DOCSLIB.ORG

Exploring the Attitudes of Parents of Young Children With

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Exploring the Attitudes of Parents of Young Children With EXPLORING THE ATTITUDES OF PARENTS OF YOUNG CHILDREN WITH AUTISM TOWARDS THE TEACCH CONCEPTUAL MODEL: A NARRATIVE CASE STUDY by NATALIE LYNNE POWELL A Dissertation Submitted to the Faculty in the Curriculum and Instruction Program of Tift College of Education at Mercer University in Partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY Macon, GA 2012 UMI Number: 3528454 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. UMI 3528454 Published by ProQuest LLC 2012. Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code. ProQuest LLC 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106-1346 © Natalie L. Powell 2012 All Rights Reserved DEDICATION For my husband, Andrew. Thank you for holding my hand on this journey. iv ACKNOWLEDGEMENTS To Dr. A1 Stramiello, my committee chair, for your support and honest advice over the years. Your encouragement and wisdom have had a profound on my life. To Dr. Sybil Keesbury and Dr. Theodora Berry, my committee members, for your feedback and suggestions. This dissertation would not have been possible without you. To Sheila and Jim Shields, Melissa and Gary Register, and Kay and Roy Powell, my parents and in-laws, for believing in me. It is only through your support and prayers that I have accomplished this task. To my siblings, family, and friends, for cheering me on through the years. To Dr. Catherine Bishop Gardner, my colleague, for your continuous pep talks. You made this ride a little bit less bumpy. Finally, to the parents of children with autism who participated in this study. Thank you for sharing your thoughts with me. v TABLE OF CONTENTS Page DEDICATION iv ACKNOWLEDGEMENTS v LIST OF TABLES ix LIST OF APPENDICES x ABSTRACT xi CHAPTER 1. INTRODUCTION TO THE STUDY 1 Conceptual Underpinning for the Study 3 The Culture of Autism 3 Disability Theory 5 Statement of the Problem 8 Purpose of the Study 11 Research Questions 12 Primary Research Question 12 Secondary Research Questions 12 Rationale 12 Significance 13 Methodology 14 Limitations, Assumptions, and Design Controls 16 Definition of Key Terms 17 Summary 20 2. REVIEW OF RELATED LITERATURE 21 Autism Spectrum Disorders 22 Treatment and Intervention 26 Applied Behavior Analysis 28 Parents with Children with Autism 37 Benefits of Parent Involvement in Intervention 45 vi Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH) Philosophy 47 Parent Attitudes 49 Disability Theory and Parent Attitudes 59 Parent Views of Intervention Programs 61 Narrative Case Study 63 Conclusion 65 3. RESEARCH DESIGN AND METHODOLOGY 67 Problem and Purpose Overview 68 Research Questions 69 Primary Research Question 69 Secondary Research Questions 69 Population and Sample 69 Data Collection and Instrumentation 71 Materials 71 Procedures 72 Electronic Questionnaires 72 Data Analysis 74 Summary 76 4. RESULTS 77 Participants 78 Results of Data Analysis 79 Interview Questions 80 Phase 1: Making the Text Manageable 82 Research Problem and Theoretical Framework 82 Relevant Text 84 Phase 2: Hearing What Was Said 88 Repeating Ideas 88 General Themes 91 Phase 3: Developing Theory 93 Theoretical Constructs 93 Theoretical Narrative 94 Summary 101 5. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS 103 Overview of Methodology 103 vii Findings for Research Questions 104 Limitations 113 Conclusions 114 Recommendations 117 Recommendations for Professionals 117 Recommendations for Parents of Young Children with Autism 118 Recommendations for Research 119 Closing Statement 119 APPENDICES A: INTERVIEW QUESTIONS 121 B: INSTITUTIONAL REVIEW BOARD APPROVAL LETTER 123 C: PARENT INFORMED CONSENT FORM 124 REFERENCES 126 viii LIST OF TABLES Table Page 1. Phase 1: Relevant Text for Participant A 85 2. Phase 1: Relevant Text for Participant B 86 3. Phase 1: Relevant Text for Participant C 87 4. Phase 2: Repeating Ideas 89 5. Phase 2: Themes 93 6. Phase 3: Theoretical Constructs 94 7. Theoretical Constructs, Themes, and Repeating Ideas Related to Addressing Research Question 1 105 8. Data Pertaining to the Primary Research Question 107 ix LIST OF APPENDICES Appendix Page A. Interview Questions 85 B. Institutional Review Board Approval Letter 86 C. Parent Informed Consent Form 87 x ABSTRACT NATALIE LYNNE POWELL EXPLORING THE ATTITUDES OF PARENTS OF YOUNG CHILDREN WITH AUTISM TOWARDS THE TEACCH CONCEPTUAL MODEL: A NARRATIVE CASE STUDY Under the direction of DR. ALBERT STRAMIELLO The purpose of this dissertation is to explore the attitudes of parents of young children with autism towards the Treatment and Education of Autistic and related Communication Handicapped Children Program's (TEACCH) conceptual model, known as the Culture of Autism. One primary research question guided the study: What are the attitudes of parents of young children with autism towards the TEACCH conceptual model, the Culture of Autism? Three additional secondary research questions were also considered: How do parents of young children with autism interpret the meaning of the Culture of Autism? To what extent do parents of young children with autism agree or disagree with the TEACCH conceptual model, known as the Culture of Autism? What experiences have the parents had with the TEACCH program that has affected their attitudes regarding the TEACCH conceptual model, known as the Culture of Autism? This qualitative study utilized a narrative case study approach in order to explore the parent attitudes. An electronic questionnaire was given to three parents of children with autism between the ages of 3 and 7. The data was analyzed using Auerbach and Silverstein's (2003) coding method, which included (1) filtering the text by revisiting the xi research problem and theoretical framework, (2) identifying relevant text, (3) organizing relevant text into repeating ideas, (4) forming themes, (5) grouping themes into theoretical constructs, and (6) create the theoretical narrative. The four themes that emerged were: acceptance, perspective, hope, and fear. It was concluded that all three parents questioned had positive attitudes towards the TEACCH conceptual model. xii CHAPTER 1 INTRODUCTION TO THE STUDY The researcher's deep interest with autism spectrum disorders began as she watched an informational video while a sophomore undergraduate student. Her interest in the field grew as she began a fieldwork experience that same year in a preschool classroom of students with autism. The months that she spent working with those young children with autism led her to the decision that she wanted to pursue a teaching position in a similar classroom after graduating. Ironically, she was given the opportunity to teach that actual class upon graduation from college. As an educator of low-functioning students with autism for the next 4 years, she continued to learn about the characteristics of autism and various intervention techniques to be used with people with autism. She was especially interested in one program in particular, the Treatment and Education of Autistic and related Communication Handicapped Children (TEACCH)1 program. The TEACCH program was developed by Division TEACCH at the University of North Carolina in Chapel Hill. Division TEACCH is a statewide program for people with autism or other similar developmental disorders and their families. The program provides diagnostic, evaluation, early intervention, treatment, and assists in residential and work 'Regarding acronyms, this researcher has chosen to use the full expression of an acronym if found necessary. 1 2 placements. TEACCH was founded in 1966 by Eric Schopler and Robert Reichler, along with the help of several parents of children with autism (Watson, 1985). At that time, parents petitioned the state legislature to make this program a part of the state educational structure. TEACCH is operated by five regional centers and over 50 classrooms, serving over 250 children throughout the state. TEACCH is known around the world for its use of structured teaching, visual structure, and individual work tasks, often referred to as "shoebox tasks" (Watson, 1985). Another important factor of the TEACCH program was the collaboration between educators and families (Mesibov, Shea, & Schopler, 2004). In the 1960s, most theorists blamed parents for their child being autistic. It was thought that a child became autistic because they were not given enough attention or physical comforting. TEACCH was partially developed in reaction to this idea, and placed an emphasis on parents taking a role as "co-therapists" (Mesibov et al., 2004). TEACCH also differed from many other treatment programs in that it did not include the goal of curing the individual with autism, but instead involved a respect for the individual's differences and a search to assist the individual in being as successful as possible in society (Mesibov & Shea, 1998). Educators who are trained to use TEACCH are taught to focus on unobservable variables, including the students' cognition or how they understand their environments, in addition to their behavior (Jennett, Harris, & Mesibov, 2003). The TEACCH program is centered on five core values, which form its conceptual
Load more

Recommended publications
  • The TEACCH Program in the Era of Evidence-Based Practice
    J Autism Dev Disord DOI 10.1007/s10803-009-0901-6 ORIGINAL PAPER The TEACCH Program in the Era of Evidence-Based Practice Gary B. Mesibov • Victoria Shea Ó Springer Science+Business Media, LLC 2009 Abstract ‘Evidence-based practice’ as initially defined in children with autism (e.g., Rogers 1998; Rogers and Vis- medicine and adult psychotherapy had limited applicability mara 2008). to autism interventions, but recent elaborations of the The initial definitions for EST in psychology were quite concept by the American Psychological Association (Am rigid (e.g., requiring evidence from at least two group Psychol 61: 271–285, 2006) and Kazdin (Am Psychol studies using randomized controlled trials or nine single- 63(1):146–159, 2008) have increased its relevance to our case studies, using a treatment manual, and employing a field. This article discusses the TEACCH program (of research design that demonstrated that the intervention which the first author is director) as an example of an being studied was better than another treatment [not just evidence-based practice in light of recent formulations of ‘no treatment’ or a ‘waiting list control group’]). These that concept. criteria, designed to evaluate adult psychotherapy, were not a particularly good fit for evaluating autism interventions Keywords TEACCH Á Evidence-based because of the relatively limited research base and the extremely heterogeneous population of people with autism, among other factors (Mesibov and Shea 2009) (The term Brief History of Evidence-Based Practice autism will be used from this point forward to mean all autism spectrum disorders.). The concept of evidence-based interventions began in the Actually, many psychologists chafed under the early field of medicine in the 1970’s and in recent years has been EST criteria, leading the American Psychological Associ- employed in many other disciplines.
    [Show full text]
  • AVAILABLE from DOCUMENT RESUME Massachusetts
    DOCUMENT RESUME ED 455 646 EC 308 534 TITLE Exploring the Options for Young Children with Autism. INSTITUTION Massachusetts State Dept. of Education, Quincy. PUB DATE 1998-00-00 NOTE 65p. AVAILABLE FROM Massachusetts Department of Education, 350 Main St., Malden, MA 02148-5023. Tel: 781-338-3625; e-mail: [email protected]; Web Site: http://www.doe.mass.edu. PUB TYPE Guides Non-Classroom (055) EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS Art Activities; *Autism; Cognitive Development; *Curriculum; *Developmentally Appropriate Practices; Early Childhood Education; *Educational Strategies; *Inclusive Schools; Language Acquisition; Motor Development; Scheduling; *Symptoms (Individual Disorders); Teacher Role; Young Children ABSTRACT This report discusses the identification and treatment of young children with autism. It is divided into four components that include a summary of areas that should be addressed when designing programs and services for young children with autism. The first part describes characteristics of autism, differences between autism-related disorders, and early intervention and preschool for children with autism. The benefits of inclusive programs for children with autism are listed, along with factors that must be present for successful social and educational integration of children with autism. Key considerations that should be addressed by the assessment process are provided and the organization of the classroom environment is highlighted. Part 2 of the report discusses using the early childhood curriculum for children with autism that considers age appropriateness and individual appropriateness. Suggestions for assisting children with autism in enhancing their social skills are offered, along with recommendations for promoting language and communication development, encouraging cognitive development, and providing aesthetic and physical activities.
    [Show full text]
  • Measuring the Effectiveness of Play As an Intervention to Support
    Measuring the Effectiveness of Play as an Intervention to Support Language Development in Young Children with Autism Spectrum Disorder: A Hierarchically- Modeled Meta-Analysis by Gregory V. Boerio Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education in the Educational Leadership Program Youngstown State University May, 2021 Measuring the Effectiveness of Play as an Intervention to Support Language Development in Young Children with Autism Spectrum Disorder: A Hierarchically- Modeled Meta-Analysis Gregory V. Boerio I hereby release this dissertation to the public. I understand that this dissertation will be made available from the OhioLINK ETD Center and the Maag Library Circulation Desk for public access. I also authorize the University or other individuals to make copies of this thesis as needed for scholarly research. Signature: _______________________________________________________________ Gregory V. Boerio, Student Date Approvals: _______________________________________________________________ Dr. Karen H. Larwin, Dissertation Chair Date _______________________________________________________________ Dr. Patrick T. Spearman, Committee Member Date _______________________________________________________________ Dr. Carrie R. Jackson, Committee Member Date _______________________________________________________________ Dr. Matthew J. Erickson, Committee Member Date _______________________________________________________________ Dr. Salvatore A. Sanders, Dean of Graduate Studies Date ii © G. Boerio 2021 iii Abstract The purpose of the current investigation is to analyze extant research examining the impact of play therapy on the development of language skills in young children with autism spectrum disorder (ASD). As rates of ASD diagnoses continue to increase, families and educators are faced with making critical decisions regarding the selection and implementation of evidence-based practices or therapies, including play-based interventions, to support the developing child as early as 18 months of age.
    [Show full text]
  • AUTISTIC SPECTRUM DISORDERS a Guide to Services for Children
    the Foundation for People with Learning Disabilities AUTISTIC SPECTRUM DISORDERS A Guide to Services for Children with Autistic Spectrum Disorders for Commissioners and Providers Rita Jordan, Glenys Jones & Hugh Morgan The Mental Health Foundation is the UK’s leading charity working for the needs of people with mental health problems and those with learning disabilities. We aim to improve people’s lives, reduce stigma surrounding the issues and to promote understanding. We fund research and help develop community services. We provide information for the general public and health and social care professionals. We aim to maximise expertise and resources by creating partnerships between ourselves and others including Government, health and social services. Since October 1998, The Foundation’s work with people with learning disabilities has been carried out under the name, the Foundation for People with Learning Disabilities. It remains part of the Mental Health Foundation. The Foundation for People with Learning Disabilities would like to thank The Shirley Foundation for funding this publication. Contents Contents Introduction ___________________________________________________ 2 Section 1: Definition, Identification and Diagnosis ________________ 3 What is an Autistic Spectrum Disorder? _________________________ 3 The Triad of Impairments in Autistic Spectrum Disorders _________ 3 Levels of Explanation __________________________________________ 5 Individual Differences __________________________________________ 6 Associated Conditions __________________________________________
    [Show full text]
  • Cannon Final Thesis
    ABSTRACT THE EFFECTS OF FLOOR TIME ON COMMUNICATION INTERACTION BEHAVIORS BETWEEN TYPICALLY DEVELOPING PRESCHOOLERS AND PRESCHOOLERS WITH AUTISM By Nichole Lynn Cannon It is important for children with autism to form social relationships among peers to prevent social isolation and to experience the benefits of developing social contacts. The current study trains preschool peers how to interact with their peers with autism through the use of floor time. Floor time is an educational model adopted by Stanley Greenspan.. The purpose of the study was to determine a.) Can typical preschoolers implement the steps of floor time with their peers with autism and b.) Do peers with autism demonstrate an increase in their communication interaction with their typical peers when the steps of floor time are implemented? The current study had four participants, two typical preschoolers and two preschoolers with autism. Results indicated that typical preschoolers can learn to implement the steps of floor time with their peers with autism. The study also showed children with autism exhibit increases in communication behaviors. THE EFFECTS OF FLOOR TIME ON COMMUNICATION INTERACTION BEHAVIORS BETWEEN TYPICALLY DEVELOPING PRESCHOOLERS AND PRESCHOOLERS WITH AUTISM A Thesis Submitted to the Faculty of Miami University In partial fulfillment of the requirements for the degree of Master of Arts Department of Speech Pathology and Audiology By Nichole Lynn Cannon Miami University Oxford, OH 2006 Advisor________________________________ Kathleen Hutchinson, Ph.D Reader_________________________________
    [Show full text]
  • The History of Autism
    Furman University Furman University Scholar Exchange Narrative Documents 6-2-2015 The iH story of Autism Kieran A. Cook Alissa N. Willmerdinger Follow this and additional works at: http://scholarexchange.furman.edu/schopler-about Part of the Psychology Commons Recommended Citation Cook, Kieran A. and Willmerdinger, Alissa N., "The iH story of Autism" (2015). Narrative Documents. Book 1. http://scholarexchange.furman.edu/schopler-about/1 This Narrative Document is made available online by part of the Furman University Scholar Exchange (FUSE). It has been accepted for inclusion in Narrative Documents by an authorized FUSE administrator. For terms of use, please refer to the FUSE Institutional Repository Guidelines. For more information, please contact [email protected]. 1 The History of Autism Since the first description of autistic tendencies in the early 1800s, the definition and diagnostic criteria for autism have changed radically. The first Diagnostic Statistical Manual (DSM) categorized autism as a childhood subtype of schizophrenia (American Psychiatric Association, 1952) though autism was eventually separated from schizophrenia, becoming its own diagnosis. Over time autism evolved into a diagnostic spectrum by the time the DSM-5 was published in 2013. Autism is becoming more prevalent, and the diagnostic criteria and definition are likely to continue to change in the future. Early Conceptualizations of Autism In 1798 before the first use of the word autism, French physician Jean-Marc Gaspard Itard described Victor the Wild Boy of Aveyron, a young boy who was found after being isolated in the woods for 11 years, as being socially withdrawn in addition to having language and intellectual disabilities.
    [Show full text]
  • Autism Speaks Does Not Provide Medical Or Legal Advice Or Services
    100 Day Kit A tool kit to assist families in getting the critical information they need in the first 100 days after an autism diagnosis. Autism Speaks does not provide medical or legal advice or services. Rather, Autism Speaks provides general information about autism as a service to the community. The information provided in this kit is not a recommendation, referral or endorsement of any resource, therapeutic method, or service provider and does not replace the advice of medical, legal or educational professionals. This kit is not intended as a tool for verifying the credentials, qualifications, or abilities of any organization, product or professional. Autism Speaks has not validated and is not responsible for any information or services provided by third parties. You are urged to use independent judgment and request references when considering any resource associated with the provision of services related to autism ©2013 Autism Speaks Inc. Autism Speaks and Autism Speaks It’s Time To Listen & Design are trademarks owned by Autism Speaks Inc. All rights reserved. About this Kit Autism Speaks would like to extend special thanks to the Parent Advisory Committee for the time and effort that they put into reviewing the 100 Day Kit. 100 Day Kit Parent Advisory Committee Stacy Crowe Rodney Goodman Beth Hawes Deborah Hilibrand Dawn Itzkowitz Stacy Karger Marjorie Madfis Donna Ross- Jones Judith Ursitti Marcy Wenning Family Services Committee Members Dan Aronson Parent Liz Bell Parent Sallie Bernard Parent, Executive Director, SafeMinds Farah Chapes Chief Administrative Officer, The Marcus Autism Center Peter F. Gerhardt, Ed.D Director, Upper School, The McCarton School Founding Chair of the Scientific Council, Organization for Autism Research Lorrie Henderson Ph.D., LCSW, MBA Brian Kelly * ** Parent ©2013 Autism Speaks Inc.
    [Show full text]
  • The Issue of Prevalence of Autism/ASD
    International Electronic Journal of Elementary Education, December 2016, 9(2), 263-306. The Issue of Prevalence of Autism/ASD Kamil ÖZERK a * a University of Oslo, Norway Received: May, 2016 / Revised: July, 2016/ Accepted: October, 2016 Abstract From a purely educationist perspective, gaining a deeper understanding of several aspects related to the prevalence of autism/ASD in a given population is of great value in planning and improving educational and psychological intervention for treatment, training, and teaching of children with this disorder. In this article, I present and discuss numerous facets of prevalence studies, beginning with assessing the changes in diagnostic manuals (DSM and ICD) over time. Based on the existing available research literature and empirical studies published during 2000 to 2016, I address the geographical- dimension and age-dimension of prevalence of autism/ASD. Over 50 studies from 21 countries reveals that prevalence rates of autism/ASD among children are on rise. There are inter-national and intra-national, regional/territorial variations with regard to prevalence rates, and I present and discuss possible factors/factor-groups that can explain these variations. Regardless of their geographic location, children with autism/ASD can be treated, trained, and taught, but to do so effectively requires reliable prevalence studies that can properly inform policy makers and higher institutions about the steps that must be taken in the field in order to improve the learning conditions of these children with special needs. Moving forward, it’s essential that studies of geographical dimension and age dimension of prevalence of autism/ASD must be supplemented by other (i.e.
    [Show full text]
  • Dedicated to Tomás, Ever My Inspiration, with All My Love
    Dedicated to Tomás, Ever my inspiration, With all my love. 1 ACKNOWLEDGEMENTS My heartfelt thanks to the children, adults, parents, carers, Special Needs Assistants, Community Workers and teachers who make our initiatives and research possible. Individually and collectively you are all inspirational, may you continue to shed great light on the world of disabilities and autism. I wish to acknowledge the many undergraduate students and graduates of our Sports Studies and Physical Education Degree programme in University College Cork, Ireland who have contributed to the development and delivery of quality physical activity programmes for children and adults of varying abilities across communities. Thanks to the members of Health Action Zone, Health Service Executive, Cork for collaborating and supporting the development of Physical Activity and Health related resources and programmes for children and adults in our communities. I especially wish to acknowledge Stephen Murphy and Bernard Twomey of Health Action Zone, HSE, Cork who have worked with me tirelessly on all our initiatives and in ensuring this book came to fruition. Susan Crawford, PhD. University College Cork, Ireland 2 About the Author Dr Susan Crawford is a lecturer in Sports Studies and Physical Education, The School of Education, University College Cork, Ireland. She originally qualified as a Registered General Nurse, Midwife, Holistic and Sports Massage therapist before completing a BSc in Sport and Exercise Science. Susan practiced for many years in these combined areas before completing her PhD at the University of Limerick in the area of fundamental movement skill development and social responsiveness for children with autism (2004-2007), following the award of a Scholarship from The Irish Research Council for Science, Engineering and Technology.
    [Show full text]
  • 100 Day Kit for Newly Diagnosed Families of Young Children
    100 Day Kit For Newly Diagnosed Families of Young Children FAMILY SERVICES JULY 2014 100 DAY KIT A tool kit to assist families of young children in getting the critical information they need in the first 100 days after an autism diagnosis. Autism Speaks does not provide medical or legal advice or services. Rather, Autism Speaks provides general information about autism as a service to the community. The information provided in this tool kit is not a recommendation, referral or endorsement of any resource, therapeutic method, or service provider and does not replace the advice of medical, legal or educational professionals. Autism Speaks has not validated and is not responsible for any information or services provided by third parties. You are urged to use independent judgment and request references when considering any resource associated with the provision of services related to autism. © 2018 Autism Speaks Inc. Autism Speaks and Autism Speaks Design are registered trademarks owned by Autism Speaks Inc. All rights reserved. The use of unaffiliated representatives for endorsement, advertising, promotional and sales material is prohibited by law. 100 DAY KIT A out This Kit 1 0 0 ay Kit rofessional A v isory ommittee The Autism Speaks 0 0 Day Kit is a tool designed G eral ine awson h. to help assist families of children recently diagnosed Professor, Department of Psychiatry and Behavioral Sci- with autism during the critical period following an ences, Duke niversity Medical Center autism diagnosis. The kit includes basic information about autism and its symptoms, tips for dealing with Ro in . ansen . a child s diagnosis, information about therapies and Director, niversity Center for Excellence in Develop- treatments, forms to help parents get organized, a mental Disabilities comprehensive list of resources and more.
    [Show full text]
  • Autistic Spectrum Disorders a Guide for Practitioners Working in Pre-School / Primary / Special School Settings in Wales
    Autistic Spectrum Disorders A Guide for Practitioners Working in Pre-School / Primary / Special school settings in Wales December 2010 ISBN 978 0 7504 5971 6 © Crown copyright 2011 WAG10-11196 F1141011 2 Contents Page What are Autistic Spectrum Disorders? 4 Impact of ASD in pre-School and Primary Education settings 5 The importance of family and multi-agency working 7 Transitions 8 Pre-School 10 Primary Schools 12 Other Schools and provision 13 Building functional communication and social skills 15 Alternative curriculum, including life skills 15 Helpful links and sources of further information 16 Appendix The “What, Who, Where and How” 18 of interventions Authors 24 3 What Are Autism Spectrum Disorders? Autism spectrum disorders (ASD) are diagnosed when a child or adult has impairments in social interaction and social communication together with impaired social imagination and a narrow repetitive pattern of activities and interests. The term ‘autism spectrum disorder’ is a broad term that refers to the subgroups known as Pervasive Developmental Disorders (PDD). These subgroups include Childhood Autism, Asperger syndrome, and other autism spectrum disorders, all of which are defined by the World Health Organisation’s international Classification of Mental and Behavioural Disorders. Research evidence indicates that 1 in 100 individuals have an autistic spectrum disorder (ASD) in the UK. It is believed that within Wales today there are approximately 27,000 people with an autistic spectrum disorder. Diagnosis involves a comprehensive assessment by an experienced team of clinicians that usually includes a detailed interview with the parent, specific psychologi- cal and language assessments and clinical observations. Referral for assessment and diagnosis enables the individual to access the most suitable support and advice and evidence shows that suitable support and early intervention provides the best outcomes for individuals with ASD.
    [Show full text]
  • Uidelines for Gidentification and Education of Children and Youth with Autism
    uidelines for GIdentification and Education of Children and Youth with Autism CONNECTICUT STATE DEPARTMENT OF EDUCATION Division of Teaching and Learning Programs and Services Bureau of Special Education July 2005 State of Connecticut M. Jodi Rell, Governor State Board of Education Allan B. Taylor, Chairperson Janet M. Finneran, Vice Chairperson Beverly R. Bobroske Donald J. Coolican Lynne S. Farrell Tori Hendrix Theresa Hopkins-Staten Patricia B. Luke Timothy J. McDonald Callan Walsh Valerie Lewis (ex officio) Commissioner of Higher Education Betty J. Sternberg Commissioner of Education Guidelines for the Identification and Education of Children and Youth with Autism Connecticut State Department of Education 2005 ii CONTENTS Foreword Letter from George P. Dowaliby, Chief Bureau of Special Education Connecticut State Department of Education v Acknowledgments vii Introduction 1 Chapter 1 Autism and Autistic Spectrum Disorders: Definitions and Distinctions 7 Chapter 2 Assessment and Eligibility 19 Chapter 3 Characteristics of Effective Programs 39 Chapter 4 Interventions 67 Chapter 5 Transitions and Transition Planning 89 References 110 iii iv FOREWORD Dear Colleagues: I am pleased to share with you the Guidelines for the Identification and Education of Children and Youth with Autism (Guidelines). The 2005 edition is a revision of the 1998 Report of the Connecticut Task Force on Issues for the Education of Children with Autism. These Guidelines address critical issues and current research important to individuals who are concerned about children and youth with autistic spectrum disorders. New to the Guidelines are chapters on —Assessment and Eligibility“ and —Transition Planning.“ Implicit in this report is the strong emphasis on the coordination and collaboration among school and home in the education of children with autistic spectrum disorders.
    [Show full text]