7/29/2019 Autism Kirk El
1/37
Autism Spectrum
Disorders
By Kirsten Moreland and Kelsey Burns
7/29/2019 Autism Kirk El
2/37
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?
7/29/2019 Autism Kirk El
3/37
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
7/29/2019 Autism Kirk El
4/37
7/29/2019 Autism Kirk El
5/37
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.
7/29/2019 Autism Kirk El
6/37
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
7/29/2019 Autism Kirk El
7/37
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.
7/29/2019 Autism Kirk El
8/37
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.
7/29/2019 Autism Kirk El
9/37
Aspergers
Similar to mild autism but without
significant impairments in cognition and
language.
7/29/2019 Autism Kirk El
10/37
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.
7/29/2019 Autism Kirk El
11/37
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.htm7/29/2019 Autism Kirk El
12/37
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.pdf7/29/2019 Autism Kirk El
13/37
Focus on Autism
Characteristics
Prevalence
Causes
Facts
Signs of Autism Simulations
7/29/2019 Autism Kirk El
14/37
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
7/29/2019 Autism Kirk El
15/37
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
7/29/2019 Autism Kirk El
16/37
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+syndrome7/29/2019 Autism Kirk El
17/37
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/7/29/2019 Autism Kirk El
18/37
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
7/29/2019 Autism Kirk El
19/37
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
7/29/2019 Autism Kirk El
20/37
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.
7/29/2019 Autism Kirk El
21/37
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.
7/29/2019 Autism Kirk El
22/37
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
7/29/2019 Autism Kirk El
23/37
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
7/29/2019 Autism Kirk El
24/37
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
7/29/2019 Autism Kirk El
25/37
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)
7/29/2019 Autism Kirk El
26/37
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
7/29/2019 Autism Kirk El
27/37
What can we do as teachers?
Research programs
Accommodations in the Lesson
Accommodations in the Classroom
Assessment Practices
Resources
7/29/2019 Autism Kirk El
28/37
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
7/29/2019 Autism Kirk El
29/37
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
7/29/2019 Autism Kirk El
30/37
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
7/29/2019 Autism Kirk El
31/37
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.
7/29/2019 Autism Kirk El
32/37
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.
7/29/2019 Autism Kirk El
33/37
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
7/29/2019 Autism Kirk El
34/37
Assessment Practices
Testing accommodations vary on case
to case basis
Extended time and small-group ofindividual administration are common
accommodations
7/29/2019 Autism Kirk El
35/37
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.pdf7/29/2019 Autism Kirk El
36/37
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.html7/29/2019 Autism Kirk El
37/37
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.pdfTop Related