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1 factor that has contributed to the evolution of EBP as applied to learners on the autism
spectrum is due to the rise of the number of individuals who are diagnosed with ASD. With
roughly 1 in 50 school aged children having ASD, the way schools need to accommodate for
these students is always changing to try and better the education they receive.
Another factor is the National Research Council, and the No Child Left Behind Act. Both
of these work hard to ensure that school education staff, and those who work with children on the
autism spectrum, are giving these students the focus and care the deserve in school and for their
education. They try to set up standards the staff and school itself needs to do to ensure all
students, including those with ASD are receiving a proper education so they can succeed. Of
course, there are many challenges that they face in order for this to happen and these things are
Another major factor that helped evolve EBP is in 2009 the National Autism Center
releasing its National Standards Project report. This report addressed the need to create EBP
guidelines for autism spectrum disorders. Another project similar to the NSP was created by the
National Professional Development Center on Autism Spectrum Disorders. From both of these
projects a list of 24 interventions, which met the criteria for EBPs was created. Both projects
exhibited many similarities in their lists with mainly terminology being the difference in factors.
These 2 projects helped create data for Evidence-Practices that are used, and helped to better
evolve EBPs.
Chapter 2 Questions
1: Some signs of autism include persistent deficits in social communication and
interaction across multiple contexts. These can include deficits in nonverbal communication
behaviors used for social interactions. Not using eye contact, deficits in understand gestures, lack
of facial expressions, and nonverbal expressions are a few examples in this category. Another
sign is restricted, repetitive patterns of behavior, interests, or activities. This can include the
having adverse response to specific sounds or textures, and indifferences to pain or temperature.
Symptoms are usually present in the early developmental period, but may not manifest until later
in life.
2: The specifiers that are relevant to ASD that are also included in DSM-5 include: with
1 to level 3 based on the level of support needed for social communication and restricted,
repetitive behaviors.
1- Social reasoning: how well a child interacts in social situations. Some children will
actively avoid social interactions all together. Others will tolerate the interaction with some
prompting, or when they want something. Others will actively interact, though typically with
adults, but may have a lack of social understanding. Some child may interact like miniature
with ASD only have a vocabulary of sound, not words. They may still comprehend language just
cannot communicate through words themselves. Some children can have vocalizations but
usually do to echoing another person. They also may see an object and say the objects name or
repeated phrases from a favorite show or movie. Then there are those who are extremely verbal
and have a good vocabulary but may exhibit challenges with auditory discrimination and
processing. They also may take what another person says too literal.
3- Cognition: the mental action or process of acquiring knowledge and understanding through
thought, experience, and the senses. On one end of the spectrum is a child who has profound learning
These children may be interested in sensory rather than the functional or symbolic qualities of the objects.
Another stage is a child who is familiar with and has somewhat advanced skills in activities such as
construction or jigsaw toys. Some children have struggle with academic abilities such as reading or math
despite having an IQ that suggest that the abilities are within their intellectual capacity. Some children
may also have problems with their organizational skills, working memory, and time management.
4- Special interests: Many children with ASD have a wide range of special interest that can
change in focus and complexity over the years. Some children may exhibit a preoccupation with parts of
objects. This could include spinning the wheels of a toy or using electrical switches. Then there is
fascination with specific categories of objects. Some children are in the stage where they remember facts
5- Sensory sensitivity: Many children with ASD experience sensory overload. This is where any
sudden noise, movement, or being in crowds can cause discomfort to the child. On the other end is
children who may not experience or be able to communicate pain or sense temperatures. Some
examples are a child who puts their hand on a hot stove but doesnt move it because they cant feel the
heat, or a child who breaks their arm and shows no sign of pain.
6- Expression and management of emotions: Some individuals with ASD have a challenging time
expressing and enjoying any form of affection. Children with ASD are assed to see how well they express
reciprocal emotions. They also are assessed to see if they can label and describe emotions in others, and
to see how well they express and manage intense emotions such as anxiety, anger, sadness, etc.
5: The term refrigerator mother means a mother who is detached and emotionally unavailable to
the child. The mother usually rejects the child. The only treatment was prolonged psychoanalysis for both
6: Original studies suggested genetics to be the cause of autism. Some specific chromosomal
abnormalities have also been associated with the development of the characteristics of ASD. Now they
recognize that the risk of having a child with ASD increase significantly with advancing parental age, low
birth weight, and fetal expose to psychotropic medication. Neurology, possible errors of metabolism,
infections in pregnancy and early childhood, and autoimmune disorders all are considered to be causes
of autism.
9: The number of children identified with ASD seems to be increasing because of a few factors.
The definition of ASD has broadened and now includes ASD Level 1. They also no realize and accept
that children may have more than one disorder. They have become better at diagnosing autism,
especially in younger children. They are improving our ability to detect autism and to ensure fewer
children escape detection. More children are becoming accurately diagnosed with a more specific
developmental disorder.