Professional Documents
Culture Documents
Lisa Kunelius
School Psychologist
Prepared for AVW
October 31, 2012
History of Autism
Autism was first described in US literature
by Leo Kanner in 1943
He called the syndrome early infantile
autism
Autism was also often misdiagnosed as
early childhood schizophrenia
Early psychologists hypothesized that
children became autistic due to cold and
unnurturing mothers. This theory was
proven false in 1979.
FACTS: Continued
Autism costs the nation over $35 billion per year, a
figure expected to significantly increase in the
next decade
Recent studies have estimated that the lifetime
cost to care for an individual with an ASD is $3.2
million
Autism receives less than 5% of the research
funding of many less prevalent childhood diseases
Boys are four times more likely than girls to have
autism
There is no medical detection or cure for autism
Facts: Continued
Typically manifests around the ages of 18 months to
3 years
Is found throughout the world in families of all
racial, ethnic and social backgrounds
There is no cure, but lots of research is currently
being done.
There are lots of treatments, and from researched
based evidence, educational treatment is the most
effective.
Autism remains throughout a persons lifetime,
although with proper intervention symptoms can
lesson.
Facts: Continued
Genetics are a factor in the cause
Environmental triggers are also a factor
Dr Wakefield discredited for his research
linking autism and vaccinations.also can
no longer practice medicine in the UK
Probability of 2nd twin being diagnosed after
1st diagnosed
Developmental Screening
All children should be screened for
developmental delays and disabilities during
regular well-child doctor visits at:
9 months
18 months
24 or 30 months
Additional screening might be needed if a
child is at high risk for developmental
problems due to preterm birth, low birth
weight or other reasons.
Comprehensive Diagnostic
Evaluation
The second step of diagnosis is a
comprehensive evaluation. This thorough
review may include looking at the childs
behavior and development and interviewing
the parents. It may also include a hearing
and vision screening, genetic testing,
neurological testing, and other medical
testing.
Developmental Milestones
What developmental milestone is this child
displaying?
Developmental Milestones
What developmental milestone is this child
displaying?
Developmental Milestones
What developmental milestone is this child
displaying?
Developmental Milestones
What developmental milestone is this child
displaying?
Developmental Milestones
What developmental milestone is this child
displaying?
Developmental Milestones
http://
www.cdc.gov/CDCTV/BabySteps/index.html
Open hyperlink
Developmental Milestones @ 2
months
Developmental Milestones @ 6
months
Knows familiar faces and begins to know if someone
is a stranger
Likes to play with others, especially parents
Responds to others emotions and often seems happy
Likes to look at self in the mirror
Responds to sounds by making sounds
Strings vowels together
Responds to own name
Makes sounds to show joy and displeasure
Shows curiosity about things and tries to get things
out of reach
Developmental Milestones @ 1
year
Shy or nervous w/ strangers
Cries when mom or dad leave
Has favorite things and people
Shows fear in some situations
Hands you a book when he wants to hear a
story
Repeats sounds or actions to get attention
Plays simple games such as peek a boo
Cooperates w/ dressing
Developmental Milestones @ 2
years
Copies others especially adults and older
children
Gets excited when with other children
Plays beside other children, but is beginning
to include other children such as chase
games
Points to things/pictures when named
Repeats words overheard in conversation
Points to objects in books
Names items in book such as cat, bird or
dog
Autism is a Spectrum
Disorder
Autistic Disorder
Aspergers
Disorder
Childhood
Disintegrative
Disorder
Rhetts Disorder
PDD:NOS
Common Characteristics of
Autism
Three common Characteristics of autism
include:
Deficits or differences in socials skills
Deficits or differences in communication skills
Deficits or differences in
routines/behaviors/sensory
Communication skills
challenges
Challenges in using and understanding both
verbal and non-verbal language
Failure to initiate or sustain conversational
interchange
Abnormalities in the pitch,
stress, rate, rhythm and
intonation of speech
Communication skills:
Cont.
Poor receptive and expressive skills
May echo words (echolalia) either
immediate or delayed
May use screaming, crying, tantrums,
aggression or self abuse as ways to
communicate
Repeating words or phrases in place of
normal, responsive language (TV talk)
Behavioral/Sensory Challenges
Behavioral/Sensory
Challenges
Marked distress over changes in seemingly
trivial aspects of the environment
Laughing, crying, or showing distress for
reasons not apparent to others
Unreasonable insistence on following
routines in precise detail
Behavioral/Sensory Challenges
Unresponsive to normal teaching methods
Acts as if deaf
Apparent over or under sensitive to pain
No fear of real danger
Uneven gross and fine
motor skills
Other characteristics:
Cont.
May have difficulties cuddling
Inappropriate attachment with objects
Inappropriate play
Noticeable physical over or under activity
Classroom strategies
Communication: pictures and picture
schedule; simple sign language; assigment
notebook; teach the meaning of idioms; use
short verbal phrases; allow wait time (just
how long is a minute?); alert students to key
phrases (This is important!)
Social: use mixed grouping; use social stories
or social scripts; use pictures with words to
present choices; allow students to work in
pairs; integrate team building; teach
awareness early
Classroom strategies
Behavioral: use seating charts; classwide and
school wide behavioral plan; develop each
personalized behavioral plan; teach self
monitoring (5 point scale); review schedule often;
model positive behavior; be generous with specific
praise; provide direct feedback
Environmental: post daily activities; use
preferential seating; allow dedicated space for
student; avoid sudden changes in routine; label
desks; maintain consistent routine; provide
movement breaks; use study carrols; keep
unnecessary material away
Classroom strategies
Visual: write information on board or desk;
provide notes; give written information for
assignments/projects; use pictures in
support of verbal and written directions;
make artifacts so child can copy
Sensory: assess students sensitivity (Get
the OT!!); allow stress balls or fidget items;
use inflatable seat cushions; provide regular
breaks; make chewies available; have a
relaxation room