Transcript Autism - Teach-Diverse

Autism: An Overview
Catherine Livingston
Intro to Autism
Oct 10,2010
What is Autism?
“It remains one of the greatest mysteries in
medicine”
Very little is known about this neurological disorder
which impacts social interaction and verbal and
nonverbal communication.- CNN.com
Autistic Spectrum Disorders
5 genetic/developmental disorders listed under
the “Autism Umbrella”
• Autism
• Asperger’s
• Rett's Syndrome
• Childhood Disintegrative Disorder
• PDD-NOS (Pervasive Development Disorder not Otherwise Specified)
There is a range in severity of symptoms
under the “Autistic Umbrella”
Symptoms and
Characteristics of
Autism range from
very mild to very
severe.
Autistic Disorder (299.00 DSM lV)
Impaired social interaction and communication. Restricted
range of interests.
Some Characteristics:
• Marked impairment in use of nonverbal behaviors.
• Failure to develop appropriate peer relations.
• Limited, delayed, repetitive or idiosyncratic language
• Lack of spontaneous, make-believe play
• Inflexible adherence to routines
• Preoccupation with one or more stereotyped patterns of
interest
• “Stimming”-repetitive motor mannerisms
• Onset prior to age of 3-lack of social interaction or language
Some interesting facts
• 75% are also diagnosed with mental retardation
• 50% Do not communicate verbally
Asperger’s Syndrome
• Added to DSM lV in 1994.
• “high functioning”-Milder form of Autism
• Social Skills are Impaired but verbal skills and
intelligence are within normal range
• “Little professor” syndrome
• Intense/limited/specific range of interests
• Lack of reciprocity in play
• Intonation and speech patterns may be abnormal
• Mild impairment of fine and gross motor skills
PDD-NOS
• Individuals who are diagnosed with Pervasive
Development Disorder-Not Otherwise Specified meet most
but not all of the diagnostic criteria for Autism.
• PDD-NOS can either be a form of high functioning Autism
or not depending upon the severity of the Autistic
characteristics they exhibit.
Rett's Disorder and Childhood
Disintegrative Disease
Rett’s Disorder-(Prevalence-1 in 10,000)
-Neurodevelopment disorder
-affects only girls.
-Impaired motor function
Childhood Disintegrative Disease-( approx 2 per 100,000)
-Normal development prior to age 2 (up to 10)
Then child loses motor, communication,intellectual
ability and doesn’t regain them.
Diagnostic Tools
• Intelligence Tests
• Intellectual Ability Assessments
• Autism Diagnostic Observation Scale (ADOS)
• ADI-R- Interview system given to parents and
caregivers.
• Pervasive Developmental Behavior Inventory
(PDDBI)
-Tests developed by Western Psychological Association
Rate of Autism
• 1 in 150 Births-Centers for Disease Control, 2010
• In the 1980’s the Autism rate was 1 in 15,000 births
• Reasons for increase in Autism not known. Improved
diagnostic measures may be one factor.
Autism is on the rise in public schools
Number of students served in schools -IDEA
Autism-Some Myths
• Some believe that Autism is caused
by environmental factors (heavy
metals/nutrition etc.)
• Autism is a genetic, neurological,
disorder.
• Until recently, it was believed that
Autism was caused by bad parenting.
(Leo Kanner-father of Autism)
Sensory Integration Issues
• Many individuals with Autism are
extremely sensitive to sensory input such as
light, noise and touch.
• Occupational Therapists may provide
therapy and suggestions to parents and
educators to improve sensory regulation.
Social Skills
Social Skills such as turn
taking and reciprocal
conversation skills can be
taught successfully to some
Autistic children using
Discrete Trial and
Structured Social Skills
Training Opportunities.
How the Educational System Addresses
Autism
If a student’s educational performance is impaired by their
Autism then they will qualify for an IEP
(Individual Education Program) and may receive special
education support from a variety of professionals
depending on their specific needs.
Classroom Strategies for High
Functioning Autism
• Use visual schedules
• Use consistent classroom routines
• Inform student ahead of time when there
will be a change in the routine
• Provide structured interaction opportunities
With other students (cooperative groups)
• Reduce visual and auditory distractions
Support for Parents
A Website that lists support resources:
http://www.childrensdisabilities.info/autism/g
roups-autism-asperger.html
Autism Society:
http://www.autismsociety.org
Support for Asperger’s
http://www.aspergersyndrome.org/
“Genius without education is like silver
in the mine.”
Benjamin Franklin