Introduction to Autism
Spectrum Disorder (ASD)
What is Autism?

Autism spectrum disorder (ASD) is a developmental disorder that affects
communication and behavior. Although autism can be diagnosed at any age, it
is said to be a “developmental disorder” because symptoms generally appear
in the first two years of life.

Difficulty with communication and interaction with other people.

Restricted interests and repetitive behaviors.

Symptoms that hurt the person’s ability to function properly in school, work,
and other areas of life.
What is Autism?

Autism is known as a “spectrum” disorder because there is wide variation in
the type and severity of symptoms people experience. ASD occurs in all
ethnic, racial, and economic groups. Although ASD can be a lifelong disorder,
treatments and services can improve a person’s symptoms and ability to
function.

The American Academy of Pediatrics recommends that all children be
screened for autism.
Social Signs and Symptoms of Autism
Spectrum Disorder

Making little or inconsistent eye contact

Tending not to look at or listen to people

Rarely sharing enjoyment of objects or activities by pointing or showing things to others

Failing to, or being slow to, respond to someone calling their name or to other verbal
attempts to gain attention

Having difficulties with the back and forth of conversation

Often talking at length about a favorite subject without noticing that others are not
interested or without giving others a chance to respond

Having facial expressions, movements, and gestures that do not match what is being said

Having an unusual tone of voice that may sound sing-song or flat and robot-like

Having trouble understanding another person’s point of view or being unable to predict or
understand other people’s actions
Behavioral Signs and Symptoms of
Autism Spectrum Disorder

Repeating certain behaviors or having unusual behaviors. For example, repeating words or
phrases, a behavior called echolalia.

Having a lasting intense interest in certain topics, such as numbers, details, or facts.

Having overly focused interests, such as with moving objects or parts of objects.

Getting upset by slight changes in a routine.

Being more or less sensitive than other people to sensory input, such as light, noise, clothing,
or temperature.

People with ASD may also experience sleep problems and irritability.

Although people with ASD experience many challenges, they may also have many strengths,
including:

Being able to learn things in detail and remember information for long periods of time

Being strong visual and auditory learners

Excelling in math, science, music, or art
Causes and Risk Factors

While scientists don’t know the exact causes of ASD, research suggests that
genes can act together with influences from the environment to affect
development in ways that lead to ASD. Although scientists are still trying to
understand why some people develop ASD and others don’t, some risk factors
include:

Having a sibling with ASD.

Having older parents.

Having certain genetic conditions—people with conditions such as Down
syndrome, fragile X syndrome, and Rett syndrome are more likely than others
to have ASD.

Very low birth weight.
Treatments and Therapies

Treatment for ASD should begin as soon as possible after diagnosis. Early
treatment for ASD is important as proper care can reduce individuals’
difficulties while helping them learn new skills and make the most of their
strengths.

The wide range of issues facing people with ASD means that there is no single
best treatment for ASD. Working closely with a doctor or health care
professional is an important part of finding the right treatment program.
Defining Eligibility for a
student with Autism
Wisconsin Department of Public Instruction
ELIGIBILITY CHECKLIST for AUTISM: Section 1

The child displays difficulties or differences or both in interacting with people
and events. The child may be unable to establish and maintain reciprocal
relationships with people. The child may seek consistency in environmental
events to the point of exhibiting rigidity in routines.

The child displays problems which extend beyond speech and language to
other aspects of social communication, both receptively, and expressively.
The child’s verbal language may be absent or, if present, lacks the usual
communicative form which may involve deviance or delay or both. The child
may have a speech or language disorder or both in addition to communication
difficulties associated with autism.

Must answer “Yes” to both of the questions above to be eligible.
Wisconsin Department of Public Instruction
ELIGIBILITY CHECKLIST for AUTISM: Section 2

The child exhibits delays, arrests, or regressions in motor, sensory, social or
learning skills. The child may exhibit precocious or advanced skill
development, while other skills may develop at normal or extremely
depressed rates. The child may not follow developmental patterns in the
acquisition of skills.

The child exhibits abnormalities in the thinking process and in generalizing.
The child exhibits strengths in concrete thinking while difficulties are
demonstrated in abstract thinking, awareness and judgment. Perseverant
thinking and impaired ability to process symbolic information may be present.
Section 2: Eligibility(Continued)

The child exhibits unusual, inconsistent, repetitive or unconventional
responses to sounds, sights, smells, tastes, touch or movement. The child may
have a visual or hearing impairment or both in addition to sensory processing
difficulties associated with autism.

The child displays marked distress over changes, insistence on following
routines, and a persistent preoccupation with or attachment to objects. The
child’s capacity to use objects in an age-appropriate or functional manner
may be absent, arrested or delayed. The child may have difficulty displaying
a range of interests or imaginative activities or both. The child may exhibit
stereotyped body movements.

Must answer “Yes” to at least one question in Section 2 to be eligible.
Assessing Autism Spectrum Disorder



Examples of intellectual assessments for ASD:

Mullen Scales of Early Learning

Wechsler Intelligence Scale for Children
Examples of Autism specific assessments:

Gilliam Autism Rating Scale-Second Edition

Autism Diagnostic Observation Schedule
Examples of Speech specific assessment:

Peabody Picture Vocabulary Test–V (PPVT-V)

Pre-school Language Scale–Fifth Edition
Mullen Scales of Early Learning

Age of participants, birth to 5.5 years old.

The Mullen is used as a developmental measure of cognitive development.

The assessment is broken down into five main scales including visual
reception, gross motor, fine motor, receptive language, and expressive
language.

The Mullen generates a score at the end that is used as an estimate of overall
intelligence.
Wechsler Intelligence Scale for Children V
(WISC)

Participants are 6–16 years old.

The WISC is used to measure a child’s general intellectual ability. It provides
five main indices that include Verbal Comprehension, Visual Spatial, Fluid
Reasoning, Working Memory, and Processing Speed.

The assessment helps determine if a child has any specific learning disabilities
as well.
Gilliam Autism Rating Scale-Second
Edition (GARS)

Assists clinicians in identifying the severity of autism in individuals who are 3–
22 years old.

The scale queries on several dimensions include the stereotypical and
characteristic behavior of those with autism, social interactions, and
communication skill.
Autism Diagnostic Observation Schedule
(ADOS)

Consists of structured and semi-structured subtests that involve different
components of social interactions and communication.

The assessment has five modules. The module is chosen based on the
individual’s developmental level.

The first module is used with children who use few or no speech. Clients who
use phrases in their speech but do not speak fluently go through the second
module.

Module three is for younger individuals who speak fluently while the fourth
module is used for adolescents and adults who are verbally fluent.

The fifth module is used for toddlers.
Peabody Picture Vocabulary Test V
(PPVT-V)

It can be used from ages 2 to 90 years of age

This is an untimed test of receptive vocabulary for Standard American English
and is intended to provide a quick estimate of the examinee’s receptive
vocabulary ability.

It is one of the more commonly used assessment tests for measuring verbal
ability. The test has multiple uses such as determining scholastic ability,
revealing high and low verbal abilities and helps to determine possible
learning disabilities.

It can be used to identify language disorders for children with delayed
emotional and mental development to assess their verbal intelligence which is
helpful in ASD.

It is a short test lasting 20–30 minutes.
Pre-school Language Scale–Fifth Edition

Designed to assess receptive and expressive language abilities in children
aged 0- on up, to determine the presence of a language delay or disorder.

The test consists of an auditory comprehension scale and expressive
communication scale to evaluate specific areas of strength and weakness.

The test particularly focuses on identifying receptive and expressive
language skills in the areas of attention, gesture, play, vocal development,
social communication, vocabulary concepts, language structure, integrative
language, and emergent literacy.

The test aids the clinician in determining the presence and type of language
disorder (receptive, expressive, and mixed), eligibility for services and to
design interventions based on norm-referenced criterion scores.
Parental Resources for Understanding
ASD

The following are online resources that you can reach using the Internet.

Supporting Individuals with Autism Through Uncertain Times

National Institute of Mental Health: Autism Spectrum Disorder

American Academy of Pediatrics (AAP): Autism

IDEA Partnership

Autism Speaks
Teaching Resources for Understanding
ASD

These are online resources to further understand ASD and find the latest
information on ASD.

National Institute of Mental Health Data Archive (NDA).

Simons Foundation Autism Research Initiative

Autism Centers of Excellence Program (ACE)