EDUU 575 Signature Assignment Kirsten Wampler

Autism Spectrum Disorder

The world around us is intricately designed, and made up of infinite patterns and rules.
There is a comfort to a world of rules, it allows humans to know what to expect. We know
gravity will pull an object toward Earth, keeping us rooted. From the hives crafted by honey
bee’s right, to the basalt columns in Iceland, even our behaviors all create and follow patterns.
Our brains are wired to seek out and find patterns, or rules to follow to make sense of the world
around us. As a result we intentionally or unintentionally categorize everything, more often than
not resulting in stereotyping. Autism Spectrum Disorders, like so many other conditions, are not
immune to stereotyping. The reality is however, that as the name implies there is a wide
spectrum of characteristics and severity that is encompassed within Autism, that what holds true
for one individual is not guaranteed to be applicable to the next individual. This paper will
discuss the various characteristics of Autism, the impacts they have on both the individual and
their families as well as evidence based practices used to support individuals and families.
Autism was first recognized in 1943, and was initially thought to be a rare disorder, has
since evolved and the defining characteristics have expanded as research and understanding
uncovers new information (Folstien and Rosen-Shiedley, 2001). While the root cause is heavily
debated upon and researched, the exact cause is still unknown. Researchers continue to theorize,
and as our understanding of Autism grows, the theories as to what the cause may be have
changed as well. In the early years Autism was thought to have been caused by impaired
socialization during primitive developmental stages, and was thought to be the result of
“refrigerator” mothers, who were distant, cold and lacked strong nurturing tendencies (Folstien
and Rosen-Shiedley, 2001). However the more research that has been done, the more evidence
there is that this is most likely not the cause, and there is currently a strong lean towards genetic
and chromosomal causes, though more research is needed to conclusively determine if there is a
sole cause, or rather a combination of genetics and environment. As our understanding of Autism
developed, the realization that it is not as rare as it was once thought to be. According to the
CDC (2021) it is estimated that 1 in 44 children will be diagnosed with ASD, and is four times
more prevalent in boys as compared to girls.

Characteristics of Autism
EDUU 575 Signature Assignment Kirsten Wampler

Autism at its core is a communication and sensory processing disorder that results in
impaired social skills, atypical behaviors and impacts individuals, cognitive, and language
abilities. Many of the observable behaviors, language and socialization can be linked back to
how individuals are able to process and express information. In a neurotypical individual how we
interact with the world is fluid, we are able to adapt to a given situation and adjust
communication to fit the setting and purpose using both verbal and non-verbal languages to
convey meaning.
For individuals with Autism it is not always easy, nor apparent when to make adjustments
to communication styles. Ganz et al. (2011) states in their article that roughly 50% of individuals
with Autism have a marked impairment with communication characterized by a lack of, or
limited speech. Picking up on and understanding social cues does not come readily either. M.
Kelter (2014) describes how as an individual with ASD the idea that body language held
underlying meaning took years before they realized it, and that they did not have nor use it. They
further describe how they feel a distinct disconnect within their bodies, and that their limbs feel
forgien and detached (Kelter, 2014). This is just one example of how the nuances of
communication can be a hurdle to overcome within the Autism community. Avoidance of eye
contact is also a common characteristic of Autism.
Communication is further impacted based on the level of language development an
individual has. It is common for individuals with Autism to have delayed speech acquisition,
especially early on in childhood (NIH, 2020). While some individuals may have advanced
language skills and expansive vocabularies, others may have very limited vocabulary, and speak
with rigid speech patterns (NIH, 2020). Individuals with Autism have difficulty in using or
understanding abstract ideas or language, instead they tend to speak in a more literal sense and
use concrete language (Ganz et al., 2012).
From a social view, individuals with Autism tend to have fewer meaningful or long term
relationships outside of family members. Through personal observations of individuals with
ASD, they tend to keep to themselves and appear to live in their own world, with their own set of
rules and communication standards. It is not unheard of for higher functioning individuals to
initiate and maintain relationships however. Whalon et al. (2015), proposes in their article that
there is a correlation between language development and social competence, or our ability to
form and maintain peer relationships. They further allude that lower language abilities, leads to
EDUU 575 Signature Assignment Kirsten Wampler

lower social competence, but also lower overall intelligence and cognitive function (Whalon et
al., 2015).
Another way social interactions are impacted is a result of cognitive abilities. In an
informative article posted on Understanding Minds (2012) the authors explore the cognitive
characteristics of Autism, specifically the “Theory of Mind” concept, in which the individual's
sense of social awareness is limited and it is difficult for them to see perspectives outside of their
own. This can further hinder the ability to form social connections. Abstract ideas and thinking,
like abstract language, can be difficult for an individual with Autism to understand, which can
sometimes make it difficult for them to decipher the difference between reality and fantasy
(Understanding Minds, 2012). Another cognitive characteristic is impaired attention and focus.
This can oftentimes be linked to the individual's sensory needs, as it is common for them to
fixate on visual or auditory stimuli which will draw their attention away (Biel, 2012). In personal
experiences it is frequently observed where an individual may appear zoned out, or
Individuals with Autism have unique sensory needs that can frequently interfere with
daily tasks, and create undesired or unusual behaviors. From a neurological perspective, there is
an impairment of how the body receives and translates sensory information. The result of this
impairment is often observed in the various behaviors exhibited by individuals with Autism. The
sensations that external stimuli can cause will range, depending on the individual, from a mild
annoyance to severe physical pain (Biel, 2012). The body can have a combination of two general
types of sensory processing disorder, hyperreactive, or hyporeactive (Piller and Barimo, 2019).
Hyperreactive nervous systems are wired all the time. These are the individuals that are on
sensory overload and will react to or avoid incoming stimuli as much as possible (Piller and
Barimo, 2019). Laura Biel (2012) describes in her video, Sensory Smart Child, how when
individuals are over stimulated they will find ways to escape, whether it is by covering their ears,
yelling, running away, rocking and other repetitive motions, or sometimes make order out of the
chaos they perceive in the world around them. In some instances these individuals will “tune
out” one sense in order to focus on another, the most common example of this would be avoiding
eye contact, or using noise cancelling headphones in order to focus on a task (Biel, 2012).
This is in contrast to individuals with hyporeactive, or understimulated, nervous systems.
For these individuals they are not receiving enough input and benefit from added stimulation
(Biel, 2012). Similar to a car with a low battery, these individuals need a jump start of their
EDUU 575 Signature Assignment Kirsten Wampler

nervous system in order to continue processing information. Resulting behaviors may include,
being withdrawn, low energy, biting or chewing on items, nails or clothes (Biel, 2012). Some
strategies that may help support these individuals is use of weighted vests or lap pads, chewelry,
swinging or joint compressions. Laura Biel (2012) points out, in Sensory Smart Child, that
individuals can have a mix of the two sensory types, and that just because they fall in one
category one day, doesn’t mean they always will. Their sensory needs are fluid and change
depending on the environment, and demands placed on them.
Due to the dysfunction in sensory processing, communication skills and cognitive
functions, individuals with Autism can present with a vast array of behaviors. The most
notorious, albeit stereotypical, behavior is repetitive motions such as rocking, or flapping of
arms. However these behaviors are not always observable in all individuals, nor are they the only
characteristic behaviors. There are a number of more subtle behaviors that can be found, such as
picking at self, or objects, fixating on objects such as fans, lights or sounds (Piller and Barimo,
2019). These visual and auditory fixations can interfere with attention.

Evidence Based Practices

With such a broad range of presentations, and areas of need within Autism, finding the
appropriate and successful strategies to use in the classroom can be daunting. AFIRM and the
National Professional Development Center, or NPDC, have worked together to create a list of
Evidence Based Practices that have been proven to be effective at meeting the needs of
individuals with ASD. Evidence based practices are a way to support cognitive, neurological,
communication and behavioral needs that are backed by research to work (NPDC, n.d.).
A common behavior that can be observed with ASD is avoidance of non-preferred tasks
in favor of preferred tasks. Avoidance tactics can look like changing the topic, requesting a
break, elopement, screaming, biting, ripping of paper or general refusal to complete the task. An
evidence based approach to this would be antecedent based interventions, or ABI where the
educator works alongside a trained behavior specialist to analyze what is occurring before,
during and after the behavior and then developing a plan to intervene before the behavior can
occur, and then re-analyzing to determine effectiveness and if that was the true antecedent (Sam
and the AFIRM team, 2016). Another example of an evidence based practice that can support
behavior is discrete trial training. DTT can be highly effective at promoting a positive behavioral
EDUU 575 Signature Assignment Kirsten Wampler

outcome when implemented with fidelity (Mason et al., 2017). Discrete Trial training involves
an educator to teach for a set, and clearly defined time period, and then give the student a break,
before repeating the cycle. As the individual becomes successful at the task for the given the
length of time for the trial increases (Mason et al., 2017). DTT can be especially helpful in
increasing the amount of time students can sit and attend to non-preferred tasks, while reducing
associated behaviors.
Individuals with ASD are constantly navigating a world they don’t always understand,
along with sensory dysfunction, impaired communication which can affect their cognitive
abilities. One way to support learners' cognitive function in the classroom is through task
analysis. Task analysis is the breakdown of large, multi-stepped tasks into smaller more
manageable tasks (Sam and AFIRM Team, 2015). Since attention and working memory can be
limited, it is not easy to recall extensive or complex tasks, this is why task analysis can be
effective. A second, more simpler evidence based practice is reinforcement techniques. Since
individuals with ASD do not always accept praise in the manner that is typically expected
(Understanding Minds, 2012), reinforcement can help promote learning, task completion as well
as behavior when verbal praise may fall short. There are many ways to use reinforcement, from
token systems, first then rewards, or sticker charts. Sam and the AFIRM team (2015) caution
however to ensure that the consequences or rewards are things that will motivate the individual,
but are also not items they frequently have easy access to. Creating a choice system containing
multiple reward options, is one way to help sustain motivation to work for a chosen reward. Like
DTT was beneficial to supporting on-task behaviors, reinforcement can encourage and develop
attention to task, or awareness of interactions.
There are many ways to support social development in individuals with ASD. One way
would be to establish and partake in structured social play. Social groups are common in both the
school and communities, and allows for individuals to get together and practice the skills they
are taught in a safe, controlled environment (NPDC, n.d.). Social Narratives can also be effective
at helping individuals with ASD to know what to expect and appropriate responses to a given
social situation (Zimmerman and Ledford, 2017). Since one of the communication characteristics
is an impaired understanding of social expectations, responses and non-verbal communication,
given individuals a chance to practice how to interact can be very beneficial and effective at
preparing for non-structured social interactions.
EDUU 575 Signature Assignment Kirsten Wampler

Services and Impact on Families

With all of the diverse needs that accompany Autism, there are several services available
to help support both the individual and their families. Individuals with Autism often need support
gaining or managing proprioceptive input, whether it is to add stimulus, or decrease stimulus will
depend on the type of sensory need the individual has in a given time. Many individuals will
qualify to receive services with an Occupational Therapist who can help provide guidance and
input to educators and families on which strategies are most appropriate for an individual.
Proprioceptive input is a crucial component to create emotional and behavioral stability for an
individual with ASD (Centre for Autism, 2021). Occupational Therapists can also support fine
motor skills, for handwriting, coordination and self awareness. M. Kelter (2014) describes their
sense of self, stating that their limbs frequently feel detached from them and separate from their
bodies. Control and coordination of large muscles can further be supported through services with
a Physical Therapist. It is not uncommon for individuals to toe walk, or have disjointed, jerky
motions while moving or walking, Physical Therapists can help to support gross motor skills.
Communication needs are present in most individuals with ASD, especially in early
childhood and therefore it is common practice for the individuals to receive speech and language
services with a licensed Speech and Language Pathologist (Küpper and Kohanek, 2000). SLP’s
will support receptive and expressive language use, pragmatics as well as give input on social
skills and strategies (Küpper and Kohanek, 2000).
Additional services will vary depending on the age or need of the individual and their
family. Services available include, but are not limited to vocational training to support transition
to adulthood and develop life skills, behavioral services with a BCBA therapist, Nutritionist,
paraprofessionals, who help support learning, safety and behavior in the school setting (Küpper
and Kohanek, 2000).
Between all the communication, emotional, behavioral, cognitive and sensory needs
individuals with Autism require, it can begin to take a toll on the families. Autism can be a
pervasive and lifelong disorder. Intensive interventions and services can help manage signs and
symptoms of Autism, so that individuals can live as independently as possible once they reach
adulthood, however until that point they need constant supervision and support. Families can
undergo emotional and financial stress from trying to balance their own needs, with the needs of
EDUU 575 Signature Assignment Kirsten Wampler

the individuals. Fortunately there are ways to support the family. Many specialized services
outside of the school setting will work with the family to teach them strategies to use at home,
and provide consistency in use of evidence based practices for home. Due to the time constraints
that come with multiple services, especially when provided outside of the school, it can be tricky
to ensure the needs of other family members are met. Many counties offer respite care for these
purposes, allowing a qualified and vetted individual to come into the home for a set period of
time to care for the individual while the primary caretaker takes the time to care for themselves,
or siblings (Autism Speaks, n.d.). Social Services has programs that can help with financial
hardships, and many states have established programs for qualifying families. In California we
have California Children's Services, who will assign a case worker to assess needs, services and
families income to determine eligibility. Cases are evaluated yearly for continued eligibility,
however qualifying individuals can receive services up to 3 years of age. Many counties in
California also have regional centers that can help coordinate and provide services and also have
an income based program for financial assistance.
Caring for an individual with Autism can feel daunting and overwhelming at times.
However there are a plethora of resources at both a state and local level to support individuals
and their families. Working together to find and provide the right services, strategies and
consistency, individuals with Autism can lead full lives giving a new perspective to life for
everyone they interact with.
EDUU 575 Signature Assignment Kirsten Wampler

References
Autism Speaks. (n.d.) Respite Care. retrieved December 16, 2021 from
https://www.autismspeaks.org/respite-care-0
CDC (2021). Autism Spectrum Disorders: Data and Statistics on Autism Spectrum Disorder.
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https://www.cdc.gov/ncbddd/autism/data.html
Centre for Autism. (2021). Proprioceptive. Centre for Autism: Middleton. Retrieved December
16, 2021 from
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-to-sense/proprioceptive/
Folstein, S. E., & Rosen-Sheidley, B. (2001). Genetics of Autism: Complex Aetiology for a
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Ganz, J., Earles-Vollrath, T., Heath, A., Parker, R., Rispoli, M., & Duran, J. (2012). A
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NPDC (n.d.). Evidence-Based Practices. University of North Carolina. Retrieved November 24,
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