensory experiences. The term does not apply if a

child’s educational performance is adversely affected because a child has an emotional disturbance.

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Asperger Syndrome Characteristics

Social disorder Average to above average intelligence Ability to read at grade level (with or without

comprehension) Language development not significantly delayed Representative common characteristics:

– Social awkwardness– Difficulty understanding non-verbal social cues– Concrete and literal thinking– Restricted range of interests– Good rote memory skills– Difficulty understanding feelings of others

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– Students with ASD may have strong visual-spatial abilities, nonverbal problem- solving skills or exceptional auditory memories

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Brief History of the Field– Psychogenic theories

• Early work blamed families, particularly mothers, for the child’s autism. The phrase “refrigerator mothers” was used for mothers who were thought not to show their children enough affection. This theory has been discredited but caused great stress in families who were blamed for their child’s disability.

– Organic theories• Research in the 1940s and 1950s showed the likelihood of biological

or hereditary factors. Incidence of seizures and association with intellectual disability lead to biological or hereditary factors.

– Behavioral theories• Environmental factors may contribute to autism. Alteration of the

environment may help the individual to achieve success. Applied behavior analysis (ABA) seeks to modify students’ behavior through reinforcing select behaviors

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• CDC's most recent surveillance data indicate that about one in 68 children has been identified with ASD (CDC 2015)

Prevalence of Autism Spectrum DisordersDiffering statistics:– 51,00 preschoolers were identified with autism

in 2013 – Autism spectrum disorders are five times higher

in males than in females– 1 in every 88 pupils at age 8 identified (CDC)– 1 in 68 children are diagnosed – U.S. government indicates that approximately

407,000 pupils ages 6-21 were identified in the 2011-2012 school year

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Suspected Etiologies of Autism Spectrum Disorders

• Suspected Etiologies of ASD– No single cause – A genetic link is suspected based on family and twin

studies – Environmental stressors– Brain abnormalities in the cerebellum, cerebral

cortex, and brain stem– Neurochemical research investigating

neurotransmitters in the brain– Vaccinations have not been scientifically linked to ASD

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Characteristics of Individuals with Autism Spectrum Disorders

Social interaction symptoms Communication symptoms Repetitive and restrictive behaviors Other characteristics

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• https://www.youtube.com/watch?v=YtvP5A5OHpU

• http://www.parents.com/videos/v/78954740/early-signs-of-autism.htm

• https://www.youtube.com/watch?v=NbVG8lYEsNs

• http://www.interactingwithautism.com/section/treating/floort

• http://www.interactingwithautism.com/video/robins_0007

• Characteristics of Individuals with ASD– Social interaction symptoms

• Difficulties with nonverbal language use and interpretation, difficulty developing peer relationships, lack of social and emotional reciprocity with others, difficulty understanding other’s perspectives and opinions

– Communication symptoms• Limited or lack of speech, speech often is not functional or echoes the speech of

others, deficits in conversational skills and pragmatics, lack of spontaneous language use, rhythm of speech in abnormal

– Repetitive and restrictive behaviors• Preoccupation with at least one interest area, inflexibility to changes in routines,

stereotypical and repetitive behaviors, attachment to inanimate objects

– Other characteristics• Refer to Table 10.2 for others commonly associated characteristics

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Assessment of Individuals with Autism Spectrum Disorders

Intellectual Assessment– Often significant cognitive deficits

Screening and Diagnosis– Based on behavioral symptoms– Developmental screening– Comprehensive evaluation• Autism Diagnostic Observation Schedule (ADOS-2) • Autism Diagnostic Interview—Revised (ADI-R)

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TREATMENTS

• http://www.autismsciencefoundation.org/what-is-autism/autism-diagnosis/treatment-options

• https://www.youtube.com/watch?v=Haw5m3Zxvy4

Services for Young Children with Autism Spectrum Disorders

Early intervention services Emphasis on communication and social

skills and safety issues Curriculum issues Preschool programs Applied behavior analysis (ABA) is often an

effective intervention for many young children with autism spectrum disorders

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Transition into Adulthood

Transition planning: Questions to ask What does your child like to do? What does your child need to reach his goals? What about college and getting a job? Where will your child live? What about transportation? What about friendships and leisure activities? Will supports exist for your child as an adult?

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Adults with Autism Spectrum Disorders

• Living arrangements Adult foster care Residential services

• Employment opportunities

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Family Issues

Quest for a diagnosis Accessing appropriate services Family dynamics

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Issues of Diversity

According to the Autism Society of America, ASD knows no racial, ethnic, or social boundaries. ASD occurs in all parts of the world, in all races and societies, and in all types of families. As we saw earlier, no social or psychological characteristics of parents or families have proven to be associated with autism spectrum disorders.

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Technology and Individuals with Autism Spectrum Disorders

High-tech– Augmentative or alternative communication (AAC)– Voice output communication aids (VOCAs)

Low-tech– Visual strategies such as the use of signs or pictures to

communicate; e.g. the picture exchange communication system (PECS)

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Trends, Issues, and Controversies

Multitudes of treatments that promise results but have no scientific evidence (including: dietary treatments, hormone injections, music therapy, optometric training, facilitated communication)

Lack of rigorous research into new treatments

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