Chapter 11

1. Chapter 11 Understanding Students with Autism

2. Defining Autism IDEA Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) Autistic disorder Rett’s disorder Childhood disintegrative disorder Asperger’s disorder Pervasive developmental disorder not otherwise specified (PDD-NOS) *DSM will be revised with a new definition of ASD in 2013 • Autism is a developmental disability that affects children prior to the age of three in three areas: • –Verbal & nonverbal communication • –Social interaction • –Academic performance

3. Prevalence of Autism • In 2008, 292,818 students • Embody 5% of students served under IDEA • Fewer students with Asperger’s Syndrome • Males outnumber females four to one • Increased prevalence in last decade • Different theories for the increase in prevalence: • Greater public awareness • More refined diagnostic procedures

4. Characteristics of Autism • Language Development • Ranging from no verbal communication to complex communication • Delayed Language • Echolalia • Social Development • Delays in social interaction and social skills • Impaired use of nonverbal behavior • Lack of peer relationships • Failure to spontaneously share enjoyment, interests, and achievements • Lack of reciprocity • Theory of Mind

5. Characteristics of Autism • Repetitive behavior • Fixations, tics, and perseverations • Problem behavior • Self-injurious behavior • Studies indicate the less communication needs are met, the more self-injurious behavior • Aggression • Need for environmental predictability • Sensory and movement disorders • Intellectual functioning • Approx. 75% have intellectual disabilities • Savant syndrome

6. Determining the Causes • Incorrect historical perspectives on causes • “Refrigerator mothers” • Biomedical causes • Abnormalities in brain development • Brain growth rates in early development • Neurochemistry • Genetic factors • Twin studies

7. Evaluating Students with ASD • Usually in early childhood • Often uses some of the same tests given to students with intellectual disabilities and multiple disabilities • Criteria may include: • Speech and language • Academic achievement • Cognitive functioning • Medical physical status • Autism Diagnostic Interview – Revised (ADI-R)

8. Determining Supplementary Aids and Services • Address the domains of access, classroom ecology, and task modifications • Access involves modifications to the community, campus, building, or classroom to ensure physical and cognitive access • Also provide “behavioral access” • The lunchroom is a frequent environment in which problem behaviors occur; consider modifications to seating • Include accommodations for before and after school and in the hall between classes

9. Planning for Learning • Some characteristics associated with autism spectrum disorders are potential areas of learning strengths and provide a basis for curriculum adaptation • Ability to focus attention on detailed information • May excel in areas of the curriculum that are not as language-based, such as math or science • Mnemonic strategies • Keyword • Pegword • Letter

10. Planning for Other Educational Needs • Provide students instructional supports that enable them to develop appropriate social skills • Promoting friendships • Include students in all areas • Use peer buddy programs • Use person-centered planning models that involve peers • Ensure peers learn about the goals of inclusion

11. Planning for Other Educational Needs • Students’ IEPs should address the following instructional areas: • Trustworthiness and loyalty • Conflict resolution • General friendship skills • Positive interaction style • Taking the perspective of others (theory of mind)

12. Effective Instructional Strategies:Early Childhood Students • Early intervention and preschool programs use different approaches, including the following: • Applied behavior analytic (ABA) techniques, such as discrete trial training • Incidental teaching in natural environments • Communication, sensory processing, motor planning, and shared affect with caregivers and peers • Social stories address the “hidden curriculum”

13. Effective Instructional Strategies:Elementary and Middle School Students • Schoolwide positive behavior supports • A systems-level and evidence-based method for improving valued social and learning outcomes for all students • Proactive, problem-solving, and data-based approach to improving appropriate behavior and achieving important academic, social, and communication outcomes • Also seeks to rearrange school environments and change school systems to prevent students from engaging in problem behaviors • Includes three components: universal support, group support, and individual support

14. Effective Instructional Strategies:Secondary and Transition Students • The techniques underlying positive behavior support emerged from a set of strategies referred to as applied behavior analysis (ABA) • ABA uses the principles of operant psychology • Discrete trial training is based on the “three term contingency” outlined by applied behavior analysis: • Presentation of the discriminative stimulus (cue) • Presentation of the prompting stimulus (if needed) • The response • The reinforcing stimulus

15. Measuring Students’ Progress • Autism Screening Instrument for Educational Planning (ASIEP-2) • Five components: Communication, social interactions, behavior, academic content, other • Teacher also need to measure outcomes related to school-wide positive behavior interventions and supports • Direct counts of problem behavior • Problem behavior reported by environment or time of day • Indirect indicators of success • Data collection tools • School Wide Information System • School-Wide Evaluation Tool (SET) • School-wide Benchmarks of Quality (BoQ)

16. Making Accommodations for Assessment • Students with autism may perform better on standardized assessments when provided more frequent positive reinforcement • They may also perform better when assessments are administered by a familiar person • Presence of the examiner minimizes the students’ anxiety and stress associated with testing