33-ASD

What it is?

Autism is a general term used to describe a group of complex developmental brain disorders known as Pervasive Developmental Disorders (PDD).

The other pervasive developmental disorders are PDD-NOS (Pervasive Developmental Disorder – Not Otherwise Specified), Asperger's Syndrome, Rett Syndrome and Childhood Disintegrative Disorder.

Many parents and professionals refer to this group as Autism Spectrum Disorders.

What causes Autism?

There are different levels of severity and combinations of symptoms in autism, there are probably multiple causes.

The best scientific evidence available points toward a potential for various combinations of factors causing autism

- multiple genetic components that may cause autism on their own or possibly when combined with exposure to as yet undetermined environmental factors.

- Timing of exposure during the child's development (before, during or after birth) may also play a role in the development or final presentation of the disorder.

There is still alot of on ongoing research being done in this area to investigate causes of Autism in a bid to find out how to treat it.

One of the main findings thus far is that Autism has to do with complications with the immune system both within the body and in the brain.

Autism Speaks is one of the organisations working to extend awareness and investigation of potential immunological issues to researchers outside the field of autism as well as those within the autism research community.

Misunderstanding regarding the causes of Autism

It was previously rumoured that Autism was caused by bad parenting, specifically cold and unloving mothers, but this has obviously been disproved now with more scientific research and evidence.

Symptoms, range of conditions and characteristics:

DSM-IV criteria for a diagnosis of Autism

I. A total of six (or more) items from heading (A), (B), and (C), with at least two from (A), and one each from (B) and (C):

(A) Qualitative impairment in social interaction, as manifested by at least two of the following:

• Marked impairments in the use of multiple nonverbal behaviors such as eye-to- eye gaze, facial expression, body posture, and gestures to regulate social interaction.

• Failure to develop peer relationships appropriate to developmental level.

• A lack of spontaneous seeking to share enjoyment, interests, or achievements with other people, (e.g., by a lack of showing, bringing, or pointing out objects of interest to other people).

• A lack of social or emotional reciprocity.

(B) Qualitative impairments in communication as manifested by at least one of the following:

• Delay in or total lack of, the development of spoken language (not accompanied by an attempt to compensate through alternative modes of communication such as gesture or mime).

• In individuals with adequate speech, marked impairment in the ability to initiate or sustain a conversation with others.

• Stereotyped and repetitive use of language or idiosyncratic language.

• Lack of varied, spontaneous make-believe play or social imitative play appropriate to developmental level.

(C) Restricted repetitive and stereotyped patterns of behavior, interests and activities, as manifested by at least two of the following:

• Encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus.

• Apparently inflexible adherence to specific, nonfunctional routines or rituals.

• Stereotyped and repetitive motor mannerisms (e.g. Hand or finger flapping or twisting, or complex whole-body movements).

• Persistent preoccupation with parts of objects.

II. Delays or abnormal functioning in at least one of the following areas, with onset prior to age 3 years:

(A) Social interaction.

(B) Language is used in social communication.

(C) Symbolic or imaginative play.

III. The disturbance is not better accounted for by Rett's Disorder or Childhood Disintegrative Disorder.

Strengths of students with an ASD

All children with an ASD are individuals and their areas of strength will vary. Many children with an ASD will have an ability to focus on details and they may be able to concentrate for long periods on a single activity, if it is of interest to them. They can give their sole attention to a task and therefore can often achieve a high level of skill, or work on tasks way beyond the point at which others would tire of them. Those with an ASD are generally able to process visual information better than that given orally. Children who are more able often succeed in academic areas that do not require high degrees of social understanding and where the language used is technical or mathematical (for example, science, engineering, music and information technology).

Implications for teaching and learning

1. What would I expect of the student with the chosen area of special needs:

- he/she will want to be part of the class and activities in school

- he/she will want to have friends

- he/she may need extra support in terms of…

2. How will this affect the other students in my class? How do I work with them to understand their peers and to create an inclusive classroom?

3. What would I suggest in terms of provisions/accommodations to meet the student’s needs? (suggest only in areas which are appropriate)

Learning environment (physical and socio-emotional)

- A class seating plan will help reduce the student’s anxiety and address their need for routine.

- Assign a buddy to the student.