Transcript Chapter 11 Powerpoint

Students with Autism
Spectrum Disorders
Chapter 11
© 2009 The McGraw-Hill Companies, Inc.
What is the History of
Autism Spectrum Disorders?
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Autism was first recognized early in the 20th
century, although it existed for centuries.
1980 - officially acknowledged as a disorder
by the APA
1990 - first considered a disability category
under IDEA
Taylor/Smiley/Richards, Exceptional Students
© 2009 The McGraw-Hill Companies, Inc.
What is the Definition of
Autism Spectrum Disorders?
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Autism is a developmental disability significantly
affecting verbal and nonverbal communication and
social interaction, evident before age three and
adversely affecting a child’s educational performance.
The individual often engages in repetitive activities
and stereotypic movement, is resistant to
environmental changes or changes in daily routines,
and experiences unusual responses to sensory
experiences.
Taylor/Smiley/Richards, Exceptional Students
© 2009 The McGraw-Hill Companies, Inc.
What Disorders are Included in
Autism Spectrum Disorders?
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Autistic Disorder (Autism)
Asperger Syndrome
Rett Syndrome
Childhood Disintegrative Disorder (CDD)
Pervasive Developmental Disorder - Not
Otherwise Specified (PDD-NOS)
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© 2009 The McGraw-Hill Companies, Inc.
What is the Prevalence of
Autism Spectrum Disorders?
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1 in 150 children today are diagnosed with autism spectrum
disorders.
Autism is 60 times more prevalent than CDD.
Autism is the most rapidly growing disorder
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Greater awareness
Improved identification
Awareness that it exists across all IQ levels
4:1 males to females have autism
9:1 males to females have Asperger Syndrome
Rett Syndrome occurs almost exclusively in females.
Taylor/Smiley/Richards, Exceptional Students
© 2009 The McGraw-Hill Companies, Inc.
What are Some Causes of Autism?
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Unknown
Thought to be neurological or brain-based
Possibly mercury in vaccines
Possibly genetic factors
Environmental triggers
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What are Some Characteristics
of Students with Autism?
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Difficulty interacting with others, including lack of
eye contact
Verbal and nonverbal communication deficits
including limited vocabulary, echolalia, echopraxia,
and neologisms
Rigid and restrictive behavioral repertoire and
imaginative skills
Repetitive and stereotypic behaviors
Reduced sensitivity to pain
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Example of a Visual Processing Task
(Figure 11.1)
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How Are Students
with Autism Identified?
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Multidisciplinary evaluation involving parents,
psychologists and medical personnel
Assessment instruments including Childhood
Autism Rating Scale (CARS) or Gilliam Autism
Rating Scale
Taylor/Smiley/Richards, Exceptional Students
© 2009 The McGraw-Hill Companies, Inc.
What Should I Teach Students with
Autism Spectrum Disorders?
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General education curriculum with some modifications
Functional academics
Functional communication
Reduction of self-stimulating behaviors
Social skills including play and interactions
Hidden curriculum
Cognitive and academic skills
Family involvement
Transition to adulthood
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© 2009 The McGraw-Hill Companies, Inc.
How Do I Teach Students with
Autism Spectrum Disorders?
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Individualized support and services
Systematic instruction
Clear, structured environments
Specialized curriculum content
Problem solving
Family involvement
Direct instruction
TEACCH
Applied Behavior Analysis (ABA)
Social Stories
SOCCSS
Avoid unsupported methods
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© 2009 The McGraw-Hill Companies, Inc.
What are Considerations for the
Instructional Environment?
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Provide structure and routine.
Eventually give child choices.
Organize materials and areas of the room for
specific skills to be taught.
Help child prepare for transitions.
Use visual schedules to predict and improve
communication.
Plan for peer/group work.
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© 2009 The McGraw-Hill Companies, Inc.
What Types of Instructional
Technology Can Be Used?
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Utilize computers for visual communication.
Use augmentative and alternative
communication tools.
Utilize Picture Exchange Systems (PECS).
Consider Voice Output Communication Aids
(VOCAs).
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© 2009 The McGraw-Hill Companies, Inc.
What are Some Considerations for
the General Education Teacher?
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Almost 50% of students with ASD, ages 6 to 21,
spend 40% or more of their time in general education
classrooms.
Inclusion requires very careful planning.
Environmental and curriculum modifications
Attitudinal and social support
Coordinated team commitment
Recurrent evaluation of inclusion practices
Home/school collaboration
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© 2009 The McGraw-Hill Companies, Inc.