Autism Spectrum Disorder

(ASD)
By: Kayla Sproule, Ashley Young, and Deanna Palma

What is Autism?
Video Clip:
https://www.youtube.com/watch?v=4mh75_u0uR8

Autism Spectrum Disorder

A developmental disorder characterized by abnormal or
impaired development in social interaction and
communication and a markedly restricted repertoire of
activity and interests.

Defining Autism
A common misperception with autism is that they are
portrayed as genius
Most learn to speak or communicate with sign language,
picture symbols, and often assistive technology.
Their deficits can impair the way the show and receive
affection.
Behavioral Characteristics: Hyperactivity, short
attention span, impulsivity, aggressiveness, and
sometimes self injurious activity.

Defining: An evolving Process

ASD is the least understood and most mysterious
disability in special education.
Estimated that 1-1.5 million individuals in the U.S.
today have autism.
Fastest growing developmental disability

The Early Years

Leo Kanner, a psychiatrist, identified the symptoms that
characterize Autism.
He used the word autistic, which means to escape from
reality to describe the condition.
before Kanner people were given labels such as:
Childhood Schizophrenia, feebleminded, idiot, mentally
retarded, and imbecile.
He also used the term autistic to describe an inability
to relate to themselves

IDEA
1990 is when IDEA was reauthorized and autism was added as a discrete
category.
2004 amendments to IDEA define autism as follows:
(i) Autism means a developmental disability significantly affecting verbal and
nonverbal communications and social interaction, usually evident before age
three, that adversely affects a child's educational performance. Other
characteristics often associated with autism are engagement in repetitive
activities and stereotyped movements, resistance to environmental change or
change in daily routines, and unusual responses to sensory experiences.

IDEA cont.
(ii) Autism does not apply if a childs educational
performance is adversely affected primarily became the
child has an emotional disturbance..
(iii) A child who manifests the characteristics of autism
after age three could be diagnosed as having autism if the
criteria in paragraph ( c)(1) (i) of this section are satisfied.

American Psychiatric Association

APA periodically updates the Diagnostic and Statistical
Manual (DSM)
Autism First appeared in the third edition in 1977
The 5th edition was published in May of 2013 and that
is when they revised its thinking with ASD.
There are Three levels of Severity: Level 1:Requiring
support, Level 2: Requiring substantial support, Level
3:Requiring very substantial support

Asperger Syndrome
DSM-5 no longer classifies Asperger as a discrete
disability due to considerable overlap with ASD.
First described by Hans Asperger in 1944
Social disorder, no significant delay in language
development

History:Psychogenic Theories
During infancy some parents, mostly mothers, withheld
affection or exhibited negative feelings toward their
child.
Bruno Bettelheim wrote The Empty Fortress:Infantile
Autism and the Birth of Self
1985 Bernard Rimland disputed these psychogenic
theories.

History:Organic Theories
1940s and 50s Lauretta Bender suggested that autism
may be organically based and the mother's behavior was
a reaction to the childs condition.
Biological basis of autism is no longer in question
because of its association with intellectual disability.

History:Behavioral Theories
Charles Fester was one the the first behavioral
psychologists to propose that autism was
environmentally determined.
Applied Behavior Analysis: Application of learning
principles derived from operant conditioning; used to
increase or decrease specific behaviors.
Ivar Lovass initially his work was in the area of selfinjurious behavior.

Prevalence

Fastest growing developmental disability

2009, 1 in 110 children ages 3-17
2012, 1 in 88 at age 8
Risk is five times more likely in males than in females
1991-1192
5,400 students
2011-2012
407,000 student
Increase of 7,700 percent

Prevalence
51,000 preschoolers as primary disability
Represents 6.8% of children with a disability
National health concern

High numbers
Financial costs

Numbers are on the rise without reasons

4 major possibilities

Possibilities for Rise in Numbers

1. Evaluating and diagnosing more
accurately including milder forms
2. Mandated early intervention and
specialized services
a.

IDEA added a separate category for autism

3. Greater public awareness in media

4. Changing diagnostic criteria

Etiology
Suspected factors:
o
o

genetic predispositions and abnormal brain

chemistry
environmental variables

Family and Twin Studies

o

supported an underlying genetic vulnerability to

ASD

Fragile X syndrome and tuberous sclerosis

Etiology
Neuroimaging studies implicate structural
abnormalities of the brain
o
o

regions: cerebellum, cerebral cortex, and brain stem

multiple regions are likely involved rather one

Assessing ASD
ADS should ideally be evaluated by multidisciplinary
team including a neurologist, psychologist,
developmental pediatrician, speech-language
pathologist, and special educator
Intellectual assessment
Screening and Diagnosis

Characteristics
Described: mild, moderate, or severe
May exhibit a full range of cognitive development
Many exhibit some degree of intellectual
impairment
10% of individuals with ASD demonstrate
extraordinary skills and talents in areas such as
math, memory, artistic or musical abilities, and
reading.

Characteristics
Common Characteristics
o repetitive style of playing
o might not want to look people in eyes
o may prefer to be alone
o might have trouble speaking
o prefers following the same routine
o may repeat words
o may enjoy spinning objects
o may have trouble playing or
talking with others.

Social Interaction
Social impairments significantly affect their involvement with others in
educational, vocational, and social settings.
Deficits include significant impairment in the use of multiple nonverbal
behaviors, failure to develop age-appropriate peer relationships, a lack
of spontaneous sharing with others, and the absence of social or
emotional exchanges.
Joint Attention
They may fail to take social norms or the listener's feelings into
account.
May rely on limited conversational strategies or stereotyped
expressions, elaborating on some interest or echoing a previous
statement.

Communication
25-30% of children never develop language.
may not be functional or fluent and may lack communicative intent.
Typical communication deficits
o delay in receptive and expressive language
o improper use of pronouns
o marked impairment in conversational skills
o stereotypes and repetitive use of language
o echolalia or parroting the speech of others
Abnormal in rhythm, has an odd intonation or inappropriate pitch, and may
sound toneless or mechanical.
Deficits in the pragmatic or social use of language are also common.
Approximately 25-30% of youngsters begin to use words and then suddenly
cease to speak, often between 15 and 25 months of age.

Communication Deficits
Some of the early prespeech deficits that may facilitate
an early diagnosis and early intervention include:
o lack of recognition of mother or father's voice
o disregard for vocalizations, yet keen awareness of
environmental sounds
o delayed onset of babbling past 9 months of age
o decreased or absent use of prespeech gestures
o lack of expressions
o lack of interest in or response of any kind of neutral
statements.

Repetitive and Restrictive Behaviors

Preoccupation with at least one stereotyped and restricted pattern of interest to an

abnormal degree, strict adherence to nonfunctional rituals or routines, stereotyped
and repetitive motor mannerisms, and preoccupation with parts of objects.
Individuals with ASD may:
o play with toys in an unintended fashion
o be rigid about routines or object placements
o eat few foods or only foods with certain texture
o smell food
o be insensitive to pain
o be unaware of danger
o show unusual attachment to inanimate objects
o exhibit repeated body movements (hand flapping, rocking, finger licking,
spinning, etc.)

Education Considerations
2011-2012
o one-third of school
age students with
ASD received
services in a selfcontained
classroom
o Four out of ten
students were
assigned to the
general education
classroom

Instructional Approaches
Require a diversity of educational interventions and teaching strategies
Structured, predictable, and geared to persons level of functioning
Appropriate behaviors in structured situations are associated with better
outcomes
Programs that being early and are intensive, continuous, and
multidisciplinary are most successful
No one instructional strategy is effective with all students
Emphasis on developing functional communication abilities and
appropriate social skills is characteristic of most approaches
IEPs might focus on self-help skills along with functional academics
Instructional interventions aim to maximize the individual's independence
and future integration in the community.

Suggestions for the Classroom

Avoid abstract ideas whenever possible

o use visual cues, such as gestures or written words
Avoid speech that students might misinterpret
o double meanings or sarcasm
Break down tasks
o smaller steps or present in different ways (visually, verbally, and physically)
Assist students with organizational skills
o picture of a pencil or reminders of assignments due
Prepare students for change
o substitute teacher, rescheduling of classes, or an assembly
Make adjustments for auditory and visual distractions
o remove some visual clutter, seating changes if distracted or upset by classroom
environment
Facilitate group work
o draw numbers or some other way of fair pairing
Most importantly be positive, creative, and flexible!

Transitioning to Adulthood
Many individuals with Autism face the same issues as
their peers
They show a great interest in others, yet lack the
fundamental skills to form friendships

Transitioning to Adulthood
(cont)

IDEA 2004- requires schools to assist family with

transitioning planning no later than age 16
o The future is unfamiliar and full of uncertainty
Planning is based on current as well as future needs
o abilities, preferences, interests
o Student involvement is critical for success
Included: Daily living skills, communication/social
skills, living arrangements, community participation,
level of vocational competencies

Adults with ASD

Many individuals with Autism Spectrum Disorder are
unable to live and work independently
o There is no best or correct placement
o Main goal is for maximum independence and integration into society

2 Main Issues in Adulthood:

o Living Arrangements
o Employment Possibilities

Adults with ASD (cont)

Living Arrangements:
If unable to live independently, adults with ASD and
their families have the options of
o
o
o
o
o

Residential/Institutional Care
Foster Care
Group Home Settings
Supervised Apartment Living
Living with an adult sibling or other family member

Adults with ASD (cont)

Employment:
Many adults with ASD face unemployment, or
underemployment, although fully capable of the
required skills
Individuals often have a difficult time managing social
requirements for the workplace
o Lacking Soft Skills which are just as important as
the actual job

Adults with ASD (cont)

Employment Options:
Sheltered Workshops
o Supervised, structured training in specific job-related skills
o Disadvantages: Low wages, minimal vocational training, and lack of
peer interaction

Supported Employment
o The individual works alongside typical coworkers with added intensive
training, assistance, and support from a coach or supported
employment specialist
o They also assist in transportation needs, provide information about
ASD to coworkers, and interacts between family and the employer

Trends
Parents try to remain up-to-date on treatment
methodologies by researching online
o Susceptible to misguided information
Where to find current, accurate information?
o Healing Thresholds website: Provides up-to-date
scientific research
http://autism.healing-thresholds.com
o National Institutes of Health: Scientifically valid
information provided by the federal government
http://nccam.nih.gov

Trends (cont)
Information to be cautious of
o
o
o
o
o

Treatment based on overly simple scientific theories

Therapies claiming to be effective for multiple, unrelated conditions
Claims that children will dramatically improve, or will be cured
Use of reports or anecdotal data rather than carefully designed studies
Lack of peer-reviewed references, or denying the need for a controlled
study
o Treatments said to have no potential or reported adverse effects

There are no racial, ethnic, or social boundaries for ASD

Controversies
Due to so many different causes of ASD, families cannot
always be matched to the appropriate treatments
o Parents are exposed to a variety of ASD treatments
Many treatments promise parents of dramatic
improvement or even cures for their children
o Families rely on anecdotal reports

Controversies (cont)
Complementary and Alternative Medicine
(CAM)
: Unproven techniques and therapies
o

Includes: dietary/vitamin treatments, hormone

injections, music therapy, auditory integration
training, and optometric training

Research is limited and often provides mixed results

Issues
ASD is lacking in
Large-scale, rigorously designed, replicated intervention
studies to compare different approaches
o Until further, more appropriate research is provided,
parents and professionals must carefully evaluate
each treatment option provided

Issues (cont)
Family Issues:
Affects the entire family
o Many families usually spend numerous years talking to different
professionals to find answers and related causes of ASD before
receiving a diagnosis
o Mothers are seen as the typical primary caregivers, while fathers are
helpful on specific tasks
Many parents join support groups to cope with the added stress
o Siblings should understand ASD appropriate to their age
Support groups are also common to express feelings and ask
unanswered questions

Quiz
1. Is it estimated that 1-1.5 million individuals in the U.S have ASD. True or
False?
2. What are the types of assessments for ASD?
3. At the age of 8, one in every ____ children is identified with autisim?
a. 53
b. 22
c. 88
d. 97
4.Risk for ASD is five times more likely in females than in males. Ture or False?
5. What is one of the two main issues that adults with ASD are typicallly
confronted with ?

Quiz cont.
a.Employment Possibilities
b.marriage
c. Financial stability
d. Health Problems
6. Who was the person that identified autism?