Autism Spectrum Disorders

By Kirsten Moreland and Kelsey Burns

Introduction
o What are the Autism Spectrum Disorders? o What are the diagnostic criteria?

o What are the eligibility requirements for Special Education in Minnesota?

Autism Spectrum Disorders

(Also known as pervasive developmental disorders)

Pervasive Developmental Disorder Not Otherwise Specified (or atypical autism) Rett Syndrome Childhood Disintegrative Disorder Asperger Syndrome Autism

Definition
Autism Spectrum Disorders: Disorders are characterized by varying degrees of impairment in: (1) Communication skills (2) Social interactions (3) Repetitive and stereotyped patterns of behavior.

Pervasive Developmental Disorder Not Otherwise Specified (or atypical autism)

Persons who display behaviors typical of autism but to a lesser degree and/or with an onset later than three years of age

Rett Syndrome
Normal development for five months to four years, followed by regression and intellectual disabilities. This is the only ASD that is more common in females than males and it is very rare.

Childhood Disintegrative Disorder

Normal development for at least 2 and up to 10 years, followed by significant loss of skills Much more prevalent in males.

Aspergers
Similar to mild autism but without significant impairments in cognition and language.

Autism
Definition from IDEA: A developmental disability affecting verbal and nonverbal communication and social interaction, generally evident before age 3, that affects a childs 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 responses to sensory experiences. The term does not apply if a childs educational performance is adversely affected primarily because the childe has serious emotional disturbance.

Diagnostic Criteria
For information on diagnostic criteria follow this link for the DSM criteria: http://www.firstsigns.org/screening/DSM4. htm#CDD

Eligibility
A clinical or medical diagnosis is not required; even with the clinical or medical diagnosis a student must meet the Minnesota eligibility criteria
http://education.state.mn. us/mdeprod/groups/Speci alEd/documents/Manual/ 000824.pdf

Focus on Autism
Characteristics Prevalence Causes Facts Signs of Autism Simulations

Autism Characteristics
Impaired social interaction
Picked up/cuddled Smile/laugh Objects vs. people

Impaired communication
50% thought to be mute Robotic, parroting or reverse pronouns

Repetitive and stereotyped patterns of behavior

Twirling, flapping of hands, rocking Restricted range of interest

Autism Characteristics Continued

Impaired cognition
Remember location in space rather than concept comprehension
ie. shopping

Autistic savant: splinter skills

ie. Rain Man

Abnormal Sensory Perceptions

Hyperresponsive or hyporresponsive Synaesthesia: the stimulation of one sensory or cognitive system results in the stimulation of another

Video
http://video.google.com/videoplay?docid=2 808924366946811422&q=aspergers+syndr ome#

Prevalence

Autism is the most prevalent of the ASDs and the second most common is PDD-NOS which is a less severe form and/or later onset.

Interactive Autism Network

Causes
Neurological No single, known cause Genetic Problems
Depending on the gene, a child may be more susceptible to the disorder
Can affect the way brain cells communicate Can affect the severity of the symptoms

Environmental Problems
Causes many other health problems Exploring whether or not trigger autism
ie. air pollutants and viral infections

Vaccines and Autism

No reliable study has shown a link between the MMR vaccine and autism Avoiding vaccines can place your child at risk for catching serious diseases

Facts
Approximately 1 in 110 children are diagnosed with autism. Over the last 30 to 40 years there has been great increase in the number of diagnosed cases. Autism is the fastest-growing serious developmental disability in the U.S. Sometimes students can be identified as LD or DCD when if fact they have autism.

More Facts
Autism is more prevalent in boys than girls
Approximately 3:1 or 4:1

Autism is more prevalent in siblings of those with ASD Autism is more prevalent in those with other developmental disorders such as Fragile X syndrome, Developmental Cognitive Delayed, or Tuberculosis.

MinnesotaTrends in ASD
Identification of Autism Spectrum Disorders Minnesota Child Count Data (B-21 yrs.)
14000 12000 9929 10000 8000 6000 4000 2000 331 0 959 1284 726 551 434 1730 2242 3759 2814 5929 4786 7307 8691 12707 11314

Years 1992 - 2008

Data Source: MN Dept. of Education/Special EducationEducation-Unduplicated Child Count Data http://education.state.mn.us http://education.state.mn.us

0% 0% 0% 0% 7% Regular Classroom 19% 45% Resource Room Separate Classroom Public Separate Day Private Separate Day Public Residential Private Residential Hospital/Homebound 29%

Minnesota Placement Data for ASD by K-12 Federal Instructional Settings Dec.1, 2008

Data Source: MN Dept. of Education/Special EducationEducation-Unduplicated Child Count Data http://education.state.mn.us 12

Minnesotaa closer look

Disability Categories as a Percentage within Special Education DCD:S-P 2008 Child Count (N=124,592)
ASD
DCD:M-M ASD DD OHD EBD S/L SLD DB SMI B/VI TBI PI D/HH
10

Early Signs of Autism

6 months
No big smiles or warm, joyful expressions

9 months
No back and forth sharing of sounds, smiles, etc

12 months
No consistent response to his/her name No babbling No back and forth gestures, such as pointing showing, reaching, waving, or three-pronged gaze

16 months
No words

24 months
No two-word meaningful phrases (without imitation or repeating)

What does it feel like to have Autism?

Class activity
Break into groups of three Reflect on social difficulties of those with autism

Stations
Need four groups Reflect on the sensory experience of those with autism

What can we do as teachers?

Research programs Accommodations in the Lesson Accommodations in the Classroom Assessment Practices Resources

MN Department of Education
Research does not tell us which types of intervention work best for different children
Decisions made by the team based on needs of individual child

A variety of resources and agencies must collaborate to develop comprehensive programs based on each childs needs

Curriculum of Programs
The program should teach the child:
Ability to attend Imitate others Comprehend and use language Play appropriately with toys Socially interact with others

 Immediate enrollment into intervention programs immediately after diagnosis Active participation in intensive programming for a minimum of 25 hours per week Planned and repeated teaching opportunities in various settings At least 1 adult for every 2 young children Parent training Ongoing assessment and evaluation

NRC Recommendations for Education Intervention

Accommodations in the Lesson

1. Choose or make materials with clear, visual completion criteria. 2. Tasks that have visually clear instructions. 3. Provide students with visual aids for lectures. 4. Prepare students for transitions. 5. Use the students interests in lesson planning. 6. Use clear, concise language. 7. Modeling. 8. Incorporate the strengths of students with autism in your lessons. 9. If student has difficulty with handwriting, for some assignments, allow alternative ways to respond. 10. Reinforce positive behavior.

Accommodations in the Classroom

Close proximity to teacher/teachers assistant. Procedures to keep noise levels acceptable. Private location w/o distractions for test taking. Eliminate clutter. Present instructions orally and written. Frequent clarifications/reminders . Refer to agendas. Work is organized into manageable chunks. Classroom expectations clear and understood, as well as consequences for misbehavior. 10. Extra assistance is provided as needed. 1. 2. 3. 4. 5. 6. 7. 8. 9.

Teaching Strategies
Direct Instruction Behavior Management
Find ways to support positive behaviors rather than punish negative behaviors

Instruction in Natural Settings settings and interactions that non-disabled children enjoy Teaching one-on-one or in small groups

Assessment Practices
Testing accommodations vary on case to case basis Extended time and small-group of individual administration are common accommodations

Resources
http://www.nasponline.org/publications/cq/pdf/V 38N5_AutismSpectrumDisorders.pdf http://education.state.mn.us/mdeprod/groups/Spec ialEd/documents/Manual/000824.pdf http://www.mayoclinic.com/health/autism/DS003 48/DSECTION=causes http://education.state.mn.us/mdeprod/groups/Spec ialEd/documents/Publication/017210.pdf http://www.positivelyautism.com/volume2issue10 /section5.html

Resources
Exceptional Learners by Daniel P. Hallahan, James M. Kauffman, Paige C. Pullen MN Dept. of Education http://education.state.mn.us/MDE/Learning_Supp ort/Special_Education/Categorical_Disability_Info rmation/Autism_Spectrum_Disorders/index.html How to create an inclusive classroom http://www.child-autism-parent-cafe.com/autismstudents-in-inclusive-classrooms.html

Resources
Good resource to help identify autism http://www.nichd.nih.gov/publications/pubs/uploa d/autism_overview_2005.pdf#page=3 http://www.autismspeaks.org/docs/family_service s_docs/sk/Appendix.pdf#page=91 Autism Speaks organization http://www.autismspeaks.org/whatisit/index.php http://www.ehow.co.uk/list_7183564_autismsimulation-activities.html Promoting Social Interaction: 4 strategies http://www.teachervision.fen.com/autism/teaching -methods/8193.html?detoured=1