1 EDU 564 Module 1 (chapters 1 and 2)
2 Reflection Our children with autism can do great things!!!!! Watch and enjoy. kims-picks-katy-perrys-inspirational-duet- with-autistic-girl
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4 Autism Module 1- Chapters 1 and 2Welcome/Introductions House Keeping Introduce Video Module 1- Chapters 1 and 2
5 What is Autism? Autism Spectrum Disorder (ASD) is a range of complex neurodevelopment disorders/behaviors, characterized by: Social impairments Communication difficulties, and Restricted, repetitive, and stereotyped patterns of behavior *adapted from the National Institute of Neurological Disorders and Stroke
6 What is Autism? The new classification system eliminates the previously separate subcategories on the autism spectrum (i.e., Autistic Disorder, the most severe form of ASD, Asperger’s Syndrome, Pervasive Developmental Disorder, Not Otherwise Specified (PDD-NOS). These subcategories will be folded into the broad term Autism Spectrum Disorder (ASD). ASD varies considerably in character and severity, yet it occurs in all ethnic, socioeconomic, and age groups. We are still in a period of transition so will likely see diagnoses made with DSM IV and DSM V for a few years. According to the most recent Centers for Disease Control and Prevention estimates, 1 in 68 children in the United States has an autism spectrum disorder, based on health and education records. That figure represents a significant increase from previous prevalence estimates, released in 2012, which estimated that 1 in 88 have an ASD. Autism is roughly five times more common in boys than girls, according to CDC estimates. One in 42 boys have been identified with autism, compared to 1 in 189 girls. Currently in BPS we have a total of 106 students identified as having a primary disability of Autism (54 PK through elementary, 27 middle school, 25 high school). It is likely that others may be placed under other categories as well (i.e. NCD, SLI, etc.).
7 Common signs of Autism ● Key feature is impaired social interactionUnresponsive to people; develop normally then withdraw and become indifferent to social engagement; indifferent to social engagement; avoid eye contact; difficulty interpreting social cues; lack empathy ● Key feature is repetitive movements: Rocking, twirling, or engaging in self-abusive behavior such as biting or head-banging. ● Key feature is delays in language development: start speaking later than other children and may refer to themselves by name instead of “I” or “me.” Infancy: a baby with ASD may be unresponsive to people or focus intently on one item and ignore others for a long period of time. Child: a child with ASD may appear to develop normally and then withdraw and become indifferent to social engagement. Children with ASD may not respond to their name and avoid eye contact with others They have difficulty interpreting what others are thinking or feeling, because they can’t understand social cues, such as tone of voice or facial expressions, and fail to watch other people’s faces for clues about appropriate behavior. They may lack empathy. Children with an ASD don’t know how to play interactively with other children. Some speak in a sing-song voice about a narrow range of favorite topics, with little regard for the interests of the person to whom they are speaking.
8 Co-existing conditionsChildren with ASD characteristics may have other conditions in addition to ASD including: Fragile X Syndrome (which causes intellectual disability) Tuberous Sclerosis, Epileptic Seizures, Tourette Syndrome, Learning Disabilities, and Attention Deficit Disorder Speech/Language Impairment Fragile X Syndrome: is a genetic condition that causes intellectual disability, behavioral and learning challenges and various physical characteristics. Tuberous Sclerosis: is a genetic disorder that causes non-malignant tumors to form in many different organs, primarily in the brain, eyes, heart, kidney, skin and lungs. The aspects of TSC that most strongly impact quality of life are generally associated with the brain: seizures, developmental delay, intellectual disability and autism. According to the CDC, 83% chance of co occurrence for other developmental disabilities and 10% chance of psychiatric disorders. 20 to 30% of individuals with autism develop seizures (if language regression before age 3, higher chance of epilepsy).
9 Diagnosing Autism Questionnaires or other screening instruments are used to gather information about a child’s development and behavior. Parent observations are included. Most use a combination of parent and doctor observations. If screening instruments indicate the possibility of an ASD, a more comprehensive evaluation is usually completed.
10 Diagnosing Autism A comprehensive evaluation requires a multidisciplinary team This team may include a psychologist, neurologist, psychiatrist, speech therapist, and other professionals who diagnose children with ASDs. The team members will conduct a thorough assessment which may include cognitive and language testing as well as medical information. Because hearing problems can cause behaviors that could be mistaken for an ASD, children with delayed speech development need to have their hearing tested first. The medical team may include different members than an educational team. Remember that BPS requires a medical diagnosis of Autism for initial eligibility determination.
11 Causes of Autism ● Genetic predisposition is a possibility (twin and family studies) ●A number of genes associated with the disorder have been found. ● Irregularities in several regions of the brain have been found. ● Abnormal levels of serotonin or other neurotransmitters 1. Scientists aren’t certain about what causes ASD. Both genetic and environmental factors may contribute. 2. This disruption may be caused by defects in genes that control brain growth and that regulate how brain cells communicate with each other, possibly due to the influence of environmental factors on gene function. These findings are preliminary and require further study. 3. Any beliefs that or theories that parental practices are responsible for ASD has long been disproved. 4. Abnormal levels of neurotransmitters: This suggest that ASD could result from disruption of normal brain development early in fetal development 5. Research shows that there Is no link between the onset of Autism and vaccinations .
12 Treatments for Autism Educational/Behavioral Interventions and Therapies Social Skills Training Speech/Language Therapy Sensory Processing Therapy Behavioral Strategies 1. There is no cure for ASDs. 2. Other therapies: There are a number of controversial interventions available, but few have been supported by scientific studies. Parents are advised to use caution before adopting any unproven treatments. Even though dietary interventions have been helpful for some children, parents should use caution and make sure that their child’s nutritional status is carefully followed by a doctor Family counseling for the parents and siblings of children with an ASD often helps families cope with the particular challenges of living with a child with an ASD. 4. The ideal treatment plan combines therapies and interventions that meet the specific needs of an individual child. 5. Early intervention is believed to yield better outcomes.
13 Treatments for Autism Medications: Doctors may prescribe medications for treatment of specific autism-related symptoms such as anxiety, depression, or obsessive-compulsive behaviors. Antipsychotic medications are used to treat severe behavioral problems. Seizures can be treated with one or more anticonvulsant drugs. Medication used to treat people with Attention Deficit Disorder can be used effectively to help decrease impulsivity and hyperactivity.
14 Is there symptom improvement?● For most, symptoms improve with treatment and age ● Children whose language skills regress before age 3 seem to have a higher risk of developing epilepsy or seizure-like brain activity. ● During the teen years, some children with an ASD may become depressed or experience behavioral problems requiring a change in treatment as they transition to adulthood. ● Most adults continue to need services and supports, yet many are able to work successfully and live independently or within a supportive environment.
15 Autism Guidelines Federal Definition of Autism: As defined by IDEA (Individuals with Disabilities Education Act) CFR.300.7 (c)(1)(i): Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age 3, that adversely affects a child’s educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movement, resistance to environment change or change in daily routines, and unusual responses to sensory experiences. Have audience refer to Autism Guidelines
16 Important Exclusionary FactorThe term does not apply if a child’s educational performance is adversely affected primarily because the child has an emotional disturbance.
17 Autism Guidelines Eligibility: The team shall determine that a student is eligible for special education services in the area of autism if the student demonstrates a total of six (or more) features from categories #1, #2, and #3, with: ● two from category #1 and ● at least one or more from each categories #2 and #3 ● totaling six overall features.
18 Criteria: Category 1 FeaturesATYPICAL DEVELOPMENT OF SOCIAL COMPETENCE: The student displays extreme difficulties in social relationships. (Two or more behavioral indicators required.) Limited joint attention and limited use of facial expression as directed toward others Does not show or bring things to others to indicate an interest in an activity Demonstrates difficulties in relating to people, objects, and events (peers) A gross impairment in ability to make and keep friends Shows significant vulnerability and safety issues due to social naiveté Appears to prefer isolated or solitary activities Misinterprets others’ behaviors and social cues Demonstrates gross impairments of solitary, imaginative, cooperative, and reciprocal play; AND
19 Criteria: Category 2 FeaturesDISTURBANCE OF COMMUNICATION: The student displays a qualitative impairment in communication. (One or more behavioral indicators required.) Has an absence, loss, or delay of spoken language Includes echolalia, mechanical, or stilted speech Has little response to language. Exhibits pronoun reversals Demonstrates difficulty with expressing emotions Has impairment in the use/interpretation of nonverbal communication, facial expression, or gestures Uses language in an unconventional way Uses odd production of speech including intonation, volume, rhythm, or rate Uses repetitive or idiosyncratic language or has inability to initiate or maintain a conversation when speech is present (with peers); AND
20 Criteria: Category 3 FeaturesATYPICAL RANGE OF INTERESTS, PATTERNS OF BEHAVIOR, INTEREST AND/OR RESPONSES TO SENSORY STIMILI: The student displays a narrow encompassing preoccupation with objects, sensations, rituals, or routines. (One or more behavioral indicators required.) Exhibits atypical, stereotypical, or repetitive responses demonstrating distress or resistance to changes in activity. Demonstrates overreaction or under-reaction to sensory stimuli (which may include sight, smell, hearing, taste, touch, balance, body awareness, and pain). Uses rigid or rule-bound thinking such as an intense, focused preoccupation with a limited range of play, interests, or conversation topics.
21 Category 3 Features continuedShows a lack of true imaginative play verses reenactment. Has difficulty generalizing skills from one setting to another. Insists on following routines or rituals, which may be complex. Demonstrates repetitive thinking and actions and is preoccupied with certain sounds, words, phrases, ideas, or items. Has excellent memory for visual detail, facts, or rote lists. Focuses on small details and demonstrates little awareness of critical elements of information
22 Examples of Tools/Assessments● Developmental history Parent Interviews Medical Reports ● Communication Assessments: Test of Problem Solving Pragmatic Assessment from CELF Comprehensive Assessment of Spoken Language (CASL) Social Development Test ● Behavior Rating Scales Social Behavior: Social Responsiveness Scale Adaptive Behavior: Vineland, ABAS-II Social Skills Improvement System (SIS) These are examples and not an exhaustive list of available assessment tools
23 Tools/Assessments ● Observations of functioning Classroom observationFunctional Behavior Assessment ● Cognitive Testing ● Other Standardized and/or Curriculum-Based measures of academic skills Observation formats can vary; narrative formats describing specific features of Autism and areas of concern for this student and how it affects the student’s functioning in various setting in school. ABC formats; on- and off- task formats looking at levels of engagement and impact of inattentive or anxiety features resulting in missed instruction; and frequency counts of problematic, repetitive behaviors, or latency observations on how long it takes them to start tasks; how long it takes to switch tasks; or how long they perseverate on things.
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