sedp 630 kira austin, m. ed.. autism was first identified as a specific disorder in 1943 by child...
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Autism was first identified as a specific disorder in 1943 by child psychiatrist Dr. Leo Kanner. Based on a study of 11 children, Dr. Kanner published the first description of what he called “autistic disturbances of affective contact.”
Around the same time that Kanner was researching autism, German scientist Dr. Hans Asperger, based on his study of 400 children, described another form of autism that became known as Asperger Syndrome. He referred to the individuals in his study as “little professors.”
Term that was coined in the autism community as a label for people who are not on the autism spectrum
People have neurological development and states that are consistent with what most people would perceive as normal, particularly with respect to their ability to process linguistic information and social cues.
These proposed causes of autism do not have empirical evidence supporting them “Refrigerator Mothers” Mercury in vaccines MMR vaccine itself Environmental Toxins Immune Deficiency Gastro-intestinal issues
Casein Free, Gluten Free Diet
These proposed causes do have increasing empirical evidence supporting them:
Genetic Links Neurological Development Problems Occurring at Birth Unknown
Why is autism on the rise? 3 times more likely to have autism if:
Male Sibling has autism
Fastest-growing developmental disability 10 - 17 % annual growth.
CDC reported in 2009: 1 in every 110 births 1.5 million Americans have autism spectrum
disorder
Executive Function deficits: planning, organizing, shifting attention and multitasking Don’t know how to break
down tasks Don't’ know how to
budget time accordingly Organization problems (do
homework but can’t find it in their backpack.
Missing proper supplies
Generalization problems applying
information and skills across settings.
Problem solving deficits Difficulty with day to day
tasks Difficulty asking for help Difficulty with abstract
concepts
Motor skill deficits Fine motor
Handwriting difficulties
Problems in shop Dressing out
Gross motor Impact general
appearance Hamper participation in
gym Distractibility and
Inattention Looks as if they are
not paying attention
Visual learners Delayed Motor
fluency Aggression, self-
injury, tantrums Over-activity and
inattention Obsessions and
compulsions Co-morbid disorders
Sleep issues Pica Sensory Integration
Disorder Higher rate of
seizures Anxiety, depression
Reasons for behavior (non-compliance meltdown) Failure to understand rules and routines Desire for friendships coupled with few skills Disruptions from pursuing special interest Stress related to coping with everyday
challenges of change and overwhelming sensory input
Transitions
We often react to behaviors that we see (disruptive, push buttons, etc.)
But those behaviors won’t change unless we help the student to address the underlying issues of autism
Incessant questioning Question cards
Anxiety Stress thermometer
Problems with transitions Social stories
Poor peer relations Empathy
Problems with conversational turn taking scripts
Perseveration on topic cueing
• Teach social skills and social interactions
• Address sensory and emotional needs
• Teach problem-solving and coping skills
Use: • structure • predictability
Priming Shortened
assignments Extended time Highlighting text Curriculum outlines Graphic Organizers Visual Schedules
Offer variety of ways to demonstrate mastery Verbal responses
instead of written Computer instead of
pen/pencil Mutiple choice test
instead of short answer
Cost of lifelong care can be reduced by 2/3 with early diagnosis and intervention
$60 billion annual cost 60% of costs are in adult services The cost of autism over the lifespan is 3.2
million dollars per person
T/F Children with ASD are unaffectionate. F: some might appear unaffectionate, but
might only have trouble expressing complex emotions.
T/F All children with ASD have an intellectual disability. F: Some people with autism also have an
intellectual disability. This is difficult to assess due to communication difficulties.
T/F Children with ASD have a special gift. F: some do, but most do not.
T/F Children with ASD have language difficulties. T: by definition, children with ASD have
communication difficulties. T/F All children with ASD avoid eye contact.
F: some will avoid direct eye contact. T/F Children with ASD do not develop special
attachments to people, including family members. F: people with ASD may have difficulty expressing
emotions but they do have feelings.
T/F Children with ASD have problems with social skills. T: by definition.
T/F Children with ASD can be cured. F: Currently there is no “cure” for ASD.
Children with ASD do not experience academic success and should be taught only “functional” skills. F: some people with ASD have good academic
skills; don’t assume that a lack of communication skills indicates a lack of knowledge.
Individuals with ASD are not able to hold a job when they reach adulthood. F: with proper instruction many can hold a job
and live independently or with some supports. There are not effective treatments for ASD.
F: there are many treatment approaches that will work with people with ASD and lesson the effects of the behaviors associated with ASD.
Virginia Department of Education: Autism guidelines. Retrieved from: http://www.doe.virginia.gov/special_ed/disabilities/autism/autism_guidelines.pdf
Autism Society of America. Retrieved from: http://www.autism-society.org/about-autism/facts-and-statistics.html
TEACCH. Retrieved from: http://www.teacch.com/National Professional Development Center on
ASD. Retrieved from: http://autismpdc.fpg.unc.edu/