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Students with Autism Spectrum Disorders

Students with Autism Spectrum Disorders. Chapter 11. What is the History of Autism Spectrum Disorders?. Autism was first recognized early in the 20 th century, although it existed for centuries. 1980 - officially acknowledged as a disorder by the APA

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Students with Autism Spectrum Disorders

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  1. Students with Autism Spectrum Disorders Chapter 11

  2. What is the History of Autism Spectrum Disorders? • Autism was first recognized early in the 20th century, although it existed for centuries. • 1980 - officially acknowledged as a disorder by the APA • 1990 - first considered a disability category under IDEA

  3. What is the Definition of Autism Spectrum Disorders? • Autism is a developmental disability significantly affecting verbal and nonverbal communication and social interaction, evident before age three and adversely affecting a child’s educational performance. The individual often engages in repetitive activities and stereotypic movement, is resistant to environmental changes or changes in daily routines, and experiences unusual responses to sensory experiences.

  4. What Disorders are Included in Autism Spectrum Disorders? • Autistic Disorder (Autism) • Asperger Syndrome • Rett Syndrome • Childhood Disintegrative Disorder (CDD) • Pervasive Developmental Disorder - Not Otherwise Specified (PDD-NOS)

  5. What is the Prevalence of Autism Spectrum Disorders? • 1 in 150 children today are diagnosed with autism spectrum disorders. • Autism is 60 times more prevalent than CDD. • Autism is the most rapidly growing disorder • Greater awareness • Improved identification • Awareness that it exists across all IQ levels • 4:1 males to females have autism • 9:1 males to females have Asperger Syndrome • Rett Syndrome occurs almost exclusively in females.

  6. What are Some Causes of Autism? • Unknown • Thought to be neurological or brain-based • Possibly mercury in vaccines • Possibly genetic factors • Environmental triggers

  7. What are Some Characteristics of Students with Autism? • Difficulty interacting with others, including lack of eye contact • Verbal and nonverbal communication deficits including limited vocabulary, echolalia, echopraxia, and neologisms • Rigid and restrictive behavioral repertoire and imaginative skills • Repetitive and stereotypic behaviors • Reduced sensitivity to pain

  8. Example of a Visual Processing Task (Figure 11.1)

  9. How Are Students with Autism Identified? • Multidisciplinary evaluation involving parents, psychologists and medical personnel • Assessment instruments including Childhood Autism Rating Scale (CARS) or Gilliam Autism Rating Scale

  10. What Should I Teach Students with Autism Spectrum Disorders? • General education curriculum with some modifications • Functional academics • Functional communication • Reduction of self-stimulating behaviors • Social skills including play and interactions • Hidden curriculum • Cognitive and academic skills • Family involvement • Transition to adulthood

  11. How Do I Teach Students with Autism Spectrum Disorders? • Individualized support and services • Systematic instruction • Clear, structured environments • Specialized curriculum content • Problem solving • Family involvement • Direct instruction • TEACCH • Applied Behavior Analysis (ABA) • Social Stories • SOCCSS • Avoid unsupported methods

  12. What are Considerations for the Instructional Environment? • Provide structure and routine. • Eventually give child choices. • Organize materials and areas of the room for specific skills to be taught. • Help child prepare for transitions. • Use visual schedules to predict and improve communication. • Plan for peer/group work.

  13. What Types of Instructional Technology Can Be Used? • Utilize computers for visual communication. • Use augmentative and alternative communication tools. • Utilize Picture Exchange Systems (PECS). • Consider Voice Output Communication Aids (VOCAs).

  14. What are Some Considerations for the General Education Teacher? • Almost 50% of students with ASD, ages 6 to 21, spend 40% or more of their time in general education classrooms. • Inclusion requires very careful planning. • Environmental and curriculum modifications • Attitudinal and social support • Coordinated team commitment • Recurrent evaluation of inclusion practices • Home/school collaboration

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