Transcript Understanding Students with Autism

Understanding Students with
Autism
Chapter 11
Definition
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Autism is a developmental disability that
affects children prior to the age of three
in three areas:
– Verbal and nonverbal communication
– Social interaction
– Academic performance
Pervasive Developmental
Disorder (also used)
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Spectrum disorder : runs the continuum
of mild to severe
– Rett syndrome
– Childhood disintegrative disorder
– Asperger syndrome
– Pervasive developmental disorder
Asperger syndrome
Significant challenges in social and
emotional functioning
 Do not have delays in language
development or intellectual functioning
 Boys are identified 4 to 1
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Prevalence
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U.S. Dept. of Ed. 2005 reported
– 132,333 student with autism
– Asperger syndrome is 2.5 children in every
10,000
– CDC 2008 reports 1 in 150
National Facts and Statistics
Autism Society of America -2007
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1 in 150-166 births (1)
1 to 1.5 million Americans (2)
Fastest-growing developmental disability
10 - 17 % annual growth
Growth comparison during the 1990s (3) :
– U.S. population increase: 13%
– Disabilities increase: 16%
– Autism increase: 172%
$90 billion annual cost (4)
90% of costs are in adult services4
Cost of lifelong care can be reduced by 2/3 with early
diagnosis and intervention (4)
In 10 years, the annual cost will be $200-400 billion (5)
National Trends
Identification of Autism Spectrum Disorders
MN Child Count Data (B-21 yrs.)
12000
9929
State Total
10000
8691
8000
7307
5929
6000
4786
3759
4000
2000
1284
1730
2242
2814
0
Years 1997 - 2006
More questions on trends
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Are we over identifying ?
– No, there is evidence we are still under identifying in early
years..
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Are other states finding the same rates ?
– Yes and some at much higher rates
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Will the ASD Child Count continue to increase?
– Analysis of MDE Child Count and NIH data predicts
continued increase.
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What forecasts or estimates can be made ?
– 1/500 to 1/166 births (NIH, 2004 and CDC, 2006)
– Increase of secondary-age students 2x by 2010
Communication Characteristics
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Focus attention on one topic only
Limit a communication topic to fewer than a
couple of interactions
Use limited gestures to supplement verbal
skills
Reverse Pronouns (you want to have a snack
now vs I want to…
Look away from the speaker - lacks eye
contact
Other Characteristics
Echolalia
 Atypical social development
 Repetitive behavior
 Self-injurious behavior
 Aggression
 Need for environmental predictability
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Sensory and Movement
Disorders
Under or overresponsiveness to
sensory stimuli
 Movement is associated to abnormal
posture, abnormal movements and eye
movements
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Intellectual functioning
64 - 70 % have MR
 Individual’s with Asperger syndrome
tend to have higher IQ’s than others
with autism
 Savant syndrome: extraordinary abilities
in calendar calculating, musical ability,
mathematical skills, memorization
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Historical Causes
1940s - refrigerator mothers
 1970s - biochemical dysfunction
 Current: possible biomedical abnormalities in brain development,
neurochemistry, and genetic factors
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Determining the Presence
Early childhood years by
interdisciplinary team
 Assessments can be same as children
with MR
 Others include: Childhood Autism
Rating Scale (CARS), Autism
Diagnostic Interview
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Where are they educated?
0%
0%
0%
0%
MN Placement Data for ASD by
Federal Instructional Settings
Dec.1, 2006
7%
Regular Classroom
19%
Resource Room
45%
Separate Classroom
Public Separate Day
Private Separate Day
Public Residential
Private Residential
Hospital/Homebound
29%
Issues for Classroom Teacher
Carefully structured environment
 Predictable routines
 Visual cuing
 Implementing a communication system
 Emphasizing communication,
socialization, and functional academics
in the curriculum
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Behavioral Strategies
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Conduct a Functional Behavioral Analysis
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Determine the cause of the behavior
What are they trying to get out of the behavior
In what contexts does the behavior occur
What are the antecedents and consequences
What are the communicative functions of the
behavior
Mnemonic Strategies
Keyword (link a keyword to a new word
to be learned)
 Pegword (for numbered or order)
 Letter (acronym)
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Promoting Friendships
Include students in all areas
 Use peer buddy programs
 Use person-centered planning models
that involve peers
 Ensure peers learn about the goals of
inclusion
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Video
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http://www.youtube.com/watch?v=JnylM
1hI2jc