West Virginia State Department of Education

Office of Special Education and Student Support

* 1-800-642-8541 * https://wvde.us/special-education/ Fact Autism Spectrum Disorder Sheet

DEFINITION • Repetitive behaviors or unusual body movements According to the diagnostic features as described in the • Difficulty adjusting to changes in routine or Diagnostic and Statistical Manual of Mental Disorders (DSM- environments 5), Autism Spectrum Disorder (ASD) is a neurodevelopmental • Lack of shared social play and imagination disorder characterized by persistent impairment in reciprocal • Repeating words or phrases (echolalia) social communication and social interaction, and restricted, • Deficits in social-emotional reciprocity; inappropriate repetitive patterns of behavior, interests, or activities present or lack of emotional responses from early childhood that limit or impair everyday functioning. • Hyper- or hypo-reactive to sensory input or stimuli

With the latest revision of the DSM-5, Autism Spectrum TEACHING TIPS/INSTRUCTIONAL STRATEGIES Disorder encompasses disorders previously referred to as: • Make sure there is an effective communication early infantile autism, childhood autism, Kanner’s autism, high- system in place if the individual with ASD does not functioning autism, atypical autism, autistic disorder, pervasive have functional communication. developmental disorder – not otherwise specified (PDD-NOS), • Provide more hands-on activities and use student Asperger’s disorder (AS), Rett syndrome (girls only), and interests to engage learning. childhood disintegration disorder. • Consistently use visual schedules and supports, especially for transitions. SCREENINGS AND EVALUATIONS • Students with ASD often have trouble interpreting • Assessment of Autism Spectrum Disorders facial expressions, body language, and tone of voice. • Autism Diagnostic Observation Schedule (ADOS) Be as concrete and explicit as possible in your • Autism Diagnostic Interview – Revised (ADI-R) instructions and feedback to the student. • Autism Spectrum Rating Scales (ASRS) • Use an interest inventory to determine what the • Childhood Autism Rating Scale (CARS) student’s strengths and interests are; then, use them • Gilliam Autism Rating Scale (GARS-2) for instruction and motivation. • Social Responsiveness Scale, Second Ed. (SRS-2) • Teach social skills by using social stories, video • Social Communication Questionnaire (SCQ) modeling, and creating opportunities for the student to • Social Skills Improvement System (SSiS) have social interactions. • High Functioning Autism Spectrum Screening • Use “If/Then” or “First/Next” strategy to pair a non- • Questionnaire (ASSQ) preferred activity (i.e. spelling) with a preferred activity (i.e. 5-minutes computer time). Note: A visual timer POSSIBLE CAUSES should always be used for a preferred activity. Although no cure or cause has been identified, researchers are • Teach expected behaviors for various environments currently studying genetic, biologic, and environmental factors using positive reinforcement. Other strategies to teach and have ruled out childhood vaccines as a cause. Current appropriate behavior include: task analysis, Applied research supports that early intervention paired with intensive Behavior Analysis methodology, discrete trials, video therapies make a significant difference in improving the lives of instruction, and video modeling. Give precise, positive individuals with autism. feedback, and opportunities for safe practice. • Work together with the student’s parents and other INCIDENCE school personnel to create and implement an According to the National Institute of Mental Health (NIMH) and educational plan tailored to meet student’s needs. the Centers for Disease Control and Prevention (CDC), ASD Regularly share information about how the student is affects around 1 in 59 children in the United States and occurs doing at school and at home. in all socioeconomic, racial, and ethnic groups. ASD is 4.5 • Determine the need for therapies such as times more common in boys than girls. occupational, physical, speech/language, and behavior. Contributing Resources: POSSIBLE SIGNS AND CHARACTERISTICS • National Institute of Mental Health Individuals with ASD typically have average or above-average www.nimh.hih.gov intelligence but often exhibit deficits in social communication • Autism Society of America and interaction as well as restrictive behaviors and/or interests. www.autism-society.org Individuals with ASD may exhibit the following characteristics ranging from mild to severe and are typically evident before the • Autism Speaks age of three: www.Autismspeaks.org • Verbal and non-verbal deficits; lack of speech or • Intervention Central (behavioral supports) language delays www.interventioncentral.org/ • Deficits in developing, maintaining, and understanding • Centers for Disease Control relationships www.CDC.gov • Restrictive patterns of interest