Autism

Autism

Pervasive Developmental Disorder (PDD).

 1. Autistic Disorder

• Impairments in social interaction,

communication, and imaginative play.
• Apparent before age 3.
• Also includes stereotyped behaviors, interests,
and activities
 2. Asperger’s Disorder

• Impairments in social interactions, and

presence of restricted interests and activities
• No clinically significant general delay in
language
• Average to above average intelligence
 3.Rett’s Disorder

• Progressive disorder has only occurred in girls.

• Period of normal development and then the
loss of previously acquired skills
• Also loss of purposeful use of hands, which is
replaced by repetitive hand movements
• Beginning at age of 1-4 years
 4.Childhood Disintegrative Disorder

• Normal development for at least the first 2

years
• Then significant loss of previously acquired
skills
 Conclusions on Types

• Autism is a spectrum disorder

• This means that symptoms and characteristics
can present themselves in wide variety of
combinations, from mild to severe
• Autistic individuals can be very different from
each other
 WHAT IS AUTISM?

• Very complex, developmental disability

• First described by Leo Kanner in 1943 as early
infantile autism
• “Auto” – children are “locked within
themselves.”
• For next 30 years, considered to be an
emotional disturbance
• 3 categories for autism
• Today, autism is a severe form of a broader
group of disorders
• These are referred to as pervasive
developmental disorders (later)
• Typically appears during the first 3 years of life
• Very likely neurological in origin – not
emotional
• Prevalence figures vary widely 1/1000 or even
1/500.
• 4 times more prevalent in boys
• No known racial, ethnic, or social boundaries
• No relation to family income, lifestyle
• Autism impacts normal development of the
brain in areas of social interaction and
communication skills.
• Difficult to communicate with others and
relate to the outside world.
• Occasionally, aggressive and/or self injurious
behavior may be present.
• May exhibit repeated body movements (hand
flapping, rocking).
• Unusual responses to people
• Attachment to objects
• Resistance to change in routine
• Sensory sensitivities
 What causes autism?

• Autism is caused by abnormalities in

• Brain development,
• Neurochemistry,
• And genetic factors
 How is Autism Diagnosed?

• No definitive medical test

• Team uses interviews, observation, and
specific checklists developed for this purpose.
• Team might include neurologist, psychologist,
developmental pediatrician, speech/language
therapist, learning consultant, etc.
 CHARACTERISTICS

1. Communication/Language
2. Social Interaction
3. Behaviors
4. Sensory and movement disorders
5. Resistance to change (predictability)
6. Intellectual functioning
 Communication/language

• Broad range of abilities, from no verbal

communication to quite complex skills
• Two common impairments:
• A. Delayed language
• B. Echolalia (Repetition of words)
 Delayed language

• 50% of autistic individuals will eventually have

useful speech
• Difficulty in conversing easily with others
• Difficulty in shifting topics
• Look away; poor eye contact
 Echolalia

• Common in very young children (Age 3)

• Immediate or delayed (even years)
 2. Social Interaction

• One of hallmarks of autism is lack of social

interaction
1. Impaired use of nonverbal behavior
2. Lack of peer relationships
3. Failure to spontaneously share enjoyment,
interests, etc. with others
4. Lack of reciprocity
 3. Behaviors

• Repetitive behaviors, including obsessions,

tics, and perseveration
• Impeding behaviors (impede their learning or
the learning of others)
Will need positive behavior supports
• A. Self-injurious behavior
• B. Aggression
 Sensory and movement disorders

• Very common
• Over- or under-sensitive to sensory stimuli
• Abnormal posture and movements of the face,
head, trunk, and limbs
• Abnormal eye movements
• Repeated gestures and mannerisms
• Movement disorders can be detected very
early
 5. Predictability

• Change in routine is very stressful

• May insist on particular furniture
arrangement, food at meals, TV shows
• Symmetry is often important
• Interventions need to focus of preparing
students for change if possible
 6.Intellectual functioning

• Autism occurs in children of all levels of

intelligence, from those who are gifted to
those who have mental retardation
• In general, majority of individuals with autism
are also identified as having
• mental retardation – 75% below 70
• Verbal and reasoning skills are difficult
 Problems in Autism
• Low muscle tone – muscle tone is the level of
activity present in our muscles at rest.
• More strength and energy to move
• Lack Sensory feedback a child receives
through their muscles.
 Motor planning difficulties
• Child’s ability to optimally time, sequence and
execute a movement.
• Clumsiness, frequent falls, poor balance, or
poor coordination.
 Poor core strength
• Low muscle tone and
• Motor planning difficulties
• Poor core strength.
• Difficulty recruiting the correct muscles in
their core
• Lack the strength and endurance - engage
these muscles for functional activities
 Poor posture
• Low muscle tone and
• Poor core strength
• Motor skills
• Fine motor skills, and can also
• Impact their attention and participation in the
classroom or at school.
 Tight muscles and joints
• Poor motor strategies and posture
 Delayed achievement of poor or inefficient
balance reactions
• These include the child’s automatic reactions
to keep themselves upright when they start to
lose their balance, and the automatic
protective reactions to protect themselves
from injuries when they fall.
 Goals:
• Prevent secondary complication
• Improve tone
• Weight bearing exercises/Mat exercises
• Improve motor planning
• Improve core muscles strength
• Improve posture
• Balance reaction
• Balance training
 Management
• Gross Motor Skills – using large muscles for
sitting, standing, walking, running, etc.
• Balance/Coordination Skills – involves the
brain, bones, and muscles in a coordinated
effort for smooth movement; for example, as
in climbing stairs, jumping, etc.
• Strengthening – building muscle for support
and endurance; for example, to walk for a
distance without becoming tired.
• Functional Mobility/Motor Planning – moving
through space, day to day, for independence
and efficiency.
• Establish routines and smooth transitions
throughout the lesson Modify equipment-
Provide balls that will provide sensory output
during activities. (ie: Knobby balls)
• Videotapes can be useful for autistic children
who can follow visual cues.
• Any activity that requires vigorous activity and
will improve their overall fitness levels.
(flexibility,cardiovascular endurance, strength,
muscular endurance)
• Walking/Hiking
 Swimming:
• Low impact activity that can benefit student
in a variety of health- related ways
• Activities that require the use of their senses.
Autistic children like deep pressure that helps
them relax.
• Weighted backpacks/vest can help provide
this deep pressure.
• Avoid Having class in a loud and/or bright
environment;
• Avoid providing too much stimuli within the
environment.
• Activities that require a lot of contact.
• Spending too much time on a single activity
and not providing enough choices
• Use teaching stations
• Change activities regularly
• Eliminate different distractions
• Keep directions short and age- appropriate. .
• Use sensory stimulation to increase attention
span
• Use smooth transitions
• Instruct in an environment were noise, smells,
lights will not interfere with learning.
• Teach in less stimulating environment.
• Provide students with ear plugs/cotton balls in noisier
environment.
• Keep motivational music at low level.
• Establish predictable routines within lessons
• Create high structured environment which is organized
and predictable
• Warm-up Activity and closure
•  Use visual aids during activities
• Use vigorous aerobic exercises to keep student on task
• Use a consistent behavior modification program
• Provide lots of practice time/repetitions.
• Show enthusiasm when teaching.
• Use a reward system like sticker chart
• Teach students basic loco-motor and object
control skills.
• Provide reward system that allows students
the opportunity to participate in enjoyable
activity.
• Teach students lead-up activities for team,
individual, and cooperative activities.