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Autism Spectrum Disorders Definition
Autism Spectrum Disorders Definition
Autism spectrum disorders are mental conditions present from early childhood and are characterized by difficulty communicating and forming relationships with others, and with difficulty using language and abstract concepts. Autism and autism spectrum disorders (ASD) are the general terms used to group these complex disorders of brain development. Recently, all autism disorders were merged under the umbrella of autism spectrum disorders. According to the US Center for Disease Control and Prevention (CDC) (2014), there is a ten-fold increase in the prevalence of this disorder within the last 40 years. Currently, it is estimated that 1 out of 68 American children will be diagnosed with this condition.
Autism spectrum disorders are mental conditions present from early childhood and are characterized by difficulty communicating and forming relationships with others, and with difficulty using language and abstract concepts. Autism and autism spectrum disorders (ASD) are the general terms used to group these complex disorders of brain development. Recently, all autism disorders were merged under the umbrella of autism spectrum disorders. According to the US Center for Disease Control and Prevention (CDC) (2014), there is a ten-fold increase in the prevalence of this disorder within the last 40 years. Currently, it is estimated that 1 out of 68 American children will be diagnosed with this condition.
For years, the cause of autism was unknown, but recent research is starting to provide some answers. While there is no one cause, the combination of autism-risk genes and environmental factors affect early brain development. Environmental factors may include events before and during birth, such as advanced age of parents, maternal illness during pregnancy, and difficulties experienced during birth. Of course, these factors do not necessarily cause autism. It is the combination with genetic risks that increase the chance.
For years, the cause of autism was unknown, but recent research is starting to provide some answers. While there is no one cause, the combination of autism-risk genes and environmental factors affect early brain development. Environmental factors may include events before and during birth, such as advanced age of parents, maternal illness during pregnancy, and difficulties experienced during birth. Of course, these factors do not necessarily cause autism. It is the combination with genetic risks that increase the chance.
Not every person on the autism spectrum disorder manifests his/her disability in the same way. About 40 percent of those on the autism spectrum disorder, have average to above average intelligence. In addition, they may develop a distinctive ability or expertise and may not view the world in what we might consider a typical manner. Some ASD individuals are unable to live independently. Because it is a spectrum disorder that includes a range of functioning, behavior doesn't manifest itself in the same manner in all individuals. The following are characteristics that may be observed:
Not every person on the autism spectrum disorder manifests his/her disability in the same way. About 40 percent of those on the autism spectrum disorder, have average to above average intelligence. In addition, they may develop a distinctive ability or expertise and may not view the world in what we might consider a typical manner. Some ASD individuals are unable to live independently. Because it is a spectrum disorder that includes a range of functioning, behavior doesn't manifest itself in the same manner in all individuals. The following are characteristics that may be observed:
Autism Spectrum Disorder characteristics
Autism Spectrum Disorder characteristics
- Will exhibit little or no eye contact.
- Will exhibit resistance to touch.
- Will exhibit lack of comprehension of personal space and may get too close when speaking to others.
- Will exhibit difficulty understanding jokes, sarcasm, and figures of speech
- Will not be able to understand facial or body language.
- Will not understand the rules of conversations such as listening and taking turns.
- Will not understand group interactions, so he/she may often be a loner.
- Will not answer questions about themselves. They avoid personal exchange.
- Will participate in class but comments are spontaneous and often without connection to the current discussion.
- Will make honest but not necessarily tactful or appropriate observations. For example, might say, "he got fat."
- Will not understand how others may feel.
- Will be unaware and uninterested in what is going on around them.
- Will talk excessively about a topic (like birds).
- Will find it easier to socialize with elders rather than with peers of the same age.
- Will be overly trusting and unable to read motives. For this reason, they are often the target of bullies.
College faculty may question whether ASD students can be successful. Generally speaking, ASD students possess various attributes that have proven to be traits useful in a college setting.
Strengths
Strengths
- Students are capable of hyper-focusing in an area of study. If the student chooses the area of study appropriately, it often leads to subject mastery, sometimes surpassing even the faculty member's knowledge.
- Some students on the autism spectrum disorder have exceptional visual, academic and musical abilities.
- ASD students are more likely to choose STEM (Science, Technology, Engineering, and Math) careers.
- They do not get involved with social or office politics. They are rarely distracted or involved with any "drama."
- They will follow instructions and directions meticulously. They will not make assumptions but will follow steps as directed.
- They use repetitive routines and behaviors which often help them with their academic and social anxieties and stressors.
- Students are very loyal, and if a relationship is formed, ASD students can be the best of friends.
- Success is possible. Successful individuals include Temple Grandin (professor and best selling author), Daryl Hannah (actress) and Susan Boyle (singer) as just a few examples.
Parents of individuals on the autism spectrum disorder are generally very strong advocates and have sought out or developed a network of support. Through parents' advocacy, students are now entering college and post-secondary institutions are responding by creating support programs, usually within disability services programs, which is true at Harper. The additional support provided greatly enhances the students' success, however, the student is more likely to be successful if the faculty member is involved as a member of the team. The following tips and suggestions that can easily be implemented to greatly increase the likelihood that an ASD student can be successful.
What Can Faculty Do?
What Can Faculty Do?
- Provide the accommodations approved by Disability Services. Discuss any questions about strategies that can be used in the classroom with Disability Services.
- Learn more about autism spectrum disorders. ASD manifests itself in a variety of behaviors. Learning about autism and observing the specific characteristics of students in their classes will help faculty learn to effectively manage those behaviors especially if they are disruptive.
- Encourage students to connect with Disability Services on a regular basis. It will be vital for students on the autism spectrum disorder to have Disability Services support to address any issue that arises because of the disability.
- College is a stressful environment. The stressors can cause tantrums because ASD students do not know how else to express their feelings of stress. It is important to avoid unnecessary stress. Allow the student to leave the classroom and regain his or her composure. Solicit assistance from Disability Services as needed. The office of Disability Services will work with the student to understand the meltdown triggers, and work with the student to effectively recognize and work through them.
- Relax, even when there is a meltdown. Realize that a meltdown may be the only way the ASD student can control the stressor. Do not take it as a personal affront, but note the triggers that may have caused the issue.
- Reach out to Disability Services professionals for assistance. Often, the Disability Services staff member will work with the student and parents to improve the student's daily behavior. Parents are a great resource.
- Understand the term "autism time" meaning twice as much time to get half as much done. ASD students generally need additional time to complete assignments and to understand and orient themselves especially during transitions.
- Avoid, as much as possible, changes in course plans. Manage the environment and strive to provide consistency in the schedule avoiding sudden changes.
- Class activities should be monitored and structured. Consider ways to include all students regardless of their learning styles.
- Be conscious of the language used. Keep language simple and concise and speak slowly and deliberately. ASD students have great difficulty "reading between the lines." They do not do well with abstract concepts and sarcasm. Be clear and specific especially when providing instructions.
- Be generous and authentic in providing compliments and praise. Realize that ASD students need concrete feedback indicating when they are doing well. Compliment the effort even if the outcome is unsuccessful.
- Serve as a role model and educate the rest of the students while promoting a respectful social environment. ASD students have social deficits that make it difficult for them to establish social relationships. With positive assistance from faculty, students can establish mutually satisfying and enjoyable relationships with peers.
- Be aware that ASD students are prime targets of bullying. They will often become isolated and are unaware when others are being playful versus mean-spirited. Watch for signs and address the situation as it becomes apparent.
- Provide a specific schedule, and if there will be a deviation, prepare the student for the changes in class routine.
- When possible, provide concrete examples for any new abstract or complex topic.
- Allow students to communicate through multiple modes. Some will prefer email over face-to-face conversations.
- Provide specific and detailed feedback on assignment and exams. Avoid giving vague feedback that requires students to make inferences. Use Blackboard for this feedback when appropriate.
- Do not take rude behavior or comments personally. The student may be blunt and say things without tact, but probably intends no malice.
- Provide outlines, study guides, and/reviews for exam preparation. Assist students in determining priorities on how to study. For example, a test worth 20 points is more important than a reflection paper worth 5. A student on the autism spectrum, can't distinguish the difference and he/she will work on both with equal time and effort.
- Be patient and allow time when students are providing verbal responses. If possible, allow students to opt out of responding.
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