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Autism Spectrum Disorders Network News Autism Spectrum Disorders Network News January 15th, 2010 Issue 20 Autism: Trying to Make Sense of It! Inside this issue: Typing the word “Autism” into any popular internet search engine results in approximately seventeen million hits. Clearly, there is no shortage of information on the topic of autism. However, things become more complex when we notice contradictory arguments on almost every topic related to autism. Communication Corner 2 This article aims to identify the central factors leading to disparity amongst autism findings. Behaviour Strategies 2 Is autism an epidemic? Teacher Tip 2 Current research places the autism prevalence rate in the United States at 1 out of every 150 live births (Pediatrics, 2009, p 1395-1403), compared to rates of 1 out of 1000 in 1990. There are two competing Read All About it! 3 hypotheses to explain this increase. Dr. Grinker (2007), an anthropologist, argues that the rise in inci- dence is not an autism epidemic, but rather can be attributed to better diagnostic tools, increased aware- Psychology Tip 3 ness among medical professionals and families, as well as the adoption of social and financial policies helping people with autism. However, other scientists assert that better diagnostic tools account for Try This! 3 only a small fraction of the dramatic increase in numbers; the rest is due to a true rise in the incidence of autism due to environmental factors. In summary, then, the debate regarding whether autism is an Hot Off The Press 4 epidemic rests on the percentage that various researchers attribute to the broadening of the definition and increased knowledge in the area of autism versus the percentage attributed as due to a true increase WWW 4 in the number of people who have autism. Coming Soon 4 What is the most effective treatment for autism? Student Corner Applied Behaviour Analysis is often touted as being the only scientifically proven method to treat au- tism. Other families indicate that interventions such as medication, the gluten-free, casein-free (GFCF) diet, Relationship Developmental Intervention (RDI), not to mention Sensory Integration have had a positive impact on their children with autism. There is no accurate response as to which treatment is ASD Team Members: the most effective because it is so difficult to perform quality research in this area (Research Autism, ● Patricia Assouad 2009). For one, many children who have autism are involved in more than one therapy at a time. Sec- ASD Consultant ondly, placebos have shown measurably positive impacts on many children who have autism. In addi- tion, in terms of some specific therapies, the theory on the ideal intervention techniques differs greatly ● Dr. Andrew Bennett from the standard of care that is actually observed in practice. It appears as if more than one interven- Psychologist/Coordinator tion can play a positive role in helping a child who has autism and that there exists a question of good- ● Katie Cohene ness of fit that needs to be individually examined for each child. ASD Consultant Why are individuals with autism fighting against the very organizations that are representing them? ● Joëlle Hadaya Many individuals who have autism have accepted their diagnosis as part of their identity. These indi- Occupational Therapist viduals would like to be accepted for who they are. Most autism advocacy groups, however, focus on just the opposite. Their goal is to promote research that is focused on finding a cure for autism or on ● Jovette Francoeur Consultant for Special Needs / interventions designed to make children “less autistic.” Michelle Dawson, a researcher who has autism, Co-Coordinator explains that in order to get services, many activists are inaccurately and negatively portraying a bleak outcome for individuals who have autism and do not receive ABA. Everyone agrees that there is a huge ● Christina Kyriakidou need for autism services. But the important need for services is not an excuse to associate a diagnosis of ASD Consultant autism with fear and despair. As Michelle Dawson says in an interview for the Ottawa Citizen (2007), ● Jade Lawsane “Accurate information is always good for autistic people. It might not be good for advocates, it might ASD Consultant not be good for researchers, it might not be good for funding bodies, but it is always good for autistic people." ● Helene Packman Speech and Language Jade Lawsane Pathologist References: Ottawa Citizen, Autism. December 1, 2007.; Dawson, M. (2004). The Misbehaviour of Behaviourists. http://www.sentex.net/~nexus23/naa_03.html; Grinker, R. R. (2007). Unstrange Minds. Basic Books: Massa- chussets.; Kogan, M.D. , Blumberg, S.J., Schieve, L.A., Boyle, C.A., Perrin, J.M., Gandhour, R.M. & al. (2009). Prevalence of Parent-Reported Diagnosis of Autism Spectrum Disorder Among Children in the US, 2007. Pedi- atrics, 124, 1395-1403.; www.researchautism.net (2009). Page 2 Autism Spectrum Disorders Network News Communication Corner: The Social Thinking Curriculum Students with High Functioning Autism or Asperger’s have a Step Two: You think about why that person is near you. Is that per- social cognitive learning disability. Students with average to above son just sharing space? (In an elevator) Do they need to get by you? average I.Q.’s on standardized tests can still have significantly im- (In a grocery store to reach an item on the shelf) Do they want to talk paired social skills. Many of the programs developed to teach social or ask a question? Do they want to harm you in any way? These are skills have limited success with students with Autism because things that we need to think about to keep safe and to predict what although they teach responses in social situations, they do not explic- might happen next. itly teach the cognitive underpinnings that are so critical to successful Step Three: You wonder what the person is thinking about you. social interactions. Michelle Garcia Winner (1997) has coined the Step Four: You monitor your behaviour so the person you are with term social thinking and has developed the social thinking treatment will think about you the way you want them to think about you. Neu- approach. This approach focuses on the cognitive processes that rotypical people are constantly regulating their behaviour to make occur during a social interaction that are “hard wired” into the sure that people have “normal” thoughts about them most of the brains of neurotypical individuals. Students with social thinking time. deficits need to be taught these skills through direct teaching. One of the critical skills that needs to be taught is perspective These four steps occur before we speak. We are participating socially taking. Winner developed the “Four Steps of Perspective Taking”². even when we are not talking. Most go through these four steps automatically without paying much For more information refer to: Winner, M. (2007). Thinking About You nd attention to the process and we do so within a few seconds. Thinking About Me, 2 Edition. San Jose: Think Social Publishing, Inc. Step One: When someone enters into your space you immediately Helene Packman, Speech-Language Pathologist have a little thought about them and they have a little thought about you. ²http://www.socialthinking.com/articles/the-four-steps-of-perspective- taking.html Teacher Tip Competencies such as communicating effectively and working collaboratively can be challenging for students with ASD regardless of their age and level of functioning. One way to help students develop these competencies in the inclusive classroom is to focus on one social skill each week. The skill is illustrated & posted in the classroom, it is announced at the beginning of the week and examples are shared about what the social skill looks like, sounds like and feels like. Ideally, students would have the opportunity to role play or view videos of the social skills & practice it during the week. It is important to acknowledge & praise positive examples. Some of the themes for the social skill of the week could be: cooperation, sharing, participation, being a friend, helping others, being patient, following directions, taking turns, remaining on task, accepting differences, listening, etc. Have fun! Behaviour Strategies: Using the SOCCSS In 2004, Brenda Smith Myles and her colleagues described the sequence. Ask the student “What do you think would happen if SOCCSS activity (Situation-Options-Consequences-Choices- (option)?” Strategies-Simulation) in their book “The Hidden Curriculum”. 4. Choices: Student prioritizes the list of options and conse- The SOCCS sheet is intended for use with higher functioning quences by number or a yes/no response. The student must students with autism in order to help them develop an under- choose the most appropriate option that they are more likely to standing of social situations and problem-solving techniques. It should be filled out with the student immediately after they have do in a future similar situation. made a social error. It is important to remember that if the stu- 5. Strategies: Student develops a plan, which includes fixing the dent is agitated or reacting following an incident, give them a few current situation, so that they know how to proceed the next time minutes to calm down and regroup. The SOCCSS should really they are in such a situation. be done when the student is mentally available to receive the in- formation. 6. Simulation: Student practices their plan in a variety of ways e.g. talking, drawing, writing, role-playing, etc. Fill out the sheet using the following six steps: 1. Situation: Students identify the who, what, where, when, To borrow a copy of “The Hidden Curriculum” or the SOCCSS and why of the incident. please ask your Consultant for Autism. 2. Options: Student brainstorms different options that could be chosen in such a situation.
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