Embedded Files
Autism, or autism spectrum disorder (ASD), refers to a broad range of conditions characterized by challenges with social skills, repetitive behaviors, speech and nonverbal communication. According to the Centers for Disease Control, autism affects an estimated 1 in 54 children in the United States today. The symbol for Autism awareness is a puzzle piece. The color for Autism awareness is dark blue and October is Autism Awareness Month.
Characteristics
Characteristics
Encompasses what was previously 5 separate diagnosis:
Autistic Disorder
Asperger syndrome
Rett syndrome
Childhood disintegrative disorder
Pervasive developmental disorder not otherwise specified (PDD-NOS)
Generally characterized by:
Developmental disability that significantly affects communication and social interaction (Generally evident before the age of three.)
Delay in or total lack of spoken language with no attempts to compensate through gestures or mime.
Inability to initiate or sustain a conversation.
Stereotyped and repetitive use of language
Difficulties with social interaction, non verbal communication (Generally evident before the age of three.)
eye-to-eye gaze
facial expression
body language, etc.
Failure to develop peer relationships appropriate to developmental level.
Lack of spontaneous seeking to share enjoyment/interests.
Lack of social reciprocity.
Repetitive activities and Stereotyped movements
Restrictive, repetitive patterns of behaviors such as stereotyped motor movements:
hand or finger flapping or twisting
complex whole body movements
self-stimulating or self-injurious behavior
Resistance to change
environmental change or change in daily routines
inflexible adherence to specific nonfunctional routines
Echolalia
repetition of words and phrases
Narrow range of interests
Unusual responses to sensory experiences
Unusual responses to sensory experiences (difficulty regulating and integrating input of sensory experiences).
Eligibility and Identification
Eligibility and Identification
Primary disabling condition is not emotional disability.
Educational teams determine the student has characteristics of the disability.
All findings should lead to the conclusion that the unique behaviors/challenges the student is experiencing are associated with the disability and are occurring frequently and at a level of intensity that adversely affects performance in the PRESENT educational setting or natural environment.
Data sources (suggested ways of gathering data from a variety of sources)
Observation of communication skills (particularly pragmatic language skills) in natural/educational environment.
Medical, developmental, and social history.
Parent/caregiver interview.
Assessment of language competency.
Measures of self-help skills
Documentation
Documentation
Verbal and nonverbal communication
What does it look like:
Delay in or total lack of spoken language with no attempts to compensate through gestures or mime.
Inability to initiate or sustain a conversation.
Stereotyped and repetitive use of language.
How to document
Clearly state how ALL data supports the findings of a significant communication disability.
Provide relevant historical evidence of communication delays.
Data Sources (suggested ways of gathering data from a variety of sources)
Observation of communication skills (particularly pragmatic language skills) in natural/educational environment.
Medical, developmental, and social history.
Parent/caregiver interview.
Assessment of language competency.
Measures of self-help skills.
Social interaction
What does it look like:
Delayed, absent, or atypical ability to relate to people or the environment.
Behaviors such as: Inability to use nonverbal behaviors such as eye-to-eye gaze, facial expression, body language, etc.
Failure to develop peer relationships appropriate to developmental level.
Lack of spontaneous seeking to share enjoyment/interests.
Lack of social reciprocity.
How to document
Clearly state how ALL data supports the findings of significant delays in social interaction. Provide relevant historical evidence of communication delays. This can be done through:
Observation of student interacting with parent, siblings, or peers in various environments.
Medical, developmental, and social history.
Parent interview.
Assessment of social competency (social maturity and skills).
Data Sources
Observation of student interacting with parent, siblings, or peers in various environments.
Medical, developmental, and social history.
Parent interview.
Assessment of social competency (social maturity and skills).
Characteristics Repetitive activities and Stereotyped movements, Resistance to change and/or Unusual responses to sensory experiences.
What does it look like:
Engagement in repetitive activities and stereotyped movements (e.g., hand or finger flapping or twisting, or complex whole body movements, self-stimulating or self-injurious behavior).
Resistance to environmental change or change in daily routines (i.e., inflexible adherence to specific nonfunctional routines).
Unusual responses to sensory experiences (difficulty regulating and integrating input of sensory experiences).
How to document
Clearly state how ALL data supports the findings of significant behaviors* associated with ASD. *Pervasiveness of behaviors MUST be documented – these behaviors should be occurring frequently across various settings – not occasional behaviors. This can be done through:
Observation or video recordings of student’s behavior in various environments and at different time periods.
Medical, developmental, and social history.
Parent/caregiver interview.
Data Sources
Observation or video recordings of student’s behavior in various environments and at different time periods.
Medical, developmental, and social history.
Parent/caregiver interview.
Educational Best Practices
Educational Best Practices
Think M.V.P.
Think M.V.P.
Modeling: Having a students or teacher demonstrate desired reactions or behavior
Visual support: Providing pictures or videos for student reference
Prompting: Ways to encourage students physically, verbally, or gestural
Cognitive Behavioral Intervention (CBI)
Differential Reinforcement (DR) Previously Differential Reinforcement of Alternative, Incompatible, or Other Behavior
Social Skills Training (SST)* Previously Social Skills Groups Structured Play Group (SPG)**
Technology-aided Instruction and Intervention (TAII)** Previously Computer Aided Instruction and Speech Generating Devices
Accommodations
Accommodations
Interventions such as:
Independent work area
sensory/break area
visual schedules
1-1 Skills trainer, PPT, or EA
Additional Accommodations and Supports for School-age Students with ASD
Evaluations & Assessments
Evaluations & Assessments
Evaluation
If a screener indicates that a child may have autism spectrum disorder, the child should receive a comprehensive evaluation from someone trained in diagnosing autism.
This evaluation will often begin with a diagnostic instrument such as the Autism Diagnostic Observation Schedule, or the ADOS-2. The ADOS is a test with different modules to accommodate a range of children. There is a version for toddlers that is play-based. For kids older than thirty months, there are modules that include more conversation, according to the child’s language level.
This isn’t the kind of test where there are right answers. The purpose of the ADOS is to evaluate the social skills and repetitive behaviors the child displays during the test. This means the evaluator is paying attention to things like if the child asks for help when he needs it, gives other people a chance to speak, and follows along with changes of subject.
The Communication and Symbolic Behavior Scales (CSBS) is another good diagnostic instrument for toddlers and young children. This play-based instrument is also backed by research, but is used less than the ADOS, which covers a broader age range.
Assessments
Besides observational reports to indicate if a child may have autism spectrum disorder the following assessments may be conducted on a case-by-case situation: standardized assessment of cognitive functioning, adaptive skills, executive function, speech/language/ communication, academic achievement, sensory profiles, and motor foundation/motor planning.
Assessment for the Purpose of Instructional Planning for Students with Autism Spectrum
Guiding Questions: All questions must be answered and considered when determining the primary cause for the student’s learning difficulties.
Guiding Questions: All questions must be answered and considered when determining the primary cause for the student’s learning difficulties.
Was the information gathered from a variety of informants and measured using various tools?
One test or one source of information must not be used in the determination of special education eligibility.
Appropriate Instruction
Appropriate instruction and English proficiency
Both must be ruled out as the primary cause of the learning difficulty.
Did the student receive appropriate instruction in reading and math?
Consider attendance, standards-based instruction, targeted interventions tried and results of interventions, etc) (Preschool students: “appropriate Instruction” means exposure to appropriate developmental and early literacy /numeracy activities.
English Proficiency - Was English proficiency addressed and ruled out as the primary cause of the learning difficulty?
Does the student have an “Emotional Disability”? If yes, the student cannot be identified as ASD.
Page updated
Report abuse