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Autism Spectrum Disorders Sheet

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Autism Spectrum Disorders Sheet Oklahoma State Department of Education Special Education Services • 405-521-3351 • www.ok.gov/sde/special-education FACT AUTISM SPECTRUM DISORDERS SHEET ■ Definition of Autism under IDEA These characteristics are typically evident before the Autism means a developmental disability significantly age of three. affecting verbal and nonverbal communication and • Communication problems (for example, with the use social interaction, generally evident before age three, or comprehension of language) that adversely affects a child’s educational performance. • Difficulty relating to people, things, and events Other characteristics often associated with autism are • Playing with toys and objects in unusual ways engagement in repetitive activities and stereotyped • Difficulty adjusting to changes in routine or to familiar surroundings movements, resistance to environmental change or • Repetitive body movements or behavior change in daily routines, and unusual responses to sensory experiences. 34 CFR 300.8(c)(1) ■ Teaching Tips/Instructional Strategies The Autism Spectrum includes: Autism, Pervasive • Make sure directions are given step-by- step, verbally, Developmental Disorder – Not Otherwise Specified visually, and by providing physical supports or prompts, (PDD-NOS), Asperger Syndrome (AS), Rett Syndrome as needed by the student. Students with autism spec- (girls only), Childhood Disintegration Disorder (CDD – trum disorders often have trouble interpreting facial primarily boys only) expressions, body language, and tone of voice. Be as concrete and explicit as possible in your instructions EVALUATIONS and feedback to the student. Assessment of Autism Spectrum Disorders • Find out what the student’s strengths and interests Autism Diagnostic Observation Schedule (ADOS) are and emphasize them. Tap into those avenues and Autism Diagnostic Interview - Revised (ADI-R) create opportunities for success. Give positive feed- Social Responsiveness Scale (SRS) back and lots of opportunities for practice. Social Communication Questionnaire (SCQ) • Build opportunities for the student to have social High Functioning Autism Spectrum Screening and collaborative interactions throughout the regular Questionnaire (ASSQ) school day. Provide support, structure, and lots of feedback. POSSIBLE CAUSES • If behavior is a significant issue for the student; seek The causes of autism and the other disorders on the help from professionals (including parents) to under- spectrum are not known. Researchers are currently stand the meanings of the behaviors and to develop a studying various areas including neurological damage, unified, positive approach to resolving them. genetic mutations and chemical imbalances within the • Have consistent routines and schedules. When you brain. These disorders are not due to psychological know a change in routine will occur (e.g., a field trip or factors or childhood vaccines. assembly) prepare the student by telling him/her what is going to be different and what to expect or do. INCIDENCE • Work together with the student’s parents and other According to the National Institute of Mental Health school personnel to create and implement an educa- (NIMH) and the Centers for Disease Control and tional plan tailored to meet the student’s needs. Regu- Prevention (CDC), some form of autism affects 2 – 6 of larly share information about how the student is doing every 1,000 children, with most recent statistics being at school and at home. 1 in 88. Autism Spectrum Disorders (ASD) are four times more common in boys than in girls. This information developed from the following resources: • National Dissemination Center for Children with Disabilities POSSIBLE SIGNS AND CHARACTERISTICS www.Nichcy.org Each of the disorders on the autism spectrum is a • Autism Speaks www.Autismspeaks.org neurological disorder that affects a child’s ability to • Oklahoma Autism Center communicate, understand language, play, and relate www.okautism.org to others. They share some or all of the following • Tulsa Center for Autism characteristics, which can vary from mild to severe: www.autismtulsa.org • Intervention Central (behavioral supports) www.interventioncentral.org/ • Centers for Disease Control www.CDC.gov.
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