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Autism and
Autism Spectrum Disorders (ASD)
Also called Pervasive Developmental Disorders
A Spectrum of five different disorders, ranging in level of disability from mild to
severe
 Autistic Disorder (Autism)
 Asperger Syndrome
 Rett Syndrome
 Childhood Disintegrative Disorder
 Pervasive Developmental Disorder Not Otherwise Specified (PDD – NOS)
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A Person with Autism Spectrum Disorder
May Present with the
Following Behavioral Characteristics:
• Not respond to their name
by 12 months
• Not point at objects to show
interest (point at an airplane
flying over) by 14 months
• Not play “pretend” games
(pretend to “feed” a doll) by
18 months
• Avoid eye contact and want
to be alone
• Have trouble understanding
other people’s feelings or
talking about their own
feelings
• Have delayed speech and
language skills
• Repeat words or phrases
over and over (echolalia)
• Give unrelated answers to
questions
• Get upset by minor changes
• Have obsessive interests
• Flap their hands, rock their
body, or spin in circles
• Have unusual reactions to
the way things sound,
smell, taste, look, or feel
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Diagnosis
• The American Psychiatric Association's Diagnostic and
Statistical Manual of Mental Disorders is the main
diagnostic reference used by mental health
professionals and insurance providers in the United
States. The diagnosis of autism requires that at least six
developmental and behavioral characteristics are
apparent, that problems are evident before age three,
and that there is no evidence for certain other
conditions that are similar.
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History
•1911 – Autism formally identified and labeled by Eugen Bleuler, a psychiatrist
who described the condition as “self-absorption caused by poor social
relatedness”
•1911 through 1960 – Autism commonly considered a form of schizophrenia
•1943 – Leo Kanner, a psychoanalyst, publishes Autistic disturbances of
affective contact, which describes 11 children who display signs of unusual
development. It is one of the first documented studies of individuals displaying
Autistic characteristics.
•1944 – Hans Asperger formally identifies and labels Aspergers Syndrome
•1965 – Bernard Rimland a psychologist, publishes Infantile Autism, which
proposes that Autism is a neurodevelopmental condition. Rimland establishes
the Autism Society of America
•1967 – Autism formally classified under schizophrenia in the International
Statistical Classification of Diseases and Related Health Problems
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History, cont’d
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1980 - Autism formally identified as a unique disorder, separate from
schizophrenia, by the American Psychiatric Association
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1990 – Autism is first considered a disability under the Individuals with
Disabilities Education Act
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1991 – Autism is officially added to the list of covered disabilities in the
Individuals with Disabilities Education Act
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2004 – The National Institute of Mental Health estimates that the prevalence
of ASD range from 2 to 6 per 1,000 children
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2007 – The Centers for Disease Control estimates the prevalence of ASDs
to be 1 in 150 children
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2010 – Autism Speaks estimates that 1 in every 110 children is diagnosed
with Autism
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Causes
• There is no known cause for developing an
Autism Spectrum Disorder
• There are likely many different factors that
make a child more likely to have an ASD,
including environmental, biologic, and genetic
factors
• Much research is currently being done in an
attempt to identify the causes of the disorder
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Current Research
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Psychodynamic
brain-based disorder
Onset must occur before a child’s third birthday
In 1990, the US mandated to add autism and traumatic brain injury (TBI) to the
classification of children receiving special education services. In subsequent years,
the number of children receiving special education services diagnosed autistic were
far greater than TBI.
Children are no longer being considered in the MR category. Autistic children have
gone from showing forms of mental retardation at 75% down to 40%.
Evidence shows that vaccinations are not a contributing factor to the cause of
autism or the increase in the number of children being diagnosed
It appears there is a genetic component: if one identical twin has autism then the
likelihood of the other twin having autism is 69-95%
Research indicates that intervention started before 3.5 years of age is more
effective than intervention started after 5 years of age
Mute children who receive quality, early behavioral intervention, between 75-95%
learn to talk
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Current Research, cont,d
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Majority of individuals with ASDs may have IQs in the cognitively disabled
or mentally retarded range
Nonverbal levels of autistic children can be over 50%.
Over-activity at the level of the synapse and the balance of local versus
long-range connections was skewed in autism in favor of strong local
connections but weak long-range connections between distant brain
regions. Complex behavior, such as language and social interaction,
depend upon such long range connections
Differences in axons and their insulation may explain disrupted
communication in autism
PTCHD1 gene mutation may disrupt crucial developmental processes,
contributing to the onset of autism. Identification of a male-linked genetic
mutation begins to address the previously unknown basis for often reported
skewed male to female ratio in autism.
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Characteristics
Social Symptoms
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Difficulty learning to engage
Avoid eye contact
Prefer being alone
Fail to seek comfort
Subtle social cues have little meaning
Difficulty seeing things through another’s
perspective
• Difficulty regulating emotions
• Can be disruptive/physically aggressive
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Characteristics
Communication Difficulties
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Use language in unusual ways
Cannot form meaningful sentences
Repeat or “parrot”
Exchange of conversion is hard
Inability to understand body language, tone of
voice, or “phrases of speech
• Facial expressions, movements, and gestures
may not match what they are saying
• May simply grab or scream at what they want
• Can appear anxious and/or depressed
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Characteristics
Repetitive Behaviors
• Odd repetitive motions may set them apart from other
children
• Might be extreme and highly apparent or more subtle
• Spend hours lining up their cars and trains in a certain
way, rather than using them for pretend play
• Many children with autism need, and demand, absolute
consistency in their environment
• A slight change in routines can be extremely stressful
• Persistent, intense preoccupation
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Medical Issues
That May Accompany Autism
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Seizure Disorders
– Epilepsy occurs in as many as 39% of people with autism
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Genetic Disorders
– identifiable neurogenetic condition such as Fragile X Syndrome, Angelman's
Syndrome, a neurocutaneous disorder called Tuberous Sclerosis, Chromosome
15 Duplication Syndrome or another chromosomal abnormality
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Gastrointestinal Disorders
– between 46 and 85% of children with autism have problems such as chronic
constipation or diarrhea.
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Sleep Dysfunction
– evidence of abnormality of melatonin regulation in children with autism
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Sensory Integration Dysfunction
– unusual responses to sensory stimuli, or input
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Educational Implications
Social Interactions
• difficulty engaging in and maintaining normal social contact
(including friendships)
• lack of empathy - insensitivity to the feelings and needs of others
• inappropriate use of facial expressions and body language
• little awareness of personal space
• difficulty with interpreting non-verbal language (e.g. body language)
• lack of or abnormal eye contact
• inappropriate and naive social interactions
• lack of or difficulty displaying affection.
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Educational Implications
Communication Skills
• poor language comprehension as compared to
expressive language
• difficulty understanding non-verbal communication
• difficulty with symbolic or abstract language
• delays in speech acquisition
• unusual speech patterns (e.g. rhythm, pitch, intonation)
• echolalia - repetition of speech
• difficulties initiating and sustaining conversations
• difficulty listening and following directions when given to
whole class.
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Educational Implications
Restricted Interests and Behavior Implications
• may find surroundings confusing and unpredictable
• difficulties 'making sense' of classroom and/or learning activities
• changes in routines and/or environment may cause anger, fear,
irritation and stress
• obsessive behavior in relation to interest, hobbies and objects
• insistence on sameness and resistance to change
• ritualistic behavior e.g. taking same route to places
• impaired creative and imaginative play
• inappropriate attachment to objects
• needing help but not knowing how to communicate need or who to
go to for help.
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Educational Implications
Sensory Processing Implications
• variable sensitivities depending upon situation and individual stress
threshold
• delayed reaction/response
• anger, stress, or anxiety reactions
• auditory system (hearing) e.g. makes sounds to screen out
unwanted noise
• visual system (sight) e.g. sensitive to pulsations in lighting
• tactile system (touch) e.g. avoids touch or contact
• olfactory system (taste & smell) e.g. dislike of strong smells such as
perfume
• vestibular system (movement, balance, gravity) e.g. oblivious to
danger of heights
• proprioceptive system (movement, one's own position) e.g. exerts
too much pressure when handling objects
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• gustatory (taste) e.g. only eats certain food.
Strategies
• Forget what you think you know - chances are
you’re wrong anyway!
• Allow for and create order for ASD students
when possible.
– Visual distractions can be an issue.
– Be aware of loud/harsh sounds and how they can
affect an autistic student.
– “Some nonverbal children and adults cannot process
visual and auditory input at the same time. They are
mono-channel.” (Grandin, 2002)
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Strategies, cont’d
• Sequence is often a challenge for students with
Autism, so try not to use lenthy sets of
instructions.
• Celebrate their skills: visual, concrete skills like
art and computer programming are often
strengths.
• Use fixations to drive success with school work.
• Allow typing rather than manual note-taking.
• Help ASD students to develop social skills they
lack.
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Strategies, cont’d
• Allow the way subjects are taught to be
adjusted.
• Use concrete language.
– Flashcards with words and pictures of what the words
represent on the card are very effective.
– “Use concrete visual methods to teach number
concepts.” This is closely related to using concrete
language, but adds the necessity of tying the idea to
teaching mathematics: using picture problems and
adding/taking away items to teach addition and
subtraction is vital.
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References
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Autism Resources. (2004). Autism FAQ – History. Retrieved from http://www.autismresources.com/autismfaq-hist.html
Autism Society of America. (2009). What is Autism? Retrieved from http://www.autismsociety.org/site/Page/server?pagename=about_whatis
Autism Speaks, Be Informed, What is Autism, Symptoms of Autism. Autism Speaks, Home Page. Retrieved
November 22, 2010, from <http://www.autismspeaks.org/whatisit/symptoms.php>
Autism Speaks Inc. (2010). What is Autism. Retrieved from http://www.autismspeaks.org/whatisit/index.php
Genetic Finding Identifies Male-Linked Mutation Associated With Autism Spectrum Disorders. (n.d.). Autism
Speaks, Home Page. Retrieved November 22, 2010, from
<http://www.autismspeaks.org/press/male_linked_mutation_autism.php>
What lies beneath: differences in brain connections « Autism Speaks Official Blog. (n.d.). Autism Speaks Official
Blog. Retrieved November 22, 2010, from <http://blog.autismspeaks.org/2010/11/11/what-lies-beneathbrain-connections/?utm_source=autismspeaks.org&utm_medium=web&utm_campaign=sciencenews>
Autism Watch: Your Scientific Guide to Autism. (2010). DSM – IV Criteria for Diagnosing Autism.
Retrieved from http://www.autism-watch.org/general/dsm/shtml
Baker, J.P. (2008). Public Health Then and Now. Mercury, Vaccines, & Autism: One Controversy, Three
Histories. American Journal of Public Health. Retrieved from
http://ajph.alphapublications.org/cgi/content/full/98/2/244
Betts, S. W., Betts, D. E. and Gerber-Eckard, L. N. (2007) Asperger syndrome in the inclusive classroom. London:
Jessica Kingsley.
Booth, T. & Ainscow, M. (2000) Index for Inclusion. Bristol: Centre for Studies in Inclusive Education.
Butler, L. (2010, October). Autism. Foundations of Special Education. Lecture conducted at Manhattanville College
School of Education. Purchase, NY, USA.
Centers for Disease Control and Prevention. (2010). Autism Spectrum Disorders (ASDs): Facts About ASDs.
Retrieved from http:www.cdc/gov/ncbddd/autism/facts/html
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References, cont’d
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"What are the educational implications?." Education Queensland. N.p., n.d. Web. 22 Nov. 2010.
<http://education.qld.gov.au/studentservices/learning/disability/generalinfo/asd/asd1.html>
Grandin, T. (2002, December). Teaching Tips for Children and Adults with Autism. Retrieved from
http://www.autism.com/ind_teaching_tips.asp
Gray, C. (2007). What Are Social Stories? Retrieved November 19, 2010 from
http://www.thegraycenter.org/social-stories/what-are-social-stories
Humphrey, N. (2008, February). Including pupils with autistic spectrum disorders in mainstream schools. Support
for Learning, 23(1), 41-47.
"NIMH · What Are the Autism Spectrum Disorders?." NIMH · Home. N.p., n.d. Web. 22 Nov. 2010.
<http://www.nimh.nih.gov/health/publications/autism/what-are-the-autism-spectrum-disorders.shtml>.
Schizophrenia.Com. (2010). History of Schizophrenia. Retrieved from http://www.schizophrenia.com/history
Shaw, Evelyn, and Brian A Boyd. "Autism in the Classroom: A Group of Students Changing in Population and
Presentation." Preventing School Failure 54.4 (2010): 211-219. Print.
Taylor, R.L., Smiley, L.R., and Richards, S.B. (2009) Exceptional Students: Preparing Teachers for the 21st
Century. New York, NY: McGraw Hill
Temple Grandin. (n.d.). In Wikipedia. Retrieved November 19, 2010 from
http://en.wikipedia.org/wiki/Temple_Grandin
http://www.txautism.net/docs/Guide/Introduction/EducationalImplications.pdf
The Washington Post. (2008). Some Key Dates in Autism History. Retrieved from
http://www.washingtonpost.com/wp-dyn/content/article/2008/06/27/AR2008062703062.html
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