Autism Prepared by: Cicilia - PowerPoint Presentation

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Autism

Prepared by:Cicilia Evi GradDiplSc., M. Psi

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Autism Spectrum Disorder

ASD

 umbrella term  includes 3 conditions: Autism,

Asperger

Syndrome, Pervasive Developmental Disorder not otherwise specified (PDD-NOS)

Limitations in 3 areas of development  communication, social interaction and repetitive behaviors or interests

1 of 150 children in US have an ASD

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ASD

 spectrum, which implies similar characteristics but great variance in the actual behavioral patterns exhibited Two excluded conditions (prior to DSM-IV-TR)Rett syndromeChildhood disintegrative disorder (CDD)

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Rett Syndrome

Genetic condition – only in girls

Appear early in life, what appears to be normal development then stops and begins to reverse (Percy, 2001)

Behavior

 progressive expression of repeated stereotypic hand wringing; lack of muscle control; along with communication and social deficits  misdiagnosed with Autism (no hand wringing and loss of motor skills)

Better social skills than children with Autism

Most have intellectual disabilities  more severe

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CDD

A far rarer disorder than autism

These children develop as their peers w/o disabilities

 until 5 or 6 years old when developmental regression begins

Lose acquired language and social skills  worse long-term outcomes because the regression continues to deepen

CDD is the

least understood

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Challenges

Temple

Grandin

“

I think in pictures. Words are like a second language to me. I translate both spoken and written words into full-color movies, complete with sound, which run like a VCR tape in my head. When somebody speaks to me, his words are instantly translated into pictures

”

People with ASD struggle to understand their worlds as they relate to others

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Autism

Difficulty in communication

 50% do not talk (

Wetherby

&

Prizant

, 2005)  express their needs through gestures (pointing) or alternative communication system (PECS)

Speech patterns are characterized by

echolalia

repetition of words they have previously heard; limited

vocab

, poor intonation, pronoun reversals, trouble with pragmatics of speech (starting/ending conversation, making eye contact, taking turns speaking)

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Social impairments

 no spontaneous social interactions, seems to live in their own world, fewer friendships, tend to spend their time alone, difficulties to understand the meaning of social situations

Stereotypic behaviors, unusual/very focused interests, rigid/set patterns of behaviors  if disrupted, tantrums or hand waving

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75%

 have intellectual disabilities; 25%  have average or above-average intelligence

Autism may not be one single thing but, rather, a tight clustering of highly related disorders that manifest themselves in multiple but often similar ways

Autistic savant  less than 1% of individuals with autism

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Asperger Syndrome

A collection of behavioral characteristics that are associated with problems developing adequate social skills and with restricted or unusual interests

Develop speech and language as par with children w/o disabilities

 but using language very literally, difficulties in forming flexible conceptual categories, understanding jokes or interpret behaviors of others  social use of language

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Unlike individuals with autism

 they have normal intelligence and should not be confused with high-functioning autismUnique characteristics of Asperger (p. 412)

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PDD-NOS

One of the ASD in which not all three ASD characteristics are present, or they are mild The diagnosis for PDD signifies characteristics are very similar to those of autism and Asperger syndrome, but not clearly expressed

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Characteristics

A lifelong disability, no specific characteristics are associated with this condition

Affects 3 important aspects

 communication, social interactions, restricted range of interests or behavioral repertoires

See table 12.4, p. 413

Unusually sensitive to sensory input  loud noises or soft touch, serious problems with their behavior, self-injury tendencies, aggression

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A Strength-Based Perspective

People with ASD are unique and have a variety of strengths and abilities Children with Asperger syndrome tend to become experts on their special interest area Using a specific interest area  teachers can encourage conversations, reduce anxiety, and increase academic motivation (Winter-Messiers et al., 2007)

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Prevalence

1 in 150 children in the US

10 times higher than in 80’s or 90’s

Contributing factors

 broadening diagnostic criteria and increased public awareness account for the relatively rapid increase in reported cases

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Causes

NOT caused by bad parenting

ASD is a neurobiological disorder that has a genetic basis

 not yet understood which genes place an individual at risk

Identical/fraternal twin and sibling with ASD  more likely to have ASD themselves

To complicate matters  significant numbers of children experience loss of skills before the signs of ASD fully develop (Rogers, 2004)

Speculation is DANGEROUS!

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Prevention

Is not yet a realistic goal  because there is so much to learn about the causes of ASDUntil then, educational interventions are our primary basis for improving symptoms associated with ASD

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Assessments

Important

 because if the diagnosis is delayed, then intervention is delayed

Early screenings  Figure 12.3, p. 417

ASD is complex and lifelong  therefore assessment is not a straightforward procedure  involves careful evaluation of the individual’s history and unique behavioral characteristics

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General considerations:

Maintain a developmental perspectives

Carefully evaluate with developmental milestones

Include information from multiple sources and contexts

To consider child’s skills across multiple settings

Conduct multidisciplinary assessments

To provide a more complete picture of a child’s skills

Joint attention

 important in the development of social and language skills

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Early Intervention

Programs for toddlers

 parent-mediated approach, Walden program, Inclusive program

Homeopathic remedies  little scientific evidence

Psychotropic medications  response is inconsistent and medications are unlikely to help children learn new skills , side effects

Educational program for 3-5 years old  most developed, best studied – but still much to learn

No universal recommendations

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Key elements

 p. 419

Including some common targets for instruction  clear, specific and concrete

Two popular programs:

Treatment and Education of Autistic and Communication-Handicapped Children (TEACCH)

Young Autism Program (YAP)

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Teaching Students with ASD

The important questions

 p. 421

Access to general classroom  should provide materials that are aligned with what students w/o disabilities learn

As a basis for common learning and social experiences

Instructional Accommodations  p. 422

Tips for

classroom management

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