Autism Spectrum
Disorders
Emily McDonald, Kyle Chisholm, Nate
Parenteau, Claire Johnson
Class Discussion
• Discuss with a partner what you think it
means to have autism.
• Then discuss the differences between
autism disorder and asperger syndrome.
Autism Spectrum Disorders
• No official definition
• Must meet 3 criteria:
o Persistent deficits in social communication
and interactions
o Restricted, repetitive patterns of behavior,
interests, and activities
o Symptoms present in early childhood.
http://www.burrellautismcenter.com/resources/whatisautism.aspx
Autism Defined
•
Individuals with Disabilities Act (IDEA):
o Developmental disability affecting a child's
verbal and nonverbal communication skills
and social skills.
o Other characteristics:



Engage in repetitive activities
Does not like change in environment or routines
Extreme reaction to over stimulation in all
senses
• Our book mentions that a clear definition
is still being created
Asperger Syndrome Defined
• Display similar characteristics of autism,
•
•
but struggle mainly with social
interactions.
Higher intelligence levels than a child
with autism.
Child usually excels at particular skills.
Causes of Autism Spectrum
Disorders - In the 1960s
• Biological
o Leo Kanner and Hans Asperger
o Unknown causes
• Refrigerator moms
o One advocate made this idea popular
o If mother is "cold", then child will not
develop social skills
o Led to idea: child was not developing
normally so mom was "cold"
Causes of Autism Spectrum
Disorders - Present Day
• MMR Vaccine
o MYTH
o Presence of thimerosal
o Study in Wakefield paper
o No conclusive evidence
http://www.microbiologyonline.org.uk/about-microbiology/microbes-and-the-human-
Causes of Autism Spectrum
Disorders - Present Day
• Genetics - not one genetic defect
o High risk for:
 Brain seizures
 Cognitive deficits
o Many areas affected --> neurological wiring
issue (Brain picture)

Mirror neurons in amygdala
o Hereditary
o Duplications and deletions - like Down
Syndrome
• The causes are mainly unknown
http://pediaspeech.blogspot.com/2012/04/parts-of-brain-affected-by-autism.html
Prevalence
- First large scale survey done in 1960's found a
prevalence rate of about .04% (1 out of 2,500)
- Similar rates found in 70's and 80's
- surveys from 2000 - present found much higher
rates.
- U.S. Centers for Disease and Control Prevention
gives a prevalence rate of 1 in 110(2009)
Causes of increased diagnosis
1. Widening of the criteria.
- In recent years the criteria used to diagnose autism and milder
forms of autism such as asperger's has expanded, resulting in a
higher number of diagnosis.
2. Greater Awarness
- There has been an increase in the awareness of autism in the
general public as well as the medical, psychological, and
educational professions
3. "Diagnosis Substitution"
-people who would previously be diagnosed with intellectual
disabilities or developmental language disorders are now being
identified as having an autism spectrum disorder.
Prevalence in Race and Sex
Autism prevalence rates are 4 times higher for boys
than girls.
Prevalence rates are also higher in European Americans
than it is in Latinos or African Americans
- Could be because European Americans have better access to
health services.
- Could be that there is a bias to diagnose Latinos or African
Americans who have low IQs in addition to autism as intellectually
disabled instead of autistic
Characteristics of Autism
People who are diagnosed with Autism have
impairments in social interaction and
communication and have repetitive and
stereotyped patterns of behavior. They
also show impaired cognition, and some
have abnormal sensory perceptions.
Impaired Social Interaction
- Deficits in social responsiveness
- May not show a differential response to family or teachers
compared to other strangers
- Difficulties with non-verbal interaction
Impaired Communication
- Lack communicative intent (desire to communicate for social
purposes)
- Typically have speech abnormalities
- 50% of people diagnosed are thought to be mute
- May reverse pronouns (mix up I and you, may call themselves he
or she)
Impaired communication and social interaction in young
children diagnosed with Autism is linked to the lack in
their ability to engage in "joint attention."
Stereotyped Motor or Verbal Behaviors
- twirling spinning objects, flapping the hands and rocking
- extreme fascination or preoccupation with objects and a very
restricted range of interests.
- May become upset by any change in the environment or routine
Abnormal Sensory Perceptions
- may be either hypersensitive or hyperresponsive to a
particular stimuli
- may be unresponsive to certain stimuli
- or combination of both
Synaesthesia - when the stimulation of one sensory or cognitive
system results in the stimulation of another sensory or cognitive
system.
Impaired Cognition
- difficulty in coding and categorization of information
- rely on literal translations
- remember things by their location in space rather than
concept comprehension
- tend to excel at things like puzzles, building blocks, matching
tasks, or drawing replicas
- tend to do poorly with tasks requiring verbal comprehension
and expressive language.
Autistic Savants
- show developmental delays in social and intellectual functioning,
yet show remarkable ability or talent in a particular skill.
- playing music, drawing, or calculating
- Rain Man
- 10%
Asperger Syndrome
- People with Asperger's are likely to display impairment or
abnormalities in the same areas as those with Autism, but to a
milder degree. They struggle mostly with social interaction.
- Struggle with reading social cues
- often are over literal
- single minded focus on logic rather than emotion
- hidden curriculum remains hidden
- struggle with verbal and nonverbal pragmatics
Clay Marzo
http://www.youtube.com/watch?v=6mMLSFVuZQE
"It's like everyone has a bucket for
dealing with people and I only got a
cup."
Learning Strategies
- No single method is successful for all
students
- Needs change over time
- 5 major adjustment areas:
Instructional approaches, Strategies for
classroom management, communication
development, social skills, and functional
skills.
Learning Strategies
Visual approaches:
Visual aids : Continuum of Complexity
- Organize student activity
- Provide directions or instructions
- Assist in understanding environment (labeling)
-Support appropriate behavior
- Provide cues for social skills or self control
Learning Strategies
- Inventory of the possible sensory factors:
• Visual: Are there distractors, (light,
movement, reflection, patterns) that affect
the student’s ability to attend to
the learning activity?
• Consider the eye level of the student, the
position of the teacher
in relation to the student, and distractors
that may interfere with
attention.
Learning Strategies
- Auditory:
• Are there auditory distractors? (fans,
loudspeakers, fire alarms, many people
talking at once, air conditioners, bells, dogs
barking)?
• What is the general sound level and the
predictability and repetitiveness
of sounds?
Learning Strategies
- Tactile:
- Are temperatures appropriate to minimize
negative effect on the student?
-Are there textures that seem to be aversive?
Learning Strategies
Other Strategies
- Precise, positive praise
- Meaningful Reinforcements
- Appropriate level of difficulty on tasks
- Age appropriate materials
- Opportunities for choice
- Break down into small steps
- Concrete examples
- Hands on activities
- Introduce unfamiliar tasks in a familiar
environment
Assessment for Eligibility
Assessment for Eligibility
Steps towards obtaining special education
services:
Evaluation:
Two ways in which a child can be evaluated under
the regulations of IDEA:
The parent can request an evaluation
The school system may determine that an
evaluation is necessary
•
•
Assessment for Eligibility
Based on the needs of the individual
-Members may include a specialist in cognitive
assessment, an occupational therapist, a
physical therapist or a medical professional
Federal law mandates that autism spectrum
assessments in the schools be conducted by
professionals from multiple disciplines
Assessment for Eligibility
- Developmental history
- Observations
- Direct interaction
- Parent interview
- Evaluation of functioning:
social, communication, sensory, emotional,
cognitive and adaptive behavior
Class Activity!
Find a partner
One of you will make a simple phrase using
vocab cards
The other will try to figure out what you
said
We will share with class
Accommodations and
modifications
Daily Schedule
Monthly Calendar
o What's to come, What's done
o Minimize surprises
Video Recording
 Repetitive and Predictable
Accommodations and
modifications
Sign Language

Signer/Para
Ear Plugs

Agitated by sound
Accommodations and
modifications
Social Stories
Good with verbal communication
o Needs help with social cues and behavior
"Comic Strip"
o Visual that portrays desired learning
Accommodations and
modifications
Picture Exchange Communication System
(PECS).
Assists those who have little to no verbal
communication skills
Use of pictures in communication
 Teacher to to student
 Student to teacher
Accommodations and
Modifications
Computers
—
Continues the theme of visual learning
—
Increase in focused attention
—
Increase in overall attention span
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Decrease in agitation
—
—
Touch Window Add-On Touch Screens
•
•
•
“With a touch screen, the concrete relationship between what the child sees
and what the child directly activates is established” Citation Link
My Autism and Me - Video
http://www.youtube.com/watch?v=FeGaffIJvHM
References
1. Hallahan, D., Kauffman, J., & Pullen, P.
(2009). Exceptional Learners (11th & 12th
Eds). Pearson: Boston.
2. McConnell, K., Ryser, G. (2000).
Practical ideas that really work for
students with Autism Spectrum
Disorders.(pp.122-124), Pro-ed: Austin,
TX.