Evi GradDiplSc M Psi Autism Spectrum Disorder ASD umbrella term includes 3 conditions Autism Asperger Syndrome Pervasive Developmental Disorder not otherwise specified PDDNOS ID: 774705
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Slide1
Autism
Prepared by:Cicilia Evi GradDiplSc., M. Psi
Slide2Autism 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
Slide3ASD
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)
Slide4Rett 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
Slide5CDD
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
Slide6Challenges
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
Slide7Autism
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)
Slide8Social 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
Slide975%
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
Slide10Asperger 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
Slide11Unlike individuals with autism
they have normal intelligence and should not be confused with high-functioning autismUnique characteristics of Asperger (p. 412)
Slide12PDD-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
Slide13Characteristics
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
Slide14A 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)
Slide15Prevalence
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
Slide16Causes
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!
Slide17Prevention
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
Slide18Assessments
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
Slide19General 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
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
Slide23Key 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)
Slide24Teaching 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
Slide25