Autism Kirk El

7/29/2019 Autism Kirk El

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Autism Spectrum

Disorders

By Kirsten Moreland and Kelsey Burns


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Introduction

o What are the Autism Spectrum

Disorders?

o What are the diagnostic criteria?

o What are the eligibility requirements

for Special Education in Minnesota?


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Autism Spectrum Disorders(Also known as pervasive developmental disorders)

Pervasive Developmental Disorder NotOtherwise Specified (or atypical autism)

Rett Syndrome

Childhood Disintegrative Disorder

Asperger Syndrome

Autism


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Definition

Autism Spectrum Disorders:

Disorders are characterized by

varying degrees of impairment in:

(1) Communication skills

(2) Social interactions

(3) Repetitive and stereotyped

patterns of behavior.


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Pervasive Developmental Disorder Not

Otherwise Specified (or atypical autism)

Persons who display behaviors typical ofautism but to a lesser degree and/or with

an onset later than three years of age


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Rett Syndrome

Normal development for five months to

four years, followed by regression and

intellectual disabilities.

This is the only ASD that is more

common in females than males and it is

very rare.


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Childhood Disintegrative

Disorder Normal development for at least 2 and

up to 10 years, followed by significant

loss of skills

Much more prevalent in males.


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Aspergers

Similar to mild autism but without

significant impairments in cognition and

language.


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Autism

Definition from IDEA:

A developmental disability affecting verbal and

nonverbal communication and social interaction,

generally evident before age 3, that affects a childs

performance. Other characteristics often associatedwith autism are engagement in repetitive activities and

stereotyped movements, resistance to environmental

change or change in daily routines, and unusual

responses to sensory experiences. The term does notapply if a childs educational performance is adversely

affected primarily because the childe has serious

emotional disturbance.


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Diagnostic Criteria

For information on diagnostic criteria

follow this link for the DSM criteria:

http://www.firstsigns.org/screening/DSM4.

htm#CDD
http://www.firstsigns.org/screening/DSM4.htmhttp://www.firstsigns.org/screening/DSM4.htmhttp://www.firstsigns.org/screening/DSM4.htmhttp://www.firstsigns.org/screening/DSM4.htm


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Eligibility

A clinical or medicaldiagnosis is not required;even with the clinical or

medical diagnosis astudent must meet theMinnesota eligibilitycriteria

http://education.state.mn.us/mdeprod/groups/SpecialEd/documents/Manual/

000824.pdf
http://education.state.mn.us/mdeprod/groups/SpecialEd/documents/Manual/000824.pdfhttp://education.state.mn.us/mdeprod/groups/SpecialEd/documents/Manual/000824.pdfhttp://education.state.mn.us/mdeprod/groups/SpecialEd/documents/Manual/000824.pdfhttp://education.state.mn.us/mdeprod/groups/SpecialEd/documents/Manual/000824.pdfhttp://education.state.mn.us/mdeprod/groups/SpecialEd/documents/Manual/000824.pdfhttp://education.state.mn.us/mdeprod/groups/SpecialEd/documents/Manual/000824.pdfhttp://education.state.mn.us/mdeprod/groups/SpecialEd/documents/Manual/000824.pdfhttp://education.state.mn.us/mdeprod/groups/SpecialEd/documents/Manual/000824.pdfhttp://education.state.mn.us/mdeprod/groups/SpecialEd/documents/Manual/000824.pdf


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Focus on Autism

Characteristics

Prevalence

Causes

Facts

Signs of Autism Simulations


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Autism Characteristics

Impaired social interaction Picked up/cuddled

Smile/laugh

Objects vs. people Impaired communication

50% thought to be mute

Robotic, parroting or reverse pronouns

Repetitive and stereotyped patterns ofbehavior

Twirling, flapping of hands, rocking

Restricted range of interest


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Autism Characteristics

Continued Impaired cognition

Remember location in space rather thanconcept comprehension

ie. shopping Autistic savant: splinter skills

ie. Rain Man

Abnormal Sensory Perceptions

Hyperresponsive or hyporresponsive

Synaesthesia: the stimulation of one sensoryor cognitive system results in the stimulation

of another


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Video

http://video.google.com/videoplay?docid=2

808924366946811422&q=aspergers+syndr

ome#
http://video.google.com/videoplay?docid=2808924366946811422&q=aspergers+syndromehttp://video.google.com/videoplay?docid=2808924366946811422&q=aspergers+syndromehttp://video.google.com/videoplay?docid=2808924366946811422&q=aspergers+syndromehttp://video.google.com/videoplay?docid=2808924366946811422&q=aspergers+syndromehttp://video.google.com/videoplay?docid=2808924366946811422&q=aspergers+syndromehttp://video.google.com/videoplay?docid=2808924366946811422&q=aspergers+syndrome


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Prevalence

Autism is the most

prevalent of the ASDs

and the second most

common is PDD-NOS

which is a less severe

form and/or later onset.

Interactive Autism Network
http://www.iancommunity.org/http://www.iancommunity.org/


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Causes

Neurological No single, known cause

Genetic Problems

Depending on the gene, a child may be moresusceptible to the disorder

Can affect the way brain cells communicate

Can affect the severity of the symptoms

Environmental Problems

Causes many other health problems

Exploring whether or not trigger autism

ie. air pollutants and viral infections


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Vaccines and Autism

No reliable study has

shown a link between

the MMR vaccine and

autism

Avoiding vaccines

can place your child

at risk for catchingserious diseases


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Facts

Approximately 1 in 110 children are diagnosedwith autism.

Over the last 30 to 40 years there has been

great increase in the number of diagnosedcases.

Autism is the fastest-growing serious

developmental disability in the U.S.

Sometimes students can be identified as LD orDCD when if fact they have autism.


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More Facts

Autism is more prevalent in boys than girls Approximately 3:1 or 4:1

Autism is more prevalent in siblings of those

with ASD

Autism is more prevalent in those with other

developmental disorders such as Fragile Xsyndrome, Developmental Cognitive Delayed,

or Tuberculosis.


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8

Minnesota

Trends in ASDIdentification of Autism Spectrum Disorders

Minnesota Child Count Data (B-21 yrs.)

331 434 551726 959

12841730

22422814

3759

4786

5929

7307

8691

9929

11314

12707

0

2000

4000

6000

8000

10000

12000

14000

Years 1992 - 2008

Data Source: MN Dept. of Education/Special EducationData Source: MN Dept. of Education/Special Education--Unduplicated Child Count DataUnduplicated Child Count Data http://http://education.state.mn.useducation.state.mn.us


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12Data Source: MN Dept. of Education/Special EducationData Source: MN Dept. of Education/Special Education--Unduplicated Child Count DataUnduplicated Child Count Data http://education.state.mn.ushttp://education.state.mn.us

Minnesota P lacement Data for ASD byK-12 Federal Instructional Settings

Dec.1, 2008

45%

29%

19%

7%

0%

0%

0%0%

Regular Classroom

Resource Room

Separate Classroom

Public Separate Day

Private Separate Day

Public Residential

Private Residential

Hospital/Homebound


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10

Minnesota

a closer lookDisability Categories as a Percentage within Special Education

2008 Child Count (N=124,592) DCD:S-PDCD:M-M

ASD

DD

OHD

EBD

S/L

SLD

DB

SMI

B/VI

TBI

PI

D/HH

ASD


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Early Signs of Autism

6 months No big smiles or warm, joyful expressions

9 months No back and forth sharing of sounds, smiles, etc

12 months No consistent response to his/her name

No babbling

No back and forth gestures, such as pointing showing,reaching, waving, or three-pronged gaze

16 months No words

24 months No two-word meaningful phrases (without imitation or

repeating)


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What does it feel like to have

Autism? Class activity

Break into groups of three

Reflect on social difficulties of those withautism

Stations

Need four groups

Reflect on the sensory experience of thosewith autism


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What can we do as teachers?

Research programs

Accommodations in the Lesson

Accommodations in the Classroom

Assessment Practices

Resources


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MN Department of

Education Research does not tell us which

types of intervention work best

for different children Decisions made by the team

based on needs of individual child

A variety of resources and

agencies must collaborate todevelop comprehensiveprograms based on each childs

needs


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Curriculum of Programs

The program should teach the child:

Ability to attend

Imitate others

Comprehend and use language

Play appropriately with toys

Socially interact with others


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NRC Recommendations

for Education Intervention Immediate enrollment into intervention programsimmediately after diagnosis

Active participation in intensive programming for

a minimum of 25 hours per week Planned and repeated teaching opportunities in

various settings

At least 1 adult for every 2 young children Parent training

Ongoing assessment and evaluation


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Accommodations in the

Lesson1. Choose or make materials with clear, visual

completion criteria.

2. Tasks that have visually clear instructions.

3. Provide students with visual aids for lectures.

4. Prepare students for transitions.5. Use the students interests in lesson planning.

6. Use clear, concise language.

7. Modeling.

8. Incorporate the strengths of students with autism inyour lessons.

9. If student has difficulty with handwriting, for someassignments, allow alternative ways to respond.

10. Reinforce positive behavior.


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Accommodations in the

Classroom

1. Close proximity to teacher/teachers assistant.

2. Procedures to keep noise levels acceptable.

3. Private location w/o distractions for test taking.

4. Eliminate clutter.

5. Present instructions orally and written.

6. Frequent clarifications/reminders .

7. Refer to agendas.

8. Work is organized into manageable chunks.

9. Classroom expectations clear and understood,as well as consequences for misbehavior.

10.Extra assistance is provided as needed.


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Teaching Strategies

Direct Instruction

Behavior Management

Find ways to support positive behaviorsrather than punish negative behaviors

Instruction in Natural Settings settingsand interactions that non-disabledchildren enjoy

Teaching one-on-one or in small groups


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Assessment Practices

Testing accommodations vary on case

to case basis

Extended time and small-group ofindividual administration are common

accommodations


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Resources

http://www.nasponline.org/publications/cq/pdf/V38N5_AutismSpectrumDisorders.pdf

http://education.state.mn.us/mdeprod/groups/Spec

ialEd/documents/Manual/000824.pdf

http://www.mayoclinic.com/health/autism/DS003

48/DSECTION=causes

http://education.state.mn.us/mdeprod/groups/Spec

ialEd/documents/Publication/017210.pdf

http://www.positivelyautism.com/volume2issue10

/section5.html
http://www.nasponline.org/publications/cq/pdf/V38N5_AutismSpectrumDisorders.pdfhttp://www.nasponline.org/publications/cq/pdf/V38N5_AutismSpectrumDisorders.pdfhttp://education.state.mn.us/mdeprod/groups/SpecialEd/documents/Manual/000824.pdfhttp://education.state.mn.us/mdeprod/groups/SpecialEd/documents/Manual/000824.pdfhttp://www.mayoclinic.com/health/autism/DS00348/DSECTION=causeshttp://www.mayoclinic.com/health/autism/DS00348/DSECTION=causeshttp://education.state.mn.us/mdeprod/groups/SpecialEd/documents/Publication/017210.pdfhttp://education.state.mn.us/mdeprod/groups/SpecialEd/documents/Publication/017210.pdfhttp://www.positivelyautism.com/volume2issue10/section5.htmlhttp://www.positivelyautism.com/volume2issue10/section5.htmlhttp://www.positivelyautism.com/volume2issue10/section5.htmlhttp://www.positivelyautism.com/volume2issue10/section5.htmlhttp://education.state.mn.us/mdeprod/groups/SpecialEd/documents/Publication/017210.pdfhttp://education.state.mn.us/mdeprod/groups/SpecialEd/documents/Publication/017210.pdfhttp://www.mayoclinic.com/health/autism/DS00348/DSECTION=causeshttp://www.mayoclinic.com/health/autism/DS00348/DSECTION=causeshttp://education.state.mn.us/mdeprod/groups/SpecialEd/documents/Manual/000824.pdfhttp://education.state.mn.us/mdeprod/groups/SpecialEd/documents/Manual/000824.pdfhttp://www.nasponline.org/publications/cq/pdf/V38N5_AutismSpectrumDisorders.pdfhttp://www.nasponline.org/publications/cq/pdf/V38N5_AutismSpectrumDisorders.pdf


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Resources

Exceptional Learners by Daniel P. Hallahan,

James M. Kauffman, Paige C. Pullen

MN Dept. of Education

http://education.state.mn.us/MDE/Learning_Supp

ort/Special_Education/Categorical_Disability_Information/Autism_Spectrum_Disorders/index.html

How to create an inclusive classroom

http://www.child-autism-parent-cafe.com/autism-

students-in-inclusive-classrooms.html
http://education.state.mn.us/MDE/Learning_Support/Special_Education/Categorical_Disability_Information/Autism_Spectrum_Disorders/index.htmlhttp://education.state.mn.us/MDE/Learning_Support/Special_Education/Categorical_Disability_Information/Autism_Spectrum_Disorders/index.htmlhttp://education.state.mn.us/MDE/Learning_Support/Special_Education/Categorical_Disability_Information/Autism_Spectrum_Disorders/index.htmlhttp://www.child-autism-parent-cafe.com/autism-students-in-inclusive-classrooms.htmlhttp://www.child-autism-parent-cafe.com/autism-students-in-inclusive-classrooms.htmlhttp://www.child-autism-parent-cafe.com/autism-students-in-inclusive-classrooms.htmlhttp://www.child-autism-parent-cafe.com/autism-students-in-inclusive-classrooms.htmlhttp://www.child-autism-parent-cafe.com/autism-students-in-inclusive-classrooms.htmlhttp://www.child-autism-parent-cafe.com/autism-students-in-inclusive-classrooms.htmlhttp://www.child-autism-parent-cafe.com/autism-students-in-inclusive-classrooms.htmlhttp://www.child-autism-parent-cafe.com/autism-students-in-inclusive-classrooms.htmlhttp://www.child-autism-parent-cafe.com/autism-students-in-inclusive-classrooms.htmlhttp://www.child-autism-parent-cafe.com/autism-students-in-inclusive-classrooms.htmlhttp://www.child-autism-parent-cafe.com/autism-students-in-inclusive-classrooms.htmlhttp://www.child-autism-parent-cafe.com/autism-students-in-inclusive-classrooms.htmlhttp://www.child-autism-parent-cafe.com/autism-students-in-inclusive-classrooms.htmlhttp://www.child-autism-parent-cafe.com/autism-students-in-inclusive-classrooms.htmlhttp://www.child-autism-parent-cafe.com/autism-students-in-inclusive-classrooms.htmlhttp://www.child-autism-parent-cafe.com/autism-students-in-inclusive-classrooms.htmlhttp://www.child-autism-parent-cafe.com/autism-students-in-inclusive-classrooms.htmlhttp://education.state.mn.us/MDE/Learning_Support/Special_Education/Categorical_Disability_Information/Autism_Spectrum_Disorders/index.htmlhttp://education.state.mn.us/MDE/Learning_Support/Special_Education/Categorical_Disability_Information/Autism_Spectrum_Disorders/index.htmlhttp://education.state.mn.us/MDE/Learning_Support/Special_Education/Categorical_Disability_Information/Autism_Spectrum_Disorders/index.html


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Resources Good resource to help identify autism

http://www.nichd.nih.gov/publications/pubs/upload/autism_overview_2005.pdf#page=3

http://www.autismspeaks.org/docs/family_services_docs/sk/Appendix.pdf#page=91

Autism Speaks organizationhttp://www.autismspeaks.org/whatisit/index.php

http://www.ehow.co.uk/list_7183564_autism-simulation-activities.html

Promoting Social Interaction: 4 strategieshttp://www.teachervision.fen.com/autism/teaching-methods/8193.html?detoured=1
http://www.nichd.nih.gov/publications/pubs/upload/autism_overview_2005.pdfhttp://www.nichd.nih.gov/publications/pubs/upload/autism_overview_2005.pdfhttp://www.autismspeaks.org/docs/family_services_docs/sk/Appendix.pdfhttp://www.autismspeaks.org/docs/family_services_docs/sk/Appendix.pdfhttp://www.autismspeaks.org/whatisit/index.phphttp://www.ehow.co.uk/list_7183564_autism-simulation-activities.htmlhttp://www.ehow.co.uk/list_7183564_autism-simulation-activities.htmlhttp://www.teachervision.fen.com/autism/teaching-methods/8193.html?detoured=1http://www.teachervision.fen.com/autism/teaching-methods/8193.html?detoured=1http://www.teachervision.fen.com/autism/teaching-methods/8193.html?detoured=1http://www.teachervision.fen.com/autism/teaching-methods/8193.html?detoured=1http://www.teachervision.fen.com/autism/teaching-methods/8193.html?detoured=1http://www.ehow.co.uk/list_7183564_autism-simulation-activities.htmlhttp://www.ehow.co.uk/list_7183564_autism-simulation-activities.htmlhttp://www.ehow.co.uk/list_7183564_autism-simulation-activities.htmlhttp://www.ehow.co.uk/list_7183564_autism-simulation-activities.htmlhttp://www.ehow.co.uk/list_7183564_autism-simulation-activities.htmlhttp://www.autismspeaks.org/whatisit/index.phphttp://www.autismspeaks.org/docs/family_services_docs/sk/Appendix.pdfhttp://www.autismspeaks.org/docs/family_services_docs/sk/Appendix.pdfhttp://www.nichd.nih.gov/publications/pubs/upload/autism_overview_2005.pdfhttp://www.nichd.nih.gov/publications/pubs/upload/autism_overview_2005.pdf

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