DOCUMENT RESUME ED 404 828 EC 305 363 AUTHOR Thacker, Cheryl TITLE Handbook on Autism. PUB DATE Aug 96 NOTE 215p.; Some pages are printed on colored paper and may not reproduce well. PUB TYPE Guides Non-Classroom Use (055) EDRS PRICE MF01/PC09 Plus Postage. DESCRIPTORS *Autism; *Behavior Modification; Case Studies; *Communication Skills; Educational Strategies; Elementary Secondary Education; Foreign Countries; *Interpersonal Competence; *Intervention; Play; Preschool Education; Reading Materials; Skill Development; Student Placement IDENTIFIERS *Aspergers Syndrome ABSTRACT This handbook provides information on various techniques and strategies that can reduce excessive behaviors and improve deficit behaviors in children with autism. Chapter 1 gives an overview of autism and discusses the development of social skills and play skills in individuals with high-functioning autism. The characteristics of children with Asperger's syndrome, the phenomena of hyperlexia, and the relationship of autism to mental retardation are also reviewed. The final section of Chapter 1 discusses research regarding behavior modification techniques as applied to individuals with autism. Chapter 2 presents techniques to increase and improve the social and communication skills of children with Asperger's syndrome. Interventions, such as integrated play groups and social reading strategies, are outlined and behavior modification techniques are presented. Chapter 3 provides a case study of afive-year-old boy with autism. His diagnosis and current educational placements are described. Appendices include the diagnostic criteria for autistic disorder, Asperger's disorder, and mental retardation; observation forms used in the case study; a bibliography of storybooks that can be used to increase vocabulary and comprehension skills; a sample lesson plan; and the suggestions of a speech and language pathologist for helping the boy develop better socialization skills. (Contains 58 references.) (CR) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization 7originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this 00 document do not necessarily represent official OERI position or policy. 00 C) 71- C:1 LLl Handbook on Autism PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY C. ak,Lotz_ TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) By Cheryl Thacker August, 1996 BEST COPY AVAILABLE 2 To Wayne, Sara, Katie, and Tessa: Thank you for being so patient while your wife and mother went to school. Thank you for helping with extra chores. Thank you for accepting the adventure of a move. Thank you for allowing me the opportunity to explore new challenges. And, most of all, thank you for always believing that I could do "it". You were rightI did it! 3 Table of Contents Introduction 1 Chapter One - Literature Review 5 Chapter Two Strategies 63 Chapter Three Case Study 106 References 120 Bibliography 127 Appendix A - Diagnostic Criteria for Autistic Disorder 128 Appendix B - Diagnostic Criteria for Asperger's Disorder 129 Appendix C Diagnostic Criteria for Mental Retardation 130 Appendix D - Observation Forms 131 Appendix E Individual Preschool Schedule 133 Appendix F - Social Story for Taking Turns at the Computer 138 Appendix G - Special Bibliography 140 Appendix H - Observations 141 Appendix ITeam Meetings 180 Appendix JLesson Plan 201 Appendix K Consultant's Package 203 Introduction There is no doubt in anyone's mind, at least those who work with children and adults challenged by autism, that this particular group of people present with puzzling, and often times, difficult behaviours. We do not yet know the specific cause of autism, nor are there any reliable cures for autism. We do know, however, that by employing various techniques and strategies with people who have autism, we can reduce excessive behaviours and improve deficit behaviours (Schriebman, 1994). Chapter 1 will provide an overview of the disorder known as autism.It will cover the current thoughts in the field, as well as look at the history of autism. The aetiology of autism will be explored as well. Chapter 1 will then focus on the issue of social skill development in individuals with high-functioning autism.It will address the development of play skills as well. Some of the current literature regarding social skill development and play skills will be reviewed. Chapter 1 will explore Asperger's syndrome. This section will focus on the history and characteristics of children with Asperger's syndrome. The phenomena of hyperlexia will also be examined. The next section of Chapter 1 will focus on the relationship of autism to mental retardation. Various viewpoints relating to this issue will be explored. The final section of Chapter 1 will look at the literature regarding behaviour modification techniques as applied to individuals with autism. 1 5 Chapter 2 deals specifically with the strategies and techniques. This chapter begins by looking at techniques to increase and improve the social and communication skills of individuals with Asperger's syndrome. Interventions, such as integrated play groups and social reading strategies will be outlined, as well as other strategies. Chapter 2 will end with a discussion of behaviour modification techniques. Many times, the high-functioning individual with autism engages in inappropriate or self-abusive behaviours. Therefore, knowledge of basic behaviour modification techniques and principles is essential for all those involved with individuals who are challenged by autism. Chapter 3 presents a case study of a young boy diagnosed with autism. His past history, diagnosis, and current educational placements will be outlined. In order for the reader to obtain a general idea of what life is like for someone who has autism, his personal characteristics and idiosyncrasies will be detailed, This handbook in intended to be used by parents, professionals and people with autism.It is hoped that this handbook can, in some small way help parents, caregivers, and teachers to find some practical answers to the puzzling phenomenon called autism. Many people helped with the completion of this project. A warm and heartfelt thank you is extended to everyone listed below. I could not have even begun this project if it were not for my landlords, who were also my children's caregivers. They looked after me and my children and gave me the time I needed to study and write this handbook. 6 My college supervisor was a constant source of encouragement and support.I learned so much from her. Even long distances did not prevent her from "being there" for me. I wish to thank my parents for helping with the children. We appreciated all the free meals as well! A special thank you goes out to Betty Fisher. Betty's contribution to this project was invaluable. Thanks so much, Betty! Many of the people on the list that follows were kind enough to share with me their memories of, and stones about the autistic children and young adults they have worked with over the years. Collecting the "stories" was perhaps the most enjoyable part of the project for me - listening to people reliving their happiest and saddest moments with individuals who have autism reinforced for me that the autistic population is truly incredible and amazing. The illustrations found in the handbook were done by Frances Walsh. Thank you, Frances, for the beautiful pictures. I cannot possibly list everyone's contribution to this handbook. Therefore, I will simply list everyone's name and say once more - Thank you very much. Jean Bacon Barb Bloom Wilma Clark Loretta Eldstrom Betty Fisher Irene Friesen Donald Gallo Bruce Gordon Velmarie HalykConnie Hawkemess Paulette Lavergne Wayne MacDonald Orlene Martens Pom Matheos Come Melville Cassie Olesko Bev Ponce let Eugene Schumacher 7 Ev Schumacher Gloria Stang Mary and Ted Thacker Kathryn Whitby Gloria Woznik Frances Walsh And, of course, a big thank-you to "John" and his parents. Thank-you for letting me enter your lives and for letting me get so close to your family.I really appreciate all the time you gave to me and I will always remember my year with "John"! 8 Chapter 1 Literature Review A. is a thirteen year old girl with General Overview of Autism autism. One Christmas, she Definitions was the Master of Autism is considered a subgroup of Ceremonies at her school's Christmas Pervasive Developmental Disorder (P.D.D.). concert. She was all dressed up Autism is thought to be at the most severe end of for the occasion with a new pink the P.D.D. continuum (American Psychiatric dress and pair of shoes. The Association, 1994). Characteristics of a P.D.D. principal was standing next to include an impairment of social interactions, her on the stage. He accidentally impairment of communication skills, both verbal stepped on her new shoe, while A. and non-verbal and impairment of imaginary play. was giving a' narration of the Often associated with autism are other symptoms Christmas story. A. turned such as: stereotypical and repetitive repertoires of off the microphone, restricted activities, delayed development of turned to the