MARIANO MARCOS STATE UNIVERSITY

Graduate School

SUBJECT: SPED 211 -

INTRODUCTION TO SPECIAL EDUCATION
TOPIC/S: Children and Youth with Autism Spectrum Disorder
REPORTER/S: Castro, Iris Gale T. (MAED-SPED)
Faustino, Diana
Ypil, April Grace

1. Definitions

- Autism, also called autism spectrum disorder (ASD), is a complicated condition that
includes problems with communication and behavior. It can involve a wide range of
symptoms and skills. ASD can be a minor problem or a disability that needs full-time care
in a special facility.

- People with autism have trouble with communication. They have trouble understanding
what other people think and feel. This makes it hard for them to express themselves, either
with words or through gestures, facial expressions, and touch.

- People with autism might have problems with learning. Their skills might develop
unevenly. For example, they could have trouble communicating but be unusually good at
art, music, math, or memory. Because of this, they might do especially well on tests of
analysis or problem-solving.

- More children are diagnosed with autism now than ever before. But the latest numbers
could be higher because of changes in how it’s diagnosed, not because more children have
a disorder.

Autism Signs and Symptoms

Symptoms of autism usually appear before a child turns 3. Some people show
signs from birth.

Common symptoms of autism include:

1. A lack of eye contact

2. A narrow range of interests or intense interest in certain topics
3. Doing something over and over, like repeating words or phrases, rocking back and
forth, or flipping a lever
4. High sensitivity to sounds, touches, smells, or sights that seem ordinary to other
people
5. Not looking at or listening to other people
6. Not looking at things when another person points at them
7. Not wanting to be held or cuddled
8. Problems understanding or using speech, gestures, facial expressions, or tone of
voice
9. Talking in a sing-song, flat, or robotic voice
10. Trouble adapting to changes in routine
11. Some children with autism may also have seizures. These might not start until
adolescence.
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Autism Spectrum Disorders
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These types were once

thought to be separate conditions. Now, they fall under the range of autism spectrum disorders. They
include:

Asperger's syndrome- These children don't have a problem with language; in fact, they tend to score
in the average or above-average range on intelligence tests. But they have social problems and a
narrow scope of interests.

Autistic disorder- This is what most people think of when they hear the word "autism." It refers to
problems with social interactions, communication, and play in children younger than 3 years.

Childhood disintegrative disorder- These children have typical development for at least 2 years and
then lose some or most of their communication and social skills.

Pervasive developmental disorder (PDD or atypical autism)- Your doctor might use this term if
your child has some autistic behavior, like delays in social and communications skills, but doesn’t fit
into another category.

2. Causes of Autism Spectrum Disorder

Autism Causes, the Reality

Nobody has really nailed down the exact cause of autism. Although there are
some highly confident studies on causation, most everything you hear is simply
speculation and statistics at this point. Some of these studies are well done and have
convinced us of some connections. Hopefully, there will be more answers as more
studies and trials are implemented going forward. There has been much speculation
about vaccines causing autism. To date, there has been no scientific evidence to back
this assumption. There can be possible catalysts to expedite the symptoms, but even
that is speculation.

With that in mind, here’s what science speculates, so far, as possible causes.
This list is in no specific order.

10 Possible Causes for Autism

Birth Complications
Rubella
Genetic Autism
Fragile X
Untreated Phenylketonuria
Drugs During Pregnancy
Tuberous Sclerosis
Parental Age
Encephalitis
Pregnancies Less Than a Year Apart

1. Birth Complications - Prenatal situations like poor nutrition and chemicals that the mother
was subject to complications. Low birth weight can cause autism issues. If the child suffered
from severe heart stress and/or lack of oxygen to the brain before or during delivery could
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also be 2900, Ilocos Norte
harmful.
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2. Rubella - It should
be noted that Rubella is pretty much nonexistent in the world today. However, a maternal
infection within the immune system of a mother is speculation for autism. The assumption of
this is because children with CRS or congenital rubella syndrome share the same traits as
autistic children. This is the basis of the theory that today’s autism is just another form of
Rubella.
3. Genetic Autism - Many of the genes associated with ASD are involved in the development of
the brain. There have been studies released that show that some people have a genetic
predisposition to autism. Findings also suggest that many emotional issues such as
schizophrenia and bipolar disorder occur more often in the families of people with autism.

Which brings us to the notion that autism can be highly genetic, and inherited. People
that have the gene changes associated with ASD can pass that genetic code have an increased
risk of transferring that gene onto their children. The code can be passed on according to the
inheritance pattern of that syndrome.

The mutation can start as early as the fertilized egg divides. Some studies have shown
that people with autism tend to have more copied genetic mutations. This suggests that for
some the risk of developing autism isn’t the result of mutations in sole individual genes but
rather spontaneous coding mutations across many genes.

4. Fragile X - Fragile X accounts for approximately 2 to 4 percent of ASD diagnosis. Unlike

Autism, Fragile X can be determined by a blood test. There is no known blood test available
to diagnose autism spectrum disorder.

Sufferers of Fragile X share very similar traits to those on the autistic spectrum in that
it is an intellectual disability. Although you cannot tell by any physical features if a child has
autism, there are some traits that can be recognized in Fragile X.

Here are some potential factors to look for in Fragile X:

1. Flexible Joints
2. Prominent jaw and chin
3. Narrow Face
4. Enlarged testicles during puberty
5. Ears that stick out
6. Sinus and Ear Infections
7. “Lazy Eye”
8. Dental Problems
9. Heart murmurs
10. Larger than peers before puberty
11. Possible seizures
12. Many autistic traits, lack of eye contact, impulsive, hand flapping, etc.
13. UC Davis has interesting theories on Fragile X and tends to believe that Fragile X is
a common cause of autism. Their article is worth the read.
5. Untreated Phenylketonuria - According to a study on Neurores.org, Phenylketonuria (PKU)
is the most common metabolic cause of mental retardation. Phenylalanine is an amino acid
found in every kind of protein and some artificial sweeteners. Phenylketonuria is a disorder
where this amino acid builds up in the body. The body can’t break down phenylalanine. Over
time, the amino acid just builds and builds in the bloodstream until a neurotoxic effect takes
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over, and eventuallywww.mmsu.edu.ph
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causes structural brain damage. They have found an above-chance
frequency of occurrence of autism and PKU in several studies. PKU is very damaging, and
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why it is tested for

often in newborn metabolic screening tests. The complications for women who have PKU can
pass maternal PKU to their children. Some of the symptoms of PKU are:

Neurological problems

1. Skin Rashes
2. Fair skin and blue eyes
3. Hyperactivity
4. Intellectual disability
5. Delayed development
6. ADD, ADHD
7. Heart defects and other heart problems
8. A musty odor in the breath, skin or urine

NOTE:
An interesting study was done in Egypt on 32 children with PKU. 25% had
autism.

6. Drugs During Pregnancy - Antidepressants, primarily selective serotonin reuptake inhibitors

and autism have a possible link. This study shows evidence that women who filled a
prescription for antidepressants during their 2nd and 3rd trimester had an overwhelming 87%
higher chance of birthing a child with autism than women who did not take anything.
However, a completely opposite finding from JAMA stated that there was not a significant
statistical association for autism when pregnant mothers took serotonergic antidepressants
prenatally. “Maternal use of serotonergic antidepressants during pregnancy compared with no
use was not associated with autism spectrum disorder in their children.” Here’s another one on
mothers taking neurotransmitter affecting drugs. Again, not much statistical evidence proving
autism in the offspring. A word of caution. If you’re unsure about what you’re taking
prenatally and if it can affect your baby through your umbilical cord, watch the presentation
below on the Ten Americans. It’s only about 20 minutes long.

7. Tuberous Sclerosis - Between 25% and 50% of all children with tuberous sclerosis develop
some sort of autism spectrum disorder. Scientists are still amiss why some children with TSC
don’t develop autism.

ASD was first thought to be a temporal lobe issue in the brain. The temporal lobe is
associated with understanding the information given through facial expressions and speech
sounds. However, it’s now known that ASD is associated with how the brain abnormally
connects to other parts of the brain, not just the temporal lobes.

8. Parental Age - This one has been proven over and over, also from many different studies. The
older you are, the more likely you are to have autistic offspring. Here’s the bad news for the
Dads out there, you’re more likely to blame than the mother. The interesting part is that nobody
knows why.

A study published by Avi Reichenberg of Mount Sinai School of Medicine in 2006 included
statistical evidence stating that men in their 40s have a 6 times greater risk of causing autism in
children than men in their 30’s. An interesting side note, they can’t pinpoint the exact age when
the percentages increase.
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9. Encephalitis -
Has your autistic child ever complained about headaches? Ours does from time to time. A
study found that most all children on the spectrum, or around 69%, have some sort of issue
with brain inflammation. Brain inflammation can not only cause autism, it can cause a
multitude of problems.
10. Pregnancies Less Than a Year Apart - From the Study to Explore Early Development
(SEED) spacing out a second pregnancy in under 18 months can cause ASD. Doctors have
always recommended keeping pregnancies spaced further apart.

3. Learning and Behavior Characteristics of Children and Youth with ASD

Social behavior and social understanding

Basic social interaction can be difficult for children with autism spectrum disorders. Symptoms may
include:

● Unusual or inappropriate body language, gestures, and facial expressions (e.g. avoiding
eye contact or using facial expressions that don’t match what they are saying).
● Lack of interest in other people or in sharing interests or achievements (e.g. showing you a
drawing, pointing to a bird).
● Unlikely to approach others or to pursue social interaction; comes across as aloof and
detached; prefers to be alone.
● Difficulty understanding other people’s feelings, reactions, and nonverbal cues.
● Resistance to being touched.
● Difficulty or failure to make friends with children the same age.

Speech and language

Many children with Autism Spectrum Disorder struggle with speech and language comprehension.
Symptoms may include:

● Delay in learning how to speak (after the age of two) or doesn’t talk at all.
● Speaking in an atypical tone of voice, or with an odd rhythm or pitch.
● Repeating words or phrases over and over without communicative intent.
● Trouble starting a conversation or keeping it going.
● Difficulty communicating needs or desires.
● Doesn’t understand simple statements or questions.
● Taking what is said too literally, missing humor, irony, and sarcasm.

Restricted behavior and play

Children with Autism Spectrum Disorder are often restricted, rigid, and even obsessive in their
behaviors, activities, and interests. Symptoms may include:

● Repetitive body movements (hand flapping, rocking, spinning); moving constantly.

● Obsessive attachment to unusual objects (rubber bands, keys, light switches).
● Preoccupation with a narrow topic of interest, sometimes involving numbers or symbols
(maps, license plates, sports statistics).
● A strong need for sameness, order, and routines (e.g. lines up toys, follows a rigid schedule).
Gets City,
Castro Ave., Laoag upset2900,
by change in their routine or environment.
Ilocos Norte
● Clumsiness,
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● Fascinated by
spinning objects, moving pieces, or parts of toys (e.g. spinning the wheels on a race car,
instead of playing with the whole car).
● Hyper- or hypo-reactive to sensory input (e.g. reacts badly to certain sounds or textures,
seeming indifference to temperature or pain).

4. Assessment Procedures
The team of specialists involved in diagnosing your child may include:

1. Child psychologists
2. Child psychiatrists
3. Speech pathologists
4. Developmental pediatricians
5. Pediatric neurologists
6. Audiologists
7. Physical therapists
8. Special education teachers
Diagnosing Autism Spectrum Disorder is not a brief process. There is no single medical test
that can diagnose it definitively; instead, in order to accurately pinpoint your child’s problem,
multiple evaluations and tests may be necessary.

1. Parent interview – In the first phase of the diagnostic evaluation, you will give your
doctor background information about your child’s medical, developmental, and
behavioral history. If you have been keeping a journal or taking notes on anything
that’s concerned you, share that information. The doctor will also want to know about
your family’s medical and mental health history.
2. Medical exam – The medical evaluation includes a general physical, a neurological
exam, lab tests, and genetic testing. Your child will undergo this full screening to
determine the cause of their developmental problems and to identify any co-existing
conditions.
3. Hearing test – Since hearing problems can result in social and language delays, they
need to be excluded before an Autism Spectrum Disorder can be diagnosed. Your
child will undergo a formal audiological assessment where they are tested for any
hearing impairments, as well as any other hearing issues or sound sensitivities that
sometimes co-occur with autism.
4. Observation – Developmental specialists will observe your child in a variety of
settings to look for unusual behavior associated with the Autism Spectrum Disorder.
They may watch your child playing or interacting with other people.
5. Lead screening – Because lead poisoning can cause autistic-like symptoms, the
National Center for Environmental Health recommends that all children with
developmental delays be screened for lead poisoning.
6. Depending on your child’s symptoms and their severity, the diagnostic assessment
may also include speech, intelligence, social, sensory processing, and motor skills
testing. These tests can be helpful not only in diagnosing autism, but also for
determining what type of treatment your child needs:
Speech and language evaluation – A speech pathologist will evaluate your
child’s speech and communication abilities for signs of autism, as well as looking for
any
Castro Ave., Laoag City, indicators
2900, of specific language impairments or disorders.
Ilocos Norte
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7. Cognitive
testing – Your child may be given a standardized intelligence test or an informal
cognitive assessment.
8. Adaptive functioning assessment – Your child may be evaluated for their ability to
function, problem-solve, and adapt in real-life situations. This may include testing
social, nonverbal, and verbal skills, as well as the ability to perform daily tasks such
as dressing and feeding themselves.
9. Sensory-motor evaluation – Since sensory integration dysfunction often co-occurs
with autism, and can even be confused with it, a physical therapist or occupational
therapist may assess your child’s fine motor, gross motor, and sensory processing
skills.

5. Principles and Strategies in Dealing/Handling Children and YOuth with ASD

Children diagnosed with autism are on the increase, so knowing how to teach these children
and which strategies to use, is extremely important. Listed are some tried and true strategies that will
ensure that every autistic child receives the best education possible.
These strategies can be implemented both in a classroom and at home.

1. Create an environment that is not over stimulating. The child will do better if there is no loud
music playing in the background, as it distracts an autistic child from concentrating.
2. Create a structured environment with predictable routines. This is where the picture schedule
so often used in autistic classrooms comes into play. The daily routine should be the same
from day to day, only differing for special occasions. At such times, an appropriate picture
representing that event should be placed on the child's schedule.
3. Give fewer choices. If a child is asked to pick a color, say red, only give him two to three
choices to pick from. The more choices, the more confused an autistic child will become.
4. Select repetitive motions when working on projects. Most autistic classrooms have an area for
work box tasks, such as putting erasers on pencils or sorting colors into colored cups.
5. Keep your voice low and clear when teaching. Autistic children become agitated and
confused if a speaking voice is too loud. Excess talking between staff members should be
kept to a minimum.
6. Limit physical contact. While this is a good strategy for all children, autistic children cannot
properly interpret body language and touch, so minimal body physical contact is best
7. Allow students to stand instead of sit around a table for a class demonstration or for morning
or evening meeting. Many children do better when allowed to stand. Many rock back and
forth and this allows them to repeat those movements while still listening to teacher
instruction.
8. Encourage and promote one to one interactions with students to promote social skills. Since
autistic children have a problem with social skills and appropriate social behavior this is very
important. Opportunities for social interaction might have to be structured at first, but with
practice, they will start to understand social interactions.
9. Eliminate stress. Again, the autistic child needs to learn in a calm and quiet classroom. IF
staff members are experiencing too much stress, leave the classroom until you feel better.
Autistic children pick up on emotions very easily.
10. For visual learners, be sure to use signs and pictures, such as the pictures from the Board
maker program. This is the beginning of communication skills for these children.

AUTISM TEACHING METHODS:

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1. Applied Behavior
+63(077)600-3469 Analysis - is a method of teaching children with autism and Pervasive
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Developmental Disorders. It is based on the premise that appropriate behavior – including
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speech,
academics and life skills – can be taught using scientific principles.

ABA assumes that children are more likely to repeat behaviors or responses that are
rewarded (or "reinforced"), and they are less likely to continue behaviors that are not
rewarded. Eventually, the reinforcement is reduced so that the child can learn without
constant rewards.

The most well-known form of ABA is discrete trial training (DTT). Skills are broken
down into the smallest tasks and taught individually. Discrete, or separate, trials may be
used to teach eye contact, imitation, fine motor skills, self-help, academics, language and
conversation. Students start with learning small skills, and gradually learn more
complicated skills as each smaller one is mastered.

2. Applied Verbal Behavior - the latest style of ABA. It uses B. F. Skinner’s 1957 analysis
of Verbal Behavior to teach and reinforce speech, along with other skills. Skinner
described categories of speech, or verbal behavior:
A. Mands are requests ("I want a drink.")
B. Echoes are verbal imitations, ("Hi")
C. Tacts are labels ("toy," "elephant") and
D. Intraverbals are conversational responses. ("What do you want?")

A VB program will focus on getting a child to realize that language will get him what he
wants, when he wants it. Requesting is often one of the first verbal skills taught; children
are taught to use language to communicate, rather than just to label items. Learning how
to make requests also should improve behavior. Some parents say VB is a more natural
form of ABA.

3. Relationship Development Intervention (RDI)- is a parent-based clinical treatment that

tries to fix the social problems at the heart of autism, such as friendship skills, empathy
and the desire to share personal experiences with others. This approach takes into account
the ways in which typically-developing children learn how to have emotional
relationships beginning in infancy.

RDI tries to help children interact positively with other people, even without
language. When children learn the value and joy of personal relationships, according to
RDI, they will find it easier to learn language and social skills. RDI is based on the idea
that children with autism missed some or many of the typical social development
milestones as infants and toddlers. They can be given a "second chance" to learn these
skills through play, "guided participation" and other activities, according to RDI.

4. Sensory Integration Therapy

"The goal of this therapy is not to teach skills, but to follow the child's lead and
artfully select and modify activities according to the child's responses," according to
Marie DiMatties and Jennifer Sammons at The Council for Exceptional Children.

The therapist can develop a treatment plan for a child that a parent can also
follow at home, often using common household items. The child may need to play with
different textures (such as sand, play-dough or shaving cream), to swing, to chew on a
special chewy tube, or to sit atop large sensory ball. The activities should be just
challenging enough to help the child respond better to sensory information without
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5.
TEACCH(Treatment and Education of Autistic and Related Communication-
Handicapped CHildren) - TEACCH classroom is structured, with separate, defined
areas for each task, such as individual work, group activities, and play. It relies heavily on
visual learning, strength for many children with autism and PDD. The children use
schedules made up of pictures and/or words to order their day and to help them move
smoothly between activities. Children with autism may find it difficult to make transitions
between activities and places without schedules.

Young children may sit at a workstation and be required to complete certain

activities, such as matching pictures or letters. The finished assignments are then placed
in a container. Children may use picture communication symbols -- small laminated
squares that contain a symbol and a word -- to answer questions and request items from
their teacher. The symbols help relieve frustration for nonverbal children while helping
those who are starting to speak to recall and say the words they want.ommunication-
Handicapped CHildren)

6. eduBOSS - has educational applications that are useful for school students (primary and
higher levels). Features include educational games, paint & graphic tools, typing tutor,
and a host of tools and packages for basic learning, and also for teaching subjects like
Math, Science and Social etc. for higher classes. It also contains an eLearning editor
which enables teachers to design, develop and publish web-based learning and teaching
materials as well as on-line quiz, tests and self-evaluation procedures.

References:
Authors: Melinda Smith, M.A., Jeanne Segal, Ph.D., and Ted Hutman, Ph.D.

Ted Hutman, Ph.D. is Assistant Clinical Professor in Psychiatry at the David Geffen School
of Medicine at UCLA and a licensed clinical psychologist practicing in Santa Monica, CA.

https://vikaspedia.in/education/education-best-practices/teaching-methods-childrens-with-
autism

https://files.eric.ed.gov/fulltext/ED491496.pdf

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