Teaching Students with Autism Spectrum Disorders

More documents

Recommendations

Info

Chapter One What Is Autism? Bryson, S. E., et al., (1997) “Epidemiology of Autism: Overview and issues outstanding”, in Handbook of Autism and Pervasive Developmental Disorders (2 nd ed.). Szatmari, P. , et al., (1998) “Genetics of Autism: Overview and new directions”, Journal of Autism and Developmental Disorders, 28 (5), 351-368. Rodier, P., (January, 2000) “The early origins of Autism”, Scientific American. (1999) Clinical Practice Guideline: Report of the Recommendations Autism/Pervasive Developmental Disorders, Assessment and Intervention for Young Children (ages 0-3 years) Although people with ASD share some common features, no two individuals are the same. The pattern and extent of difficulties may change with development. Knowledge of the common characteristics, combined with knowledge of the specific interests, abilities, and personality of each individual, helps us to understand general needs associated with ASD. Prevalence of Autism Spectrum Disorders The generally accepted prevalence rate for Autistic Disorder, per se, has increased from 4-5/10,000 to 10-15 in every 10,000 births, even as high as 20 in 10,000 births, when the broader Autism Spectrum is included. It is estimated that one in 250 children in New Brunswick are affected with Autism Spectrum Disorder. Prevalence is higher among males. The ratio varies depending on the definition, but studies reveal a male-to-female ratio of between 3:1 and 4:1. Causes of Autism Spectrum Disorders While the cause or combination of causes of ASD is not fully known, there is growing evidence that ASD is a genetic condition, and that several different genes are likely involved. The mode of genetic transmission appears complex. Scientists are focusing their work on finding which genes may be involved and how these genes are affected. To date, it appears that for at least a significant subgroup of persons with ASD, a genetic susceptibility exists which differs across families (that is, different genes may be responsible in different families). Fragile X syndrome is the most common specific genetic disorder that is sometimes associated with the clinical picture of autism. Evidence suggests that there may be a higher prevalence of problems very early in the mother’s pregnancy, at birth, or even after birth among children with ASD than among children who do not have ASD. Early life events and environmental factors may interact significantly with genetic susceptibility in the child. Recently, various types of investigations, including imaging studies, electro-encephalographic studies, tissue studies on autopsy materials, and neuro-chemical studies, have provided further evidence of a biological basis for ASD. The brains of individuals with ASD appear to have some structural and functional differences from the brains of other people. Abnormalities have been found in the brain stem and cranial nerves. A controversial argument of a causal relationship between childhood immunizations and ASD persists. Currently, no definitive empirical evidence of a relationship exists. Ongoing research may 4 Teaching Students with Autism Spectrum Disorders
What is Autism? Chapter One one day pinpoint the exact genes and other conditions that combine to cause ASD. In some cases, children with ASD also have other associated medical conditions or genetic syndromes that are not part of autism, but are seen more frequently in children with autism than in the general population. Such conditions include things such as seizures, muscular dystrophy and other neurological conditions. Diagnosis of Autism Spectrum Disorders Assessment and diagnosis of ASD often involves a multidisciplinary team that includes a child psychologist, a speechlanguage pathologist, occupational therapist, a pediatrician and/or psychiatrist. In New Brunswick, the tertiary team of the Stan Cassidy Centre for Rehabilitation are often involved, as they have expertise in the area of ASD. The psychologist often assesses to gather information about the developmental level and behaviour. The speech-language pathologist assesses speech, language, and communicative behaviours. A medical assessment is conducted to rule out other possible causes for the symptoms, as many characteristics associated with ASD are present in other disorders. A medical and developmental history is taken through discussion with the family. All information is considered to provide the overall picture and to rule out other contributing factors. An occupational therapist may provide assessment and/or intervention regarding issues of sensory integration and motor skills. Those seeking additional information regarding assessment and diagnosis should contact health professionals (i.e., family physician or community health nurse) in their community. Please see the resources section for additional support services. Autistic Disorder ASD is diagnosed by the presence or absence of certain behaviours, characteristic symptoms and developmental delays. The diagnosis of Autistic Disorder is characterized in the DSM-IV by: • impairments in communication and social interaction, and • restricted, repetitive, and stereotypic patterns of behaviour, interests, and activities. Teaching Students with Autism Spectrum Disorders 5
Page 1 and 2: TEACHING STUDENTS WITH AUTISM SPECT
Page 3 and 4: Table of Contents Acknowledgments .
Page 5: Table of Contents (cont’d) Append
Page 8 and 9: ii Teaching Students with Autism Sp
Page 10 and 11: Introduction The final section of t
Page 14 and 15: Chapter One What Is Autism? Reprint
Page 16 and 17: Chapter One What Is Autism? The DSM
Page 18 and 19: Chapter One What Is Autism? Childho
Page 20 and 21: Chapter Two Characteristics Associa
Page 32 and 33: Chapter Three Teaching Students wit
Page 62 and 63:
Chapter Four Managing Challenging B
Page 64 and 65:
Page 66 and 67:
Page 68 and 69:
Page 70 and 71:
Page 72 and 73:
Page 74 and 75:
Page 76 and 77:
Chapter Five Students with Asperger
Page 78 and 79:
Page 80 and 81:
Page 82 and 83:
Chapter Six Transition Planning For
Page 84 and 85:
Chapter Six Transition Planning The
Page 86 and 87:
Chapter Six Transition Planning Gra
Page 88 and 89:
Chapter Six Transition Planning In
Page 90 and 91:
Chapter Seven Assessment and Evalua
Page 92 and 93:
Chapter Eight Planning Support for
Page 94 and 95:
Page 96 and 97:
Page 98 and 99:
Page 100 and 101:
Page 102 and 103:
Page 104 and 105:
Page 106 and 107:
Page 108 and 109:
Appendices These appendices contain
Page 110 and 111:
Appendix B Hierarchy of Prompts Pro
Page 112 and 113:
Appendix D Name:___________________
Page 114 and 115:
Appendix E Home-School Communicatio
Page 116 and 117:
Appendix F Communication Dictionary
Page 118 and 119:
Appendix H The Components of a Beha
Page 120 and 121:
Appendix I Tips for Teaching High F
Page 122 and 123:
Appendix I 13. If that doesn’t wo
Page 124 and 125:
Appendix K Integrating Student’s
Page 126 and 127:
Resources Consultative and Support
Page 128 and 129:
Resources Print Resources The follo
Page 130 and 131:
Resources Do-watch-listen-say: Soci
Page 132 and 133:
Targeting autism: What we know, don
Page 134 and 135:
Resources Assessment Tools Assessme
Page 136 and 137:
References This section includes so
Page 138 and 139:
References Durand, V.M., & Crimmins
Page 140 and 141:
References Hodgdon, L. (1991). Solv
Page 142 and 143:
References McGinnis, E., & Goldstei
Page 144 and 145:
References Rourke, B.P. (1989). Non
Page 147 and 148:
138 Education Guidelines for Referr
Page 149 and 150:
Step 1: Guidelines for Referral Pro
Page 151 and 152:
Step 2 - A: *** Note: A psychologic
Page 153 and 154:
Referral for Consultation School Ps
Page 155:
SCHOOL DISTRICT _____________ PAREN
show all

Teaching Students with Autism Spectrum Disorders

Create successful ePaper yourself

Delete template?

Save as template?