Autism Guidebook for Washington State - Health Education ...

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the terminology of “Autism Spectrum Disorder” (ASD) which would include the disorders commonly diagnosed as Autism, Asperger Disorder, and Pervasive Developmental Disorder - Not Otherwise Specified (PDD-NOS). The majority of specialists believe that the boundaries along the continuum overlap to a large degree. Autism is more common than previously realized, in part due to the broader definition and inclusion of higher functioning autism in recent years. Earlier studies suggested that about three to four individuals in 10,000 were affected by autism (Fombonne, 2003). Researchers observed an increase in the rate of individuals diagnosed with ASD in the past decade. The most recent estimate from the CDC is one out of every 150 children in the communities studied has an ASD (2007). In addition to inclusion of high functioning autism, the increase in the number of people with autism spectrum disorders may also be a result of improved diagnosis. However, other possibilities are being considered including environmental and genetic factors. Chapter 2: Introduction to Autism 4
Chapter 3: Defining Autism Pervasive Developmental Disorders (PDD) Autism is one of five disorders that falls under the umbrella of Pervasive Developmental Disorders (PDD), a category of neurological disorders characterized by “severe and pervasive impairment in several areas of development” (Autism Society of America, 2008) Pervasive Developmental Disorder Autism Asperger Syndrome PDD-NOS Childhood Disintegrative Disorder (CDD) Rett’s Syndrome Autism Spectrum Disorders Autism is a complex neurobiological disorder that typically lasts throughout a person’s lifetime. It is part of a group of disorders known as autism spectrum disorders (ASD). Today, 1 in 150 individuals is diagnosed with autism, making it more common than pediatric cancer, diabetes, and AIDS combined. It occurs in all racial, ethnic, and social groups and is four times more likely to strike boys than girls. Autism impairs a person’s ability to communicate and relate to others. It is also associated with rigid routines and repetitive behaviors, such as obsessively arranging objects or following very specific routines. Symptoms can range from very mild to quite severe. All of these disorders are characterized by varying degrees of impairment in communication skills and social abilities, and also by repetitive behaviors (Autism Speaks, 2008). PDD Categories and Diagnostic Criterias Pervasive Developmental Disorders are a group of conditions with common impairment in the domains of socialization and communication. These include Autism, Asperger Syndrome, Pervasive Developmental Disorder-Not Otherwise Specified, Childhood Disintegrative Disorder, and Rett’s Syndrome. Autism, Asperger Syndrome, and PDD-NOS fall under Autism Spectrum Disorder. Autism is the classic form of ASD with a prevalence of about 11:10,000 and a male/female ratio of 3-4:1. Diagnosis is optimally made between age sixteen months to three years, with some children showing features in the first year of life. Individuals with this diagnosis have dysfunction in three core domains. Chapter 3: Defining Autism 5
Page 1 and 2: Autism Guidebook for Washington Sta
Page 3 and 4: Introduction Individuals with Autis
Page 5 and 6: Acknowledgements Autism Task Force
Page 7 and 8: Table of Contents Chapter 1: User G
Page 9 and 10: Influences on Behavior.............
Page 11 and 12: Chapter 1: User Guide Purpose and S
Page 13: Chapter 2: Introduction to Autism T
Page 17 and 18: Autism is one of the disabilities s
Page 19 and 20: Chapter 4: Medical Aspects This sec
Page 21 and 22: 9. Evaluation of Gastrointestinal (
Page 23 and 24: Checklist for Autism in Toddlers (C
Page 25 and 26: American Academy of Pediatrics (AAP
Page 27 and 28: Parents should strive to teach good
Page 29 and 30: Seizures Children with ASD are at i
Page 31 and 32: Chapter 5: Essential Components of
Page 33 and 34: Social Understanding: This is the a
Page 35 and 36: d. Use and comprehend combined/mult
Page 37 and 38: Behavior Purpose—Develop function
Page 39 and 40: Finally, social thinking challenges
Page 41 and 42: Chapter 6: Essential Components of
Page 43 and 44: Team Process ◆◆ Families as wel
Page 45 and 46: Utilize materials that enhance play
Page 47 and 48: Functional Analysis of Behavior and
Page 49 and 50: is identified the team can begin fo
Page 51 and 52: development of a method for communi
Page 53 and 54: ◆◆ Simple Voice Output Devices
Page 55 and 56: Often, these difficulties portray t
Page 57 and 58: ◆◆ ◆◆ Typical peers’ unde
Page 59 and 60: For example, a ball typically used
Page 61 and 62: Sexuality Teaching Techniques It is
Page 63 and 64: Chapter 7: Community Transition Thi
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◆◆ Have a long term and ongoing
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◆◆ Access various agencies that
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Following work sampling, full time
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Practical Tips for Transitioning to
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Chapter 8: Beyond Academics—Futur
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-- What are the roles of the team m
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Chapter 9: Autism Awareness Trainin
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Chapter 10: Advocacy Levels of Advo
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The Importance of Parents Supportin
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Awareness Campaigns An awareness ca
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Appendix Appendix 75
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Appendix 1: Child Find Information
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Appendix 2: Washington’s System o
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Appendix 3: Special Education Ages
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Appendix 4: Least Restrictive Envir
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Appendix 5: Inclusion Inclusion is
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Appendix 6: Functional Behavioral A
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◆◆ ◆◆ ◆◆ ◆◆ Are the
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Appendix 7: Instructional Accommoda
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◆◆ ◆◆ ◆◆ ◆◆ ◆◆
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Appendix 8: Education Best Practice
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7: Staff-to-Student Ratio Student P
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Appendix 9: Implications for the Ed
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Appendix 10: Choosing Treatment Opt
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Appendix 11: American Academy of Pe
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Appendix 12: American Academy of Ne
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Appendix 13: Tips for Making an Ora
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Appendix 14: Frequently Used Termin
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II. Delays or abnormal functioning
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Employment Specialist/Professional
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The “classic” form of PDD is au
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Appendix 15: References and Resourc
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Community Transition Baer, R., McMa
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Stanford Research Institute (SRI) I
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Chance, P. (1997). First course in
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National Guideline Clearinghouse. (
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Instruction California Departments
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Dunn Buron, Curtis, M. (2003). Incr
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Appendix 16: Get Connected - Intern
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Education American Speech-Language-
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Special Education Law Client Assist
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Washington State Autism Lifespan Re
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Washington State Autism Lifespan Re
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People First of Washington Supports
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