Teaching Students with Autism Spectrum Disorders

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Chapter One What Is Autism? Reprinted, with permission from the Diagnostic and Statistical Manual of Mental Disorders, 4 th ed., (1994) Washington, DC: American Psychiatric Association. The International Statistical Classification of Diseases and Related Health Problems: Tenth Revision of the World Health Organization (ICD-10) adds that Autistic Disorder is characterized by an impairment in imagination. Criteria for Autistic Disorder in the DSM-IV A. Total of at least six items from (1), (2), and (3), with at least two from (1), and one from (2) and (3): (1) qualitative impairment in social interaction, as manifested by at least two of the following: (a) marked impairment in the use of multiple non-verbal behaviours such as eye-to-eye gaze, facial expression, body postures, and gestures to regulate social interaction (b) failure to develop peer relationships appropriate to developmental level (c) lack of spontaneous seeking to share enjoyment, interests, or achievements with other people (e.g., by a lack of showing, bringing, or pointing out objects of interest) (d) lack of social or emotional reciprocity (2) qualitative impairment in communication as manifested by at least one of the following: (a) delay in, or total lack of, the development of spoken language (not accompanied by an attempt to compensate through alternative modes of communication such as gestures or mime) (b) in individuals with adequate speech, marked impairment in the ability to initiate or sustain a conversation with others (c) stereotyped and repetitive use of language or idiosyncratic language (d) lack of varied, spontaneous make-believe play or social imitative play appropriate to developmental level 6 Teaching Students with Autism Spectrum Disorders
What is Autism? Chapter One (3) restricted, repetitive and stereotyped patterns of behaviour, interests, and activities, as manifested by at least one of the following: (a) encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus (b) apparently inflexible adherence to specific nonfunctional routines or rituals (c) stereotyped and repetitive motor mannerisms (e.g., hand or finger flapping or twisting, or complex whole-body movements) (d) persistent preoccupation with parts of objects B. Delays or abnormal functioning in at least one of the following areas, with onset prior to age three years: (1) social interaction, (2) language as used in social communication, or (3) symbolic or imaginative play. C. Not better accounted for by Rett’s Disorder or Childhood Disintegrative Disorder. Other Autism Spectrum Disorders All disorders within the PDD/ASD classification have some common features, so children with these disorders may benefit from similar instructional strategies. Some differences exist such as the number of symptoms, age of onset, and developmental pattern. Asperger’s Syndrome (AS) Asperger’s Syndrome shares many of the features of Autistic Disorder. People with Asperger’s Syndrome have disabilities in social interaction and have stereotypical behaviour patterns. Chapter 5 of this guide contains specific information about the characteristics of students with Asperger’s Syndrome and suggestions for classroom strategies. The main differences between children with Autistic Disorder and those with Asperger’s Syndrome is that children with AS do not have clinically significant delays in early language development or in cognitive development. Children with AS may acquire speech and oral language at the expected time, but have a significant delay in social language skills. They usually do not have the same degree of difficulty in the development of age-appropriate self-help skills, adaptive behaviour, and curiosity about the environment as those with Autistic Disorder. Teaching Students with Autism Spectrum Disorders 7
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Page 3 and 4: Table of Contents Acknowledgments .
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Page 10 and 11: Introduction The final section of t
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Chapter Four Managing Challenging B
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Chapter Five Students with Asperger
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Chapter Six Transition Planning For
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Chapter Six Transition Planning The
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Chapter Six Transition Planning Gra
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Chapter Six Transition Planning In
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Chapter Seven Assessment and Evalua
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Chapter Eight Planning Support for
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Appendices These appendices contain
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Appendix B Hierarchy of Prompts Pro
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Appendix D Name:___________________
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Appendix E Home-School Communicatio
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Appendix F Communication Dictionary
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Appendix H The Components of a Beha
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Appendix I Tips for Teaching High F
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Appendix I 13. If that doesn’t wo
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Appendix K Integrating Student’s
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Resources Consultative and Support
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Resources Print Resources The follo
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Resources Do-watch-listen-say: Soci
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Targeting autism: What we know, don
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Resources Assessment Tools Assessme
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References This section includes so
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References Durand, V.M., & Crimmins
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References Hodgdon, L. (1991). Solv
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References McGinnis, E., & Goldstei
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References Rourke, B.P. (1989). Non
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138 Education Guidelines for Referr
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Step 1: Guidelines for Referral Pro
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Step 2 - A: *** Note: A psychologic
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Referral for Consultation School Ps
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SCHOOL DISTRICT _____________ PAREN
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Teaching Students with Autism Spectrum Disorders

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