APE FACT SHEET
AUTISM
DEFINITION:
Autism spectrum disorder (ASD) and autism are universal terms for a group of early
childhood cognitive development disorders. These complex disorders are marked by
abnormal and impaired development in social interaction, verbal and nonverbal
communication, and repetitive behavior (Autism Speaks It’s Time to Listen, 2012). Typically,
ASD is manifested between ages 2 and 3. Once manifested, it can be linked with intellectual
disability, delays in motor behavior, and other health impairments. The phrase “other health
impairments” means the student has limited strength, vitality and alertness which can
diminish awareness in the classroom (Kassar & Lytle, 2005). Autistic disorder is defined as a
presence of marked abnormal and impaired development in social interaction,
communication and a markedly restricted repertoire of activity and interests. The autistic
disorder must manifest itself before age 3. An autistic disorder adversely affects a student’s
performance. The term does not apply if a child’s educational performance is adversely
affected primarily because the student has a serious emotional disturbance.
DIAGNOSTIC CRITERIA FOR INDIVIDUALS WITH AUTISTIC DISORDER:
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A total of six (or more) items (1), (2), and (3), with at least two from (1) and one each
from (2) and (3):
1. Qualitative impairment in social interaction, as manifested by at least two of the
following:
a. Marked impairment in the use of multiple nonverbal behaviors such as
eye-to-eye gaze, facial expression, body postures and gestures to regulate social
interaction
b. Failure to develop peer relationships appropriate to
developmental level
c. A lack of spontaneous seeking to share enjoyment, interests or
achievements with other people
d. Lack of social or emotional reciprocity
2. Qualitative impairments in communication manifested by at least one of the
following:
a. Delay in, or total lack of, the development of spoken language
(not accompanied by an attempt to use alternative modes of
communication)
Edited by: Busse, S. (2012) Reviewed by: Young, A. (2012)
b. In students with adequate speech, marked impairment in the
ability to initiate or sustain a conversation with others
c. Repetitive use of language or idiosyncratic language
d. Lack of varied, spontaneous make-believe play appropriate to developmental
level
3. Restricted repetitive and stereotyped patterns of behavior, interests and activities,
as manifested by at least one of the following:
a. Preoccupation with one or more stereotyped and restricted patterns of interest
that is abnormal in intensity or focus
b. Strict adherence to specific, nonfunctional routines or rituals
c. Stereotyped and repetitive motor mannerisms (i.e., hand slapping/flapping or
twisting or complex whole body movements)
d. Persistent preoccupation with parts of objects
Delays or abnormal functioning in at least one of the following areas, with onset prior to age
3 years: (a) social interaction, (b) language as used in social communication, or (c) symbolic
or imaginative play. The disturbance sometimes includes students also with diseases in the
same spectrum such as: Autistic Disorder, Rett's Disorder, Childhood Disintegrative
Disorder, Asperger's Syndrome, and Pervasive Developmental Disorder.
SPECIAL CONSIDERATIONS AND TEACHING TIPS:
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Monitor closely for safety - some students have no fears.
Utilize Premack principle (pairing something liked with something disliked).
Use teaching stations or a similar teaching technique that changes activities regularly.
Teach to the preferred modality.
Eliminate unnecessary external stimuli.
Limit the amount of relevant stimuli presented at one time.
Limit the use of prompts if appropriate for the student.
Teach in a game-like environment to facilitate generalization.
Improve motor skill acquisition by using reinforcement, task analysis, and physical
prompting.
Utilize sensory stimulation to increase attention span and decrease self-stimulation.
Use vigorous aerobic exercise to reduce self-stimulatory and off task behaviors.
Create a highly-structured environment.
Use transitions that depict activities between each activity.
Use the same organization and equipment each day.
Redirect inappropriate behavior.
Perform demonstrations several times and use verbal cues to direct attention.
Encourage speech and speech sounds - use sign language and gestures, and picture
communications as needed.
Edited by: Busse, S. (2012) Reviewed by: Young, A. (2012)
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Teach with a gentle whispering voice to the student (Kassar & Lytle, 2005).
Use visual cues such as video imaging and video feedback (Davis & Dillon, 2010).
Use visual scheduling to inform the student of daily activities (Davis & Dillon, 2010).
Set goals that are realistic and attainable (Davis & Dillon, 2010).
Teach with enthusiasm, creating a positive classroom environment (Davis & Dillon,
2010).
Create a reward system for positive reinforcement (Davis & Dillon, 2010).
Information on this sheet contains only suggested guidelines. Each student must be
considered individually, and in many cases, a physician’s written consent should be
obtained.
References
What is Autism?. (2005-2012). In Autism Speaks It’s Time to Listen. Retrieved February 20, 2012
from http://www.autismspeaks.org/what-autism
Kasser, S.L., & Lytle, R.K. (2005). Person-related factors influencing capability. Inclusive
physical activity a lifetime of opportunities (pp. 219-239). Champaign, IL: Human Kinetics.
Davis, T., & Dillon, S.R. (2010). Autism. Adapted physical education desk reference (pp. 23-28).
Blacksburg, VA: PE Central.
Edited by: Busse, S. (2012) Reviewed by: Young, A. (2012)