Autism Spectrum

Disorders
By Kirsten Moreland and Kelsey Burns

Introduction
o What are the Autism Spectrum
Disorders?
o What are the diagnostic criteria?
o What are the eligibility
requirements for Special Education
in Minnesota?

Autism Spectrum
Disorders
(Also known as pervasive developmental
disorders)

Pervasive Developmental Disorder

Not Otherwise Specified (or
atypical autism)
Rett Syndrome
Childhood Disintegrative Disorder
Asperger Syndrome
Autism

Definition
Autism Spectrum Disorders:
Disorders are characterized by
varying degrees of impairment in:
(1) Communication skills
(2) Social interactions
(3) Repetitive and stereotyped
patterns of behavior.

Pervasive Developmental Disorder

Not Otherwise Specified (or atypical
autism)
Persons who display behaviors typical of
autism but to a lesser degree and/or with
an onset later than three years of age

Rett Syndrome
Normal development for five months to
four years, followed by regression and
intellectual disabilities.
This is the only ASD that is more
common in females than males and it is
very rare.

Childhood Disintegrative
Disorder
Normal development for at least 2 and
up to 10 years, followed by significant
loss of skills
Much more prevalent in males.

Aspergers
Similar to mild autism but without
significant impairments in cognition and
language.

Autism
Definition from IDEA:
A developmental disability affecting verbal and
nonverbal communication and social interaction,
generally evident before age 3, that affects a childs
performance. Other characteristics often associated
with autism are engagement in repetitive activities and
stereotyped movements, resistance to environmental
change or change in daily routines, and unusual
responses to sensory experiences. The term does not
apply if a childs educational performance is adversely
affected primarily because the childe has serious
emotional disturbance.

Diagnostic Criteria
For information on diagnostic criteria
follow this link for the DSM criteria:
http://www.firstsigns.org/screening/DSM
4.htm#CDD

Eligibility
A clinical or medical
diagnosis is not required;
even with the clinical or
medical diagnosis a
student must meet the
Minnesota eligibility
criteria
http://education.state.mn
.us/mdeprod/groups/Special
Ed/documents/Manual/000824
.pdf

Focus on Autism
Characteristics
Prevalence
Causes
Facts
Signs of Autism
Simulations

Autism Characteristics
Impaired social interaction
Picked up/cuddled
Smile/laugh
Objects vs. people

Impaired communication
50% thought to be mute
Robotic, parroting or reverse pronouns

Repetitive and stereotyped patterns of

behavior
Twirling, flapping of hands, rocking
Restricted range of interest

Autism Characteristics
Continued
Impaired cognition
Remember location in space rather than
concept comprehension
ie. shopping

Autistic savant: splinter skills

ie. Rain Man

Abnormal Sensory Perceptions

Hyperresponsive or hyporresponsive
Synaesthesia: the stimulation of one sensory
or cognitive system results in the stimulation
of another

Video
http://video.google.com/videoplay?doci
d=2808924366946811422&q=aspergers+synd
rome#

Prevalence

Autism is the most

prevalent of the ASDs
and the second most
common is PDD-NOS
which is a less severe
form and/or later onset.

Interactive Autism Network

Causes

Neurological
No single, known cause
Genetic Problems

Depending on the gene, a child may be more

susceptible to the disorder
Can affect the way brain cells communicate
Can affect the severity of the symptoms

Environmental Problems
Causes many other health problems
Exploring whether or not trigger autism
ie. air pollutants and viral infections

Vaccines and Autism

No reliable study has
shown a link between
the MMR vaccine and
autism
Avoiding vaccines
can place your child
at risk for catching
serious diseases

Facts
Approximately 1 in 110 children are diagnosed
with autism.
Over the last 30 to 40 years there has been great
increase in the number of diagnosed cases.
Autism is the fastest-growing serious
developmental disability in the U.S.
Sometimes students can be identified as LD or
DCD when if fact they have autism.

More Facts
Autism is more prevalent in boys than girls
Approximately 3:1 or 4:1

Autism is more prevalent in siblings of those

with ASD
Autism is more prevalent in those with other
developmental disorders such as Fragile X
syndrome, Developmental Cognitive Delayed,
or Tuberculosis.

MinnesotaTrends in ASD
Identification of Autism Spectrum Disorders
Minnesota Child Count Data (B-21 yrs.)
14000

12707

12000

11314
9929

10000

8691

8000

7307
5929

6000

4786
3759

4000
2000
331

959 1284
434 551 726

1730

2242

2814

Years 1992 - 2008

Data Source: MN Dept. of Education/Special EducationEducation-Unduplicated Child Count Data http://education.state.mn.us
http://education.state.mn.us

0%
0%
0%
0%

Minnesota Placement Data for ASD by

K-12 Federal Instructional Settings
Dec.1, 2008

7%
19%
45%

Regular Classroom
Resource Room
Separate Classroom
Public Separate Day
Private Separate Day
Public Residential
Private Residential
Hospital/Homebound

29%

Data Source: MN Dept. of Education/

Education/ Special Educationtion-Unduplicated Child Count Data http:/ / education.state.mn.us
te.mn.us

12

Minnesotaa closer look

Disability Categories as a Percentage within Special Education
DCD:S-P
2008 Child Count (N=124,592)
ASD

DCD:M-M
ASD
DD
OHD
EBD
S/L
SLD
DB
SMI
B/VI
TBI
PI
D/HH
10

Early Signs of Autism

6 months
No big smiles or warm, joyful expressions

9 months
No back and forth sharing of sounds, smiles, etc

12 months
No consistent response to his/her name
No babbling
No back and forth gestures, such as pointing showing,
reaching, waving, or three-pronged gaze

16 months
No words

24 months
No two-word meaningful phrases (without imitation or
repeating)

What does it feel like to

have Autism?
Class activity
Break into groups of three
Reflect on social difficulties of those with
autism

Stations
Need four groups
Reflect on the sensory experience of those
with autism

What can we do as
teachers?
Research programs
Accommodations in the Lesson
Accommodations in the Classroom
Assessment Practices
Resources

MN Department of
Education
Research does not tell us which
types of intervention work best for
different children
Decisions made by the team based
on needs of individual child

A variety of resources and

agencies must collaborate to
develop comprehensive programs
based on each childs needs

Curriculum of Programs
The program should teach the child:

Ability to attend
Imitate others
Comprehend and use language
Play appropriately with toys
Socially interact with others

NRC Recommendations
for Education Intervention

Immediate enrollment into intervention programs

immediately after diagnosis
Active participation in intensive programming for
a minimum of 25 hours per week
Planned and repeated teaching opportunities in
various settings
At least 1 adult for every 2 young children
Parent training
Ongoing assessment and evaluation

Accommodations in the
Lesson
1. Choose or make materials with clear, visual
completion criteria.
2. Tasks that have visually clear instructions.
3. Provide students with visual aids for lectures.
4. Prepare students for transitions.
5. Use the students interests in lesson planning.
6. Use clear, concise language.
7. Modeling.
8. Incorporate the strengths of students with autism in
your lessons.
9. If student has difficulty with handwriting, for some
assignments, allow alternative ways to respond.
10. Reinforce positive behavior.

Accommodations in the
Classroom
Close proximity to teacher/teachers assistant.
Procedures to keep noise levels acceptable.
Private location w/o distractions for test taking.
Eliminate clutter.
Present instructions orally and written.
Frequent clarifications/reminders .
Refer to agendas.
Work is organized into manageable chunks.
Classroom expectations clear and understood, as
well as consequences for misbehavior.
10. Extra assistance is provided as needed.
1.
2.
3.
4.
5.
6.
7.
8.
9.

Teaching Strategies
Direct Instruction
Behavior Management
Find ways to support positive behaviors
rather than punish negative behaviors

Instruction in Natural Settings settings

and interactions that non-disabled
children enjoy
Teaching one-on-one or in small groups

Assessment Practices
Testing accommodations vary on case
to case basis
Extended time and small-group of
individual administration are common
accommodations

Resources
http://www.nasponline.org/publications/cq/pdf/
V38N5_AutismSpectrumDisorders.pdf
http://education.state.mn.us/mdeprod/groups/Sp
ecialEd/documents/Manual/000824.pdf
http://www.mayoclinic.com/health/autism/DS0
0348/DSECTION=causes
http://education.state.mn.us/mdeprod/groups/Spe
cialEd/documents/Publication/017210.pdf
http://www.positivelyautism.com/volume2issue10/
section5.html

Resources
Exceptional Learners by Daniel P. Hallahan, James
M. Kauffman, Paige C. Pullen
MN Dept. of Education
http://education.state.mn.us/MDE/Learning_Suppo
rt/Special_Education/Categorical_Disability_Infor
mation/Autism_Spectrum_Disorders/index.html
How to create an inclusive classroom
http://www.child-autism-parent-cafe.com/autismstudents-in-inclusive-classrooms.html

Resources
Good resource to help identify autism
http://www.nichd.nih.gov/publications/pubs/upload/autism_ove
rview_2005.pdf#page=3
http://www.autismspeaks.org/docs/family_services_docs/sk/Ap
pendix.pdf#page=91
Autism Speaks organization
http://www.autismspeaks.org/whatisit/index.php
http://www.ehow.co.uk/list_7183564_autism-simulationactivities.html
Promoting Social Interaction: 4 strategies
http://www.teachervision.fen.com/autism/teachingmethods/8193.html?detoured=1