Disability Resource Guide for Teachers, Parents, and Students: Autism
Wendy Kanter
Towson University
Special Education 637
July 1, 2012
1. Background Information on Autism
a. Description of the Disability
i. Autism, along with Asperger syndrome and pervasive development
disorder (PDD), is a category under the Autism Spectrum Disorders
(ASD) classification. ASD specifies individuals who suffer with
communication, social interaction, and repetitive behaviors. Autism differs
from Aspergers as it is more categorized by a lack in language
development (Smith and Tyler, 2010).
ii. DSM-IV-TR Definition
Diagnostic Criteria for 299.00 Autistic Disorder
A. Six or more items from (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 (e.g., by a lack of showing,
bringing, or pointing out objects of interest)
d. lack of social or emotional reciprocity
2. qualitative impairments in communication as 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 compensate through alternative modes of
communication such as gesture or mime)
b. in individuals with adequate speech, marked impairment in the ability to
initiate or sustain a conversation with others
c. stereotyped and repetitive use of language or idiosyncratic language
d. lack of varied, spontaneous make-believe play or social imitative 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. encompassing preoccupation with one or more stereotyped and restricted
patterns of interest that is abnormal either in intensity or focus
b. apparently inflexible adherence to specific, nonfunctional routines or
rituals
c. stereotyped and repetitive motor manners (e.g., hand or finger flapping or
twisting, or complex whole-body movements)
d. persistent preoccupation with parts of objects
B. Delays or abnormal functioning in at least one of the following areas, with onset prior to
age 3 years: (1) social interaction, (2) language as used in social communication, or (3)
symbolic or imaginative play.
C. The disturbance is not better accounted for by Rett’s Disorder or Childhood
Disintegrative Disorder.
(Centers for Disease Control and Prevention)
iii. General symptoms:
1. Echolalia- the repeating of words without an intent to
communicate
2. NOT characterized by a specific learning disability. For example, a
child may have no trouble with reading but may have very poor
social interaction skills.
3. 50% of patients affected by autism are non verbal (Smith and
Tyler, 2010).
4. Failure to respond to name or have eye contact.
5. Many people with autism will have co-occurring conditions such
as a learning disability, attention deficit disorder, and epilepsy. Its
estimated that 20-30% with ASD (not just autism) will develop
epilepsy by the time they are adults (National Institutes of Health
2012).
a. Early Symptoms
i. Lack of verbal babbling by 12 months.
ii. No response to name.
iii. Excessive organization of toys.
iv. No smiling or social responsiveness (National
Institutes of Health, 2012)
b. Later Symptoms
i. Difficulties in imaginative play.
ii. Limited interests with heightened intensity.
iii. Preoccupation with specific objects.
iv. Lack of social conversation ability (National
Institutes of Health, 2012).
b. Prevalence
i. 1 in 88 children are diagnosed with autism today (AUTISM SPEAKS).
ii. 1 in 110 children were diagnosed with autism in 2006 (Carey, 2012a).
iii. Boys are four times more likely to be diagnosed with autism than girls
(AUTISM SPEAKS).
iv. In 2012, more children will be diagnosed with autism than children
diagnosed with AIDS, diabetes, and cancer….combined (AUTISM
SPEAKS).
v. In Maryland in 2000 there were a reported 2,304 children ages 3-21 with
Autism. In 2009 there were 7,510 ( Easter Seals, 2011).
c. Determining Eligibility for Special Education
i. Screening Tests for Autism
1. Checklist for Autism in Toddlers [CHAT]
2. Autism Screening Questionnaire
3. Autism Diagnostic Interview - Revised (ADI-R)
4. Autism Diagnostic Observation Schedule (ADOS)
5. Childhood Autism rating Scale (CARS)
6. Gilliam Autism Rating Scale
7. Pervasive Developmental Disorders Screening Test - Stage 3
(Kaneshiro and Zieve 2010).
2. Strategy and Intervention Practices
a. Evidence Based Strategies and Interventions
i. General Behavioral Assessment
1. Meta analysis found that behavioral interventions can reduce
problem behaviors (aggression, disruptive behaviors, tantrums,
self-injury, and stereotypy) can be reduced by 80%- 90%. Such
behavioral interventions that the research found to be effective
were: “change of environmental stimuli, instruction, extinction,
reinforcement, or punishment (Horner et al., 2002).”
2. Method: Applied Behavioral Analysis (ABA) Classroom
a. Study followed 3-7 year olds diagnosed with autism for a
year during which time they received specific ABA
training. ABA is generally done in a home environment
with the help of an aid and a parent as an assistant, helping
the child learn to apply skills learned to all aspects of home
life and self care. The ABA classroom studied was in a
Public School in the UK. The children received 1 on 1
lessons or small group work in a classroom that simulated
the normal school environment- rotation through subjects
and normal breaks. Behavioral skills, such as modeling,
prompting, and functional analysis were used. The children
had 30 hour weeks, compared to the normal 38 hour weeks.
Language and learning skills increased at the end of the
first year (Gringle et al., 2012).
b. Promising Strategies and Interventions
i. Nutritional Supplements
1. Concept:
a. Vitamin B and C can help the nervous system function
better.
b. Vitamin C and cod liver oils can help eye contact and
communication skills (Franco, 2010).
c. Use with Caution: Strategies and Interventions
i. Vaccines
3.
1. There is controversy over the fact that some vaccines may cause
the development of autism. One option is then to opt to not have
your child vaccinated. However, this puts the child at risk for many
serious illnesses and many schools require that children be
vaccinated to attend. In 2008 a measles outbreak occurred in
California. 9 of the 12 children affected had not been vaccinated
(Steinhauer, 2008).
ii. Chelation Therapy
1. The removal of mercury from the body- National Institute of
Mental Health canceled a chelation therapy trial for autism in
2008. Serious side effects such as liver or kidney damage can
occur (Franco, 2010).
In the News
a. Popular Press- Articles, Videos
i. http://www.medpagetoday.com/MeetingCoverage/APA/32578
1. Autism Criteria Critics Blasted by DSM-5 Leader By John Gever
2. Discusses the changes that the DSM 5 (although not finalized) will
be making to the definition and classification of Autism,
particularly in response to a Yale article stating that many with
Autism would no longer classify with the disorder to qualify for
services. Susan Swedo, of NIH, who was one of the people
involved with the creating of the new classifications states that
such a claim is false. Some notable changes expected to be made to
the diagnosis: elimination of a strict age limit to be diagnosed by,
elimination of PDD not otherwise specified, and reworking of the
categorical differences.
ii. http://www.nytimes.com/2012/01/20/health/research/new-autismdefinition-would-exclude-many-study
suggests.html?_r=1&pagewanted=all
1. New Definition of Autism Will Exclude Many, Study Suggests By
Benedict Carey
2. One of the articles that spurred the response of the above article by
John Gever- this article summarizes many of the fears that the
research and the affected communities have about the new DSM 5
diagnoses. Not meeting the DSM classifications can cause people
to lose assistance such as disability or group housing. A Yale study
looked back on a 1993 study that highlights the basis for the
current diagnosis, and found that of over 300 currently affected
individuals, only 45% of them would qualify under the new
guidelines. This article states that under the proposed definition
(not finalized until its expected release date in December)
individuals for all of the ASD disorders would have to exhibit 3
social interaction or communication difficulties as well as at a
minimum 2 repetitive behaviors.
iii. http://www.nytimes.com/2008/03/21/us/21vaccine.html
a. Public Health Risk Seen as Parents Reject Vaccines By:
Jennifer Steinhauer
b. Discusses a trend in parents not getting their children
vaccinated for things such as measles and polio for fear that
the vaccines cause autism.
b. Peer Reviewed Journal Articles (2009 or later)
i. Functional Analysis and Treatment of Arranging and Ordering by
Individuals with an Autism Spectrum Disorder
1. Researches sought to examine the obsessive ridigety in routines
and other compulsive behaviors that autism patients tend to
exhibit. With three participants, using functional analysis, a
method that looks at the behavior in three different ways: social
positive, social negative, and automatic, they attempted to reduce
the severity of some of the behaviors. By using functional analysis,
some of the behaviors were reduced (Rodriguez, 2012).
ii. Using Simultaneous Prompting to Teach Computer-based Story Writing to
a Student with Autism
1. Using a PixWriter, a device that uses the concept of simultaneous
prompting by having the student pick words and then hearing those
words read aloud, researchers measured a seven year old’s ability
to craft a story. More simultaneous prompting techniques were
used by the teacher. The study suggests that a combination of
computer based instruction and evidence based teaching
procedures may be the most beneficial for students with autism.
iii. Intervention for Food Selectivity in a Specialized School Setting: Teacher
Implemented Prompting, Reinforcement, and Demand Fading for an
Adolescent Student with Autism
1. The subject in this study was Anna, a child with autism who had a
long standing history of food selectivity, a symptom common in
many children with autism and other disorders. Using behavioral
prompting and the method of fading, researchers were able to get
her to eat foods that she had not eaten at other points. The study
was completed in the school cafeteria, giving it high ecological
validity (Knox, 2012).
4. Resources
a. Teacher Resources
i. http://www.teachersfirst.com/spectopics/autism-asperger.cfm
1. A great website that connects teachers to many other websites with
everything from games to play to articles on some of the most
controversial issues dealing with autism. The website also has a
calendar a teacher can use to help organize the different resources
the website has to offer.
ii. http://www.do2learn.com/SocialSkills/CommunicationSkills/index.htm
1. This site is addressed to teachers, parents, and students but
contains many resources that can be of great help to students with
autism. There are categories of resources (academics, social skills,
and behavior management) that teachers can choose from. There
are specific resources for each of the categories. Under the social
category, for example, there are lessons as well as printable
worksheets dealing with teaching students how to start
conversations and how to keep one’s volume level down.
iii. http://www.nasponline.org/resources/handouts/Autism204_blue.pdf
1. A great overview by experts in the field. Imperative for a teacher
unfamiliar with autism to read as it gives a great overview of the
symptoms both at home and school, which can be helpful in having
a holistic understanding of the child’s struggles.
iv. http://www.pcieducation.com/store/autism-resources.aspx
1. An online store specializing in items to help children with autism.
Everything from board games to flashcards to prizes specially
picked out to help an autistic child.
b. Parent Resources
i. http://www.autism-society.org/living-with-autism/family-issues/
1. This website is great because it addresses issues that arise for the
parents of someone diagnosed with Autism, but also provides
information for siblings of those diagnosed with Autism and the
impact in ones Religious understanding that a diagnosis of Autism
may have.
a. Parental Concerns
i. Your own development as an adult individual does
not stop when your child is diagnosed with autism.
It is important to look at the diagnoses as a part of
your own growth and development as you learn
about the disorder and find out what works rather
than focus on the myriad of difficulties that the
disorder may present.
b. Sibling Concerns
i. Siblings of those diagnosed with autism must
remember their development in patience, tolerance,
and compassion will be quickened yet strong.
ii. Parents should explain to siblings what the disorder
is, what the symptoms are, and make a plan for how
the siblings and the parents will deal with the
symptoms to create consistency in the affected
child’s life but also in the siblings’ lives.
iii. Just as the affected child is unique and thus
deserves unique attention, all of the other children
are equally unique in their own way and thus
deserve their own unique attention from the parents.
iv. Siblings should have choices as to the level of
involvement and responsibility in the care of the
affected sibling.
v. Inevitably, siblings will face questions from others
about their sibling’s diagnosis. The family should
discuss the answers prior to such a situation.
vi. The affected sibling should be treated as equally as
possible. A modification doesn’t necessarily mean
unequal care, which children will understand as
they grow older (Sibling Perspectives).
c. Religious Concerns: Christian
i. Include children with autism in normal proceedings
such as handing out bulletins.
ii. Use visual cues in Sunday School Lessons
iii. Find a welcoming church that truly embodies
agape- unconditional love (Connolly).
d. Religious Concerns: Jewish
i. Find a Jewish school that has a specialist who can
integrate Applied Behavior Analysis into the lesson.
It can be a struggle for parents who want to keep
their Jewish family identity alive but who are forced
to send their children to traditional public schools
with learning specialists but that integrate
‘mainstream’ Christian teachings and holidays
(Christmas and Easter, for example).
ii. Encourage children with autism to participate in the
ritualistic and consistent practices. Children with
autism benefit greatly from consistency and this can
be a huge bonus in religious education that depends
on rituals (Weinstein).
ii. Blogs
1. Many parents who have children diagnosed with autism have blogs
about their personal experiences dealing with their children. A
simple Google search will find a million such blogs.
a. http://www.generationrescue.org/latest-news/
b. Celebrity Jenny McCarthy’s blog about her own
experiences with her son’s diagnosis. She keeps it up to
date and with her connections is able to provide parents
with a different perspective on how to deal with their own
children.
c. Student Resources
i. http://www.autismgames.com.au/index.html
1. A FANTASTIC site for parents, teachers, and students. Filled with
tons of free games all designed to be interactive with autistic
children and help them learn and develop with specialized
instruction. For example, in a interactive movie called “Rufas Goes
To School,” autistic students are comforted into the idea of change,
something that many autistic children suffer greatly with. The
children help Rufas make key decisions about dealing with change.
ii. http://iautistic.com/free-autism-games.php
1. A site easy to navigate that has all different types of games and
resources for children with autism. A great thing about this website
is that it has Chinese and Korean versions of the website, as well,
great for multicultural autistic children.
References
Carey, B. (2012, March 29). Diagnoses of autism on the rise, report says. New York Times.
Carey, B. (2012, January 29). New definition of autism will exclude many, study suggests. New
York Times.
Centers for Disease Control and Prevention. (2009, August 17). Autism spectrum disorders
(ASDs). Retrieved from http://www.cdc.gov/ncbddd/autism/hcp-dsm.html
Connolly, T. C. (n.d.). Religion and autism: the Christian perspective. Retrieved from
http://www.autism-society.org/living-with-autism/family-issues/religion-and-autism.html
Easter Seals, Inc. (2011, December). 2011 state autism profiles: Maryland. Retrieved from
http://www.easterseals.com/site/PageServer?pagename=ntlc8_2011_state_autism_profiles_maryl
and
Franco, V. (2010, May 18). Controversial treatments in autism- Livestrong foundation. Retrieved
from
http://www.livestrong.com/article/126055-controversial-treatments-autism/
Gever, J. (2012, May 8). Autism criteria critics blasted by DSM-5 leader. MedPage today.
Grindle, C.et al. (2012). Outcomes of a behavioral education model for children with autism in a
mainstream school setting. Behavior Modification, 36(3), 298–-319.
Horner, R., Carr, E., Strain, P., Todd, A., & Reed, H. (2002). Problem behavior interventions for
young children. Journal of Autism and Developmental Disorders, 32(5), 423–446.
Kaneshiro, N. K., & Zieve, D. (Eds.). (2010, April 26). New York Times health guide: autism.
Retrieved from http://health.nytimes.com/health/guides/disease/autism/overview.html
Knox, M. K. (2012). Intervention for Food Selectivity in a Specialized School Setting:
Teacher Implemented Prompting, Reinforcement, and Demand Fading for an Adolescent
Student with Autism. Education & Treatment Of Children (West Virginia University
Press), 35(3), 407-417.
National Institutes of Health, National Institute of Neurological Disorders and Stroke, & Office
of
Communications and Public Liaison (Eds.). (n.d.). Autism Fact Sheet. Updated May 4, 2012,
from http://www.ninds.nih.gov/disorders/autism/detail_autism.htm
Pennington, R. (2012). Using Simultaneous Prompting to Teach Computer-based Story
Writing to a Student with Autism. Education & Treatment Of Children (West Virginia
University Press), 35(3), 389-406.
Rodriguez, N., Thompson, R., Schlichenmeyer, K., & Stocco, C. (2012). Functional analysis and
treatment of arranging and ordering by individuals with an autism spectrum disorder. Journal
of
Applied Behavioral Analysis, 45, 1-22.
Sibling perspectives: guidelines for parents (Autism Society, Comp.) [Pamphlet]. (n.d.).
Bethesda, MD: Autism Society. http://www.autism-society.org/living-with-autism/familyissues/sibling-perspectives.pdf
Steinhauer, J. (2008, March 21). Public health risk seen as parents reject vaccines. New York
Times.
Weinstein, J. (n.d.). and autism: the Jewish perspective. Retrieved from
http://www.autism-society.org/living-with-autism/family-issues/religion-and-autism.html