Special Education and Autism:

What Everyone Needs to Know

Presentation compiled
and created by
Karen Snead
Director of Education
The Arc of Greater Houston
www.thearcofgreaterhouston.com
Last revision: October 2010

October 2010 Revision-

Reproduction: No part of this manual may be reproduced in any form without permission from The Arc
of Greater Houston. Any permitted reproduction of the material must include the usual credit line and
the copyright notice. Printing history: 1st edition 2006.
Copyright © 2009 1
 Thinking about what those
with autism bring to the table:
• Tony Attwood said this:

"Asperger’s syndrome has probably been an important

and valuable characteristic of our species throughout
evolution". http://lastcrazyhorn.wordpress.com/quotes-about-autism-and-everything-that-includes/
(retrieval date 10_4_2009)

• "Autism is an extremely variable disorder".

Temple Grandin http://www.brainyquote.com/quotes/keywords/autism.html (retrieval date
10_4_2009)

• "Autism Rocks!
(and rolls and spins and flaps and loves and laughs)".
Anonymous on http://www.circleofmoms.com/autismaspergerspdd-awareness/favorite-autism-
quotes-569012 (retrieval date 10_4_2009)

2
 Autism: Brief Description
• "Autism is a complex developmental disability that typically appears during
the first three years of life and is the result of a neurological disorder that
affects the normal functioning of the brain, impacting development in the
areas of social interaction and communication skills..." http://www.autism-
society.org/site/PageServer?pagename=about_whatis (3)
• Family income, lifestyle and educational levels do not affect the chance of
autism's occurrence.
• Autism predominantly interferes with the normal development of the brain in
these areas
♦ social interaction (problems understanding social rules, perspectives)
♦ communication skills (odd/poor understanding and use of
language)
♦ reasoning to behavior (rigid thoughts, concrete obsessions, sensory
irregularities translated into atypical behavior)

3
 Important Factors
Relating to Autism

• Autism spectrum disorders (ASDs) occur in individuals

of all ethnicities, races and socioeconomic statuses.
• The ratio of male to female occurrences is 4:1. (1)
• Some estimates for occurrence rates are as high as 1 in
150.
___________________________________________
• Can have co-morbid diagnoses such as depression,
mental retardation, anxiety or schizophrenia.

4
• There are currently no scientifically
validated, complete cures for ASDs.
• Some treatment methods do have
substantial research supporting their
effectiveness in decreasing some of the
symptoms associated with ASDs.

5
 Autism Typologies and Diagnosis
http://www.appi.org/book.cfm?id=2024 (13)

♦ Autism (Classic Form)

♦ Asperger Disorder
♦ Pervasive Developmental Disorder-Not Otherwise
Specified
_______________________________________________
♦(Rett’s Syndrome)-not discussed in this training
♦(Childhood Disintegrative Disorder)-not discussed in this
training-basically same as other ASD’s except for age
and pattern of onset.
Autism is a spectrum disorder (ASD) where an individual
can express somewhat differing characteristics of the
disorder in differing amounts. However, the underlying core
deficits must meet a minimum threshold and accepted
diagnostic criteria.
6
 Autism (classic form) http://www.appi.org/book.cfm?id=2024 (13)
"Diagnostic Criteria for Autistic Disorder (Diagnostic and Statistical Manual – IV-TR) 299.00 (13)

A. A total of six (or more) items from (1), (2), and (3), with at least two from (1), and one each 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 nonverbal behaviors 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) a 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 impairments 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 gesture 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
(3) restricted repetitive and stereotyped patterns of behavior, interests and activities, as manifested
by at least two 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 3
years:
(1) social interaction, (2) language as used in social communication, or (3) symbolic or imaginative play
C. The disturbance is not better accounted for by Rett's Disorder or Childhood Disintegrative Disorder".
7
• Verbal IQ is typically less than performance IQ
 Asperger's Disorder
"Diagnostic Criteria For 299.80 Asperger's Disorder (DSM-IV-TR) (13)
A. Qualitative impairment in social interaction, as manifested by at least two of the following:
- marked impairments in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial
expression, body postures, and gestures to regulate social interaction
- failure to develop peer relationships appropriate to developmental level
- a 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 to other people)
- lack of social or emotional reciprocity
B. Restricted repetitive and stereotyped patterns of behavior, interests, and activities, as manifested by at
least one of the following:
- encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is
abnormal either in intensity or focus
- apparently inflexible adherence to specific, nonfunctional routines or rituals
- stereotyped and repetitive motor mannerisms (e.g., hand or finger flapping or twisting, or complex
whole-body movements)
- persistent preoccupation with parts of objects
C. The disturbance causes clinically significant impairment in social, occupational, or other important areas of
functioning
D. There is no clinically significant general delay in language (e.g., single words used by age 2 years,
communicative phrases used by age 3 years)
E. There is no clinically significant delay in cognitive development or in the development of age-
appropriate self-help skills, adaptive behavior (other than social interaction), and curiosity about
the environment in childhood
F. Criteria are not met for another specific Pervasive Developmental Disorder or Schizophrenia"

* Verbal IQ not generically impaired and is usually higher than Performance IQ

http://www.appi.org/book.cfm?id=2024 (13) 8
 Pervasive Developmental Disorder –
Not Otherwise Specified (13)
PDD-NOS (DSM IV-TR) 299.80
"This category should be used when there is a severe and
pervasive impairment in the development of reciprocal
social interaction or verbal and nonverbal communication
skills or when stereotyped behavior, interests, and
activities are present but the criteria are not met for a
specific pervasive developmental disorder, schizophrenia,
schizotypal personality disorder, or avoidant personality
disorder. For example, this category includes "atypical
autism" presentations that do not meet the criteria for
autistic disorder because of late age at onset, atypical
symptomatology, or subthreshold symptomatology, or all
of these".
http://www.appi.org/book.cfm?id=2024 (13)
9
• Recap of Main Characteristics of Autism
Spectrum Disorders
1)
2)
--------------------------------
*3)

10
 What do these areas of weakness
mean for education?

We need to understand what the law

promises for students with disabilities first.
Under the Individuals with Disabilities
Education Improvement Act (IDEA) of 2004,
students with disabilities should receive

A free, appropriate education in the least

restrictive environment that results in
meaningful progress in order to

prepare them for 1) employment, 2) further education

and 3) independent living
11
 IDEA also requires

♦curriculum/services based on peer reviewed

research to the extent practicable
♦genuine access and opportunity to participate
within the general curriculum with the same
high expectations as students without
disabilities
♦genuine opportunity to participate in extracurricular
activities offered by schools just as peers do
♦evaluation and services that cover the academic,
developmental and functional needs of a child
12
 IDEA 2004 General Things
to Know (findings related to law)
"Congress found that implementation of IDEA “has been
impeded by the failure of schools to apply replicable
research on proven methods of teaching and learning.”
IDEA 2004 includes numerous references to “scientifically
based instructional practices” and “research based
interventions. (findings section IDEA)
(Therefore) The child’s IEP must include “a statement of
the special education and related services and
supplementary aids and services, based on peer-reviewed
research to the extent practicable to be provided to the
child.” (Section 1414(d)(1)(A)(i)(IV))“
www.wrightslaw.com/idea/art/10.tips.steedman.htm#3/ (Retrieval date 6/9/2008) "10 Tips:
How to use IDEA 2004 to Improve Your Special Education". Steedman, W. from the
website Wrightslaw.Com.

13
 IDEA 2004 General Things to Know
"Legal Rulings on IEPs
… general principles, among others, emerge clearly from a review of the
hundreds of past IEP rulings from agencies and courts:

The availability of services may not be considered in writing the IEP. If a

service is needed it must be written on the IEP and if the district does not
have it available, it must be provided by another agency. One of the earliest
of all the agency rulings mandated that availability of services be
disregarded in writing the IEP (Leconte, EHLR 211:146, OSEP, 1979). This
principle has been reiterated repeatedly by the Office of Special Education
and Rehabilitative Services (OSERS) and the Office of Special Education
Programs (OSEP) and virtually ignored by the field.
IEPs must be individualized. The same goals, same content areas, same
discipline or the same amounts of therapy on many IEPs (e.g., every student
who receives speech therapy in a particular building receives 30 minutes
daily) reveals a violation of this individualization requirement (Tucson, AZ
Unified Sch. Dist. #1, EHLR 352.547 (OCR 1987)). "
www.wrightslaw.com/info/iep.success.bateman.htm/ (14)

14
 Autism and Public Policy (continued) Texas
Autism Supplement---November 2007 revision of law (6)

TAC Code Chapter 89.1055- Nov 2007 revision

(Content of the IEP - Autism Supplement) "(e) For students
eligible under §89.1040(c)(1) of this title (relating to Eligibility Criteria), the strategies
described in paragraphs (1)-(11) of this subsection shall be considered, based on
peer-reviewed, research-based educational programming practices to the extent
practicable and, when needed, addressed in the IEP:
(1) extended educational programming (for example: extended day and/or
extended school year services that consider the duration of programs/settings
based on assessment of behavior, social skills, communication, academics, and self-
help skills);
(2) daily schedules reflecting minimal unstructured time and active engagement
in learning activities (for example: lunch, snack, and recess periods that provide
flexibility within routines; adapt to individual skill levels; and assist with schedule
changes, such as changes involving substitute teachers and pep rallies);
(3) in-home and community-based training or viable alternatives that assist the
student with acquisition of social/behavioral skills (for example: strategies that
facilitate maintenance and generalization of such skills from home to school, school
to home, home to community, and school to community)";
http://framework.esc18.net/SBS_April_2008.pdf 15
 Autism and Public Policy (continued) Texas
Autism Supplement---November 2007 revision of law (6)

TAC Code Chapter 89.1055- Nov 2007 revision

(Content of the IEP - Autism Supplement)
"(4) positive behavior support strategies based on relevant information, for
example:
(A) antecedent manipulation, replacement behaviors, reinforcement strategies,
and data-based decisions; and
B) a Behavior Intervention Plan developed from a Functional Behavioral
Assessment that uses current data related to target behaviors and
addresses behavioral programming across home, school, and
community-based settings;
(5) beginning at any age, consistent with subsections (g) of this section, futures
planning for integrated living, work, community, and educational
environments that considers skills necessary to function in current and post-
secondary environments;"
http://framework.esc18.net/SBS_April_2008.pdf

16
 Autism and Public Policy (continued) Texas
Autism Supplement---November 2007 revision of law (6)

TAC Code Chapter 89.1055- Nov 2007 revision

(Content of the IEP - Autism Supplement)
"(6) parent/family training and support, provided by qualified personnel with
experience in Autism Spectrum Disorders (ASD), that, for example:
(A) provides a family with skills necessary for a child to succeed in the
home/community setting;
(B) includes information regarding resources (for example: parent support
groups, workshops, videos, conferences, and materials designed to
increase parent knowledge of specific teaching/management
techniques related to the child's curriculum); and
(C) facilitates parental carryover of in-home training (for example: strategies for
behavior management and developing structured home environments
and/or communication training so that parents are active participants
in promoting the continuity of interventions across all settings)";
http://framework.esc18.net/SBS_April_2008.pdf

17
 Autism and Public Policy (continued) Texas
Autism Supplement---November 2007 revision of law (6)

TAC Code Chapter 89.1055- Nov 2007 revision

(Content of the IEP - Autism Supplement)
"(7) suitable staff-to-student ratio appropriate to identified activities and as needed
to achieve social/behavioral progress based on the child's developmental and
learning level (acquisition, fluency, maintenance, generalization) that
encourages work towards individual independence as determined by, for
example:
(A) adaptive behavior evaluation results;
(B) behavioral accommodation needs across settings; and
(C) transitions within the school day;
(8) communication interventions, including language forms and functions that
enhance effective communication across settings (for example: augmentative,
incidental, and naturalistic teaching);
(9) social skills supports and strategies based on social skills assessment and
curriculum and provided across settings (for example: trained peer facilitators
(e.g., circle of friends), video modeling, social stories, and role playing)";
http://framework.esc18.net/SBS_April_2008.pdf
18
 Autism and Public Policy (continued) Texas
Autism Supplement---November 2007 revision of law (6)

TAC Code Chapter 89.1055- Nov 2007 revision

(Content of the IEP - Autism Supplement)
"(10) professional educator/staff support (for example: training provided to
personnel who work with the student to assure the correct implementation of
techniques and strategies described in the IEP); and
(11) teaching strategies based on peer reviewed, research-based practices for
students with ASD (for example: those associated with discrete-trial training,
visual supports, applied behavior analysis, structured learning, augmentative
communication, or social skills training).

(f) If the ARD committee determines that services are not needed in one or more of the
areas specified in subsection (e)(1)-(11) of this section, the IEP must include a
statement to that effect and the basis upon which the determination was made.
http://framework.esc18.net/SBS_April_2008.pdf

19
 Top Ten Priorities for Special Education

• Know the Texas Administrative Code 89.1040 section e inside

and out. This law is a child's road to success.
• Know, embrace and utilize/exploit a child's strengths.
• Know everything there is to know about a child's reinforcers
and know more than the basics of principles of reinforcement.
• Know how to approach and teach a child self advocacy skills
and self defense skills. Ensure that part of the IEP address
these skills every year a child is in school
• For parents, create an engaging portfolio of your child that
addresses educational needs in terms of academic
functioning, interests, motivators, strengths and weaknesses.
• Ensure that everyone involved in social skills planning, goal
creation and assessment is using published curriculums for all
three aspects of this area.
20
 Top Ten Priorities
for Special Education
• Know the Student Handbook Code backwards and
forwards.
• Know what is included in a good Functional Behavior
Assessment (FBA) and a good Behavior Intervention
Plan.
• Make sure that a child is provided with meaningful
frequent opportunities to interact with age appropriate
peers in extracurricular activities.
• Know the full range of possible services offered for
students with autism.
• Know how to ask for and access information on specific
autism related teaching experience, training and
professional credentials of all school personnel who work
with a child. Know how to request training if needed.
21
Learning Areas Affected by Autism
and Educational Interventions

22
 Diagnoses and Impact on Education Areas
• Knowing all of the core deficits typically found in
individuals with autism helps with educational
planning. The DSM-IV TR diagnostic criteria
outline 6 main areas that can significantly affect
school and life outcomes in all areas.
• These areas include
▲Cognition
▲Social Skills/Social Cognition/Social Language
▲Communication (many aspects of language)
▲Sensory and Motor Skills
▲Adaptive Behaviors (life/daily living skills)
▲Problematic Behavior Requiring Intervention
23
In order to learn we need adequate:

• joint attention skills (thinking)

• imitation skills (behavior)
• Normative/normal interest and motivation
leads to effective -
communication
social interaction
Result -- Successful Human LEARNING

24
 Cognition
• Odd thinking patterns/interests (repetitive/obsessive
thoughts, odd detail fixation-- one note interests--trains,
problems with abstract thought processes-can’t see big view
• Lack of theory of mind (weakness to non-ability to take the
perspective of others)
• Lack of joint attention (seems like ADD but op. pattern)
• Lack of discrimination (figuring out what is pragmatically
important in the environment)
• Lack of generalizing of learning
• Odd cognitive thinking/awareness in relation to sensory exp
• Difficulties of organizing and planning- executive functioning,
sequencing
• Frequent inability to effectively use and understand certain
symbols
• Difficulty with socially complex imaginative thinking
• Literal and fixed rule bound thoughts/expectations
25
 Cognition Continued
• May be more interested in visual information/thinking
(especially exaggerated in high functioning classic autism)
• May show much higher spatial reasoning skills
(puzzles, rotating objects in space-especially in classic high
functioning autism)
• Computer/machine use interest may be very high
• May have odd splinter “savant/brilliant” detailed
skills (less that 1% of total autism population)
ALL OF THESE PERMEATE MOST LEVELS OF
EXPERIENCE TO SOME DEGREE - THE MORE SEVERE
THE AUTISM SPECTRUM DISORDER, THE MORE THESE
INFLUENCE DAILY LIFE -- READINESS TO LEARN*
►You have to effectively motivate students with ASDs in order for them
to be able to learn to move beyond/outside of these characteristics.
► The more high functioning the student, the more they may be aware
of their deficits/failures.

26
 Cognition Continued

Relative Cognitive Strengths:

-For those w/o ID, often very good auditory short term
& long term rote memory (but not typical working memory)
-High funct. autism, often good spatial skills
and applied math
-w/Asperger’s often have excellent, intact
basic language skills
-Detail oriented
-For many, functioning good basic readers
(phonological awareness)
-For many, exceptional spelling ability
-Exceptionally high motivation to focus on areas of interests
-High tolerance for repetitive tasks of interest

27
 Successful Intervention for Cognitive
Difficulties- the “Biggies”
• Daily schedules reflecting minimal unstructured time
• Environmental regularity control (centers, fewest sensory distracters
possible, picture explanations of what to do/next) Practice w/change.
• One-on-one to small group instruction to paraprofessional use depending
on severity of ASD symptoms
• Highly rigorous behavior manipulation and intervention with frequent,
successful use of reinforcement based on individualized, unique
characteristics of the child
• Rote, frequent practice for generalization of learning across environments
• Visual and high tech/computer curriculum/skills practice
• Proven, effective research based behavior and learning interventions for
cognitive difficulties
• Fidelity of interventions/practices across environments monitored regularly
• Significant modifications and accommodations that are consistent as
needed across environments

28
 Cognition Intervention Strategies
• Use odd interests/obsessions as motivating reinforcers
• Follow regular, fixed activities and schedule to the greatest
extent possible (have visual board of day/activity schedules,
room labels for specific activity areas and checklists for what
has already occurred. Use Reinforcer Token Boards
• Introduce new activities and environments in incremental
steps. Show complete outlines of how things are supposed
to occur in a visual, concrete set of symbols
• Test knowledge skills across many and varying
environments
• Explicitly explain why social/language/abstract actions occur
and repeatedly do so across environments. Explain covert
reinforcement properties, etc. --why people do what they do.
29
 Cognition and IEPS
▲Perhaps more than in any other area, the need for the
selection of meaningful accommodations and modifications
will be needed - across subject areas.
▲Because academic areas will be dependent on cognitive
ability, accommodations and modifications for specific
academic area requirements will also need to be clearly
considered and specified.
▲IEP goals should be created to deal with the following
concerns in all academic settings
-frequent self-monitoring of task purpose and
organization
-understanding the big picture vs. detail of assignments
-thinking about thinking
-understanding future activities/behavior expectations
▲Assignment books/electronic organizers/parent teacher
assignment logs may be key to success--requirements must
be written in IEP.
30
 Communication/Language
Language is the ability to communicate (impart/receive = transmit info.) and
includes;
receptive language (understanding what is
said/read/gestured)
expressive language (speaking/writing/gesturing or
other body language ability)
pragmatic/social language (ability to understand the underlying
intended meaning of language)
------------------------------------------------------------------------------
Typical ASD deficits may include:
concreteness/literalness, pronoun reversal, flat or odd
intonation, repetition of words and phrases, big problems with
metaphors, difficulty beginning, sustaining and ending
“typical” conversation (chitchat), difficulty reading nonverbal
language, puzzlement over jokes, problems with emotional
conversation/vocabulary, obsessive speech on narrow range
of topics, insensitivity to other’s communicative response
(verbal or nonverbal), no, little and or odd pretend
play/language, inability to understand social language (verbal,
body and gestures)
31
Children with autism have extreme difficulty with the
pragmatics of language [the everyday use of language by
agents or communities of interpretation in particular
circumstances and contexts]. (1)
-Language is often domain specific.
-Meaning is derived from contextual cues (facial cues,
tone of voice, gestures, sarcasm) (Generalization issues)
Typically, if children with autism have average IQs they may
understand the concrete meaning of concrete language.
And they can often memorize specific rule and definition
examples. However, generalized understanding of the rules
governing nonliteral language use is very difficult.

A dog is an animal with four legs. (Understood)

It’s raining cats and dogs. (Not Understood)
32
Three main intervention areas:
Functional communication- to replace challenging behaviors
Increases in initiation of verbal and nonverbal communication
Increases in core communication skills
Some Educational Interventions:
Augmentative communication devices/methods (including signing)
Social Stories (Carol Gray)
Role-playing curriculum and activities
Direct teaching of receptive and expressive language
Abstract language explanation and practice
Emotional expression training
Pragmatic language training
Total Communication (speech plus sign language - child signing ability is
correlated with motor skills-apraxia-problems w/movement)
PECS- Picture Exchange Communication System- exchange of picture
symbols for communication (behavioral program) speech tends to
develop with use of 30 -100 symbols or more. Highly correlated with IQ
Facilitated communication-different from typical AC systems- continued
support from others. Be very careful in agreeing to this intervention -not
much research support for this system. Negative review from ASHA.
Voice output device-digitized speech output/picture, word and or letter
display (2) 33
 Findings on Signing and Children with Autism (9)

[“ 1. There is no evidence that use of AC systems as collaterals

to language instruction results in delays of acquisition of
speech.
2. There is evidence that sign language enhances the use of
speech for some children.
3. There is no evidence to suggest that sign language
interferes with the development of speech.
4. Children with good verbal imitation skills demonstrate
better speech production than those with poor verbal imitation
skills, with or without AC.
5. Children with poor verbal imitation skills are the best
candidates for an AC system, such as sign language,
because they are likely to make poor progress in speech
acquisition without AC.”] (9)
34
 Practical IEP Implications for Language Needs
1. Facilitated Communication methods, as the results
in some research studies indicate, may be
frequently misused. (9) (1)
2. Make sure language goals include clear, pragmatic
language skills (find a curriculum if possible)
3. Encourage Total Communication as the method
for implementing language instruction until the
child acquires adequate speech/language skills.
4. Move beyond PECs into attempts of vocal speech
requirements of child if he/she adequately uses 30
or more symbols and appears to have adequate
vocal, physical structures for speech including
good vocal imitation skills.
35
5. Remember language skills acquisition will be directly related to motivation.
Children with ASDs often have little intrinsic motivation to acquire many of
these skills (this lack of motivation is not so common for those with
Asperger’s Syndrome)- an intense behavioral intervention methodology
such as ABA may have to implemented first in some cases to make
meaningful progress in language or any other areas-later discussion)
6. The tendency for literalness/concrete language use needs to be addressed
with specific IEP goals for improvement.
7. Language skills overlap with social skills and cognitive, thinking skills and
need to be addressed together across educational environments.
8. Test of Pragmatic Language (TOPL)- seems to test superficial rules-caveat
- many w/high functioning Autism and Asperger’s Disorder score well (9).
9. CASL -Comprehensive Assessment of Spoken Language
10. Good task to have a student with adequate language to interview an
unknown adult about his/her family. This requires an ability to formulate
questions, listen, perspective take, inhibit monologues, etc (9).
11. Accommodations and modifications to curriculum, homework, testing etc.,
will have to be well defined and serve a child’s unique language needs.

36
 Social Skills/Social Cognition
Social skills/social thinking are
one of the 3 core deficit areas
in children with ASDs.
(1) social skills,
(2) communication and
(3) unusual thinking,
behavior and interests
Social skills will overlap with
intelligence (verbal IQ) and
language skills to some
degree.
Social problems are almost
never fully cured but with the
right services and curriculum
they can be potentially
lessened.
37
 Lack of Theory of Mind (9)
Uta Frith's lack of theory of mind may help in
understanding why these children often have
little empathy, understanding of another's (the
other’s) perspective and few social skills.

A consequence of this problem is that explaining

other’s motivations and rationale for appropriate
and inappropriate social interaction may or may
not be a totally effective strategy when used as an
intervention strategy.
38
 Social functioning and ASDs
▪ impairments in relationships with peers
▪ impairments in the use and understanding of
nonverbal communication behaviors (pragmatics)
▪ impairments in verbal, social communication
▪ impairments in the use of imitation, and symbolic or
dramatic play
• Motivation may be the most important factor for success. This may
be why ABA (Applied Behavior Analysis)---when used as specified
by most researchers in autism--, as a treatment method ,has been
associated with tremendous improvement in a significant number of
cases.
• Those with Asperger’s may often have more intrinsic motivation to
succeed socially.

39
 Social Deficits-Joint Attention (9)
Poor joint attention, just as in language, is assumed to
cause many of the social deficits in individuals with
ASD’s.
In most children, the ability to bring objects, hand them to
others for interaction, follow eye gaze, make eye
contact (referential looking) develops by around age 1
yr.
Even with intensive training the ability may be shown
infrequently in ASD children. The degree of this ability
seems to be somewhat related to IQ and early
intervention.
Children with ASDs do not seem to understand body
space. Those that do approach others may touch them
inappropriately, talk obsessively about personal
interests and have few to no “reciprocal interaction”
skills 40
 Social Skills/Cognition
All of these social weaknesses can result in
children who very quickly become defined as
“behavior problems” if they persist in social
interaction and “aloof, mechanical robots” if they
don’t interact.
Educationally it will be very important to allow them
to interact (and fail at first as long as the
behavior doesn’t harm others). Then teach
appropriate social skills to the extent possible.
Also clearly explain to others students the
aspects of the disability that cause the unusual
interaction behavior. 4241
 Social Skill/Social Cognition (9)
Because social cognition includes the ability to read and
understand emotions in others and to some extent in oneself,
direct goals for learning emotional vocabulary and appropriate
emotional expression will need to be addressed with goals and
curriculum. Remember these kids have typical emotions but at
times can’t interpret or express them in understandable and or
appropriate manner.

Meaningful assessment of social skills is crucial for children with

ASDs
-Vineland Adaptive Behavior Scales
-Social Skills Scales attached to Social Curriculums
-Environmental Observation
-Walker Mc Connell Scale of School Competence and
School Adjustment
-Good task to have a student with good verbal
language to interview an unknown adult about his/her
family. Requires ability to formulate questions, listen,
perspective take, inhibit monologues, etc.
(Show 3 photos if can’t do it spontaneously)
(Link social assessment to developmental functioning) 4342
 Examples of Social Skills Curricula
Walker Social Skills Curriculum: The Access Program
Autism and PDD Adolescent Social Skills Lessons
Skillstreaming Program (Adolescents)
Navigating the Social World: A Curriculum for Individuals
w/Asperger’s Disorder and High Functioning Autism -
Jeanette Mc Affee
Social Stories/Comic Strip Conversations- Carol Gray
Social Autopsies-Richard Lavoie
Social Skills Training for Children w/Asperger Syndrome and
Social Communication Problems-Jed E. Baker
The Transporters (www.thetransporters.com )
Face Say (www.facesay.com )
Teach Town http://web.teachtown.com/
Lets Face It program http://web.uvic.ca/~letsface/letsfaceit/
Ten IPAD revolutionary IPAD applications
http://www.gadgetsdna.com/10-revolutionary-ipad-apps-to-43
help-autistic-children/5522/ 44
 Sensory Motor Skills (9)
In many with ASDs sensorimotor difficulties are some of the first signs
families notice alerting them to the fact that something may be different
with their child.
Differences according to some researchers include:
Stereotypical behaviors (ex. hand flapping)
Under and overreactions to auditory/visual stimuli-especially in early
years
Unusual posture
Unstable Visual Attention
Over/undersensitivity to tactile stimuli
Atypical sensory modulation
Slower rates of habituation
Researchers agree that certain motor areas are sometimes impaired:
Motor imitation-body imitation predictive of later language skills
Balance
Coordination
Hypotonia
Speech articulation
Apraxia- Motor planning
Adolescents seem to catch up on many basic motor skills but may still have
difficulty w/skilled motor tasks
BIG ISSUES for team sports interest, etc,. 45
44
 Sensory Motor Skills (9)
Common Therapies:
Sensory Integration Therapy -brain processing of sensory
information key to higher functioning (adaptation to
controlled sensory experiences worked on)
Auditory Integration Therapy -music massages middle ear
hairs, reduces hypersensitivity, improves auditory
processing, earphones and music used, some frequencies
filtered out (Berard method common in US)
*little known/accepted, valid empirical success info
Vision Therapy - (colored filters, oculomotor exercises,
Irlen lenses)
*no well controlled empirical studies to my knowledge
Occupational Therapy – fine motor training
Physical Therapy – gross motor training

45
 Adaptive Behaviors (9)

Adaptive behaviors refer to all those general life skills needed

to function on a day by day basis out in the real world.
This area of functioning is very broad and many of the goals
may extremely obvious from an educator’s perspective.
You need to pay particular attention to the IDEA regulations
regarding related services to defend a position that
community integration, community navigation, use of social
and leisure time, etc., can all count as valid educational
needs that require individualized attention.
There are several curriculums that deal with life skills such as
“FACES”. Caveat- careful to match curriculums with a
child’s developmental and academic levels. For a child with
high functioning autism, many of these curriculums will be
too simple. In these cases, unique, individually created
goals will have to be created.
46
 Specific Curriculums Created for
Autism Characteristics and Needs

47
 Specific Curriculums/Methods that are
Commonly Used for Autism Intervention

♦ABA/Lovaas
♦ TEACCH
♦ FloorTime

48
 Applied Behavior Analysis: Lovaas
• Applied Behavior Analysis: Intensive Behavior Program: designed to be one-on-
one. It uses action-immediate reinforcement modeling (many repeated trials)
"Lovaas recommended that ABA programmes should begin as early as
possible, preferably before children reach five years of age. This allows them
to be taught basic social, educational and daily life skills, and can reduce
stereotypical and disruptive behaviours before they become established.
However, it is still worth implementing the programme after this age: adults
with autism have used ABA programmes too".
http://www.nas.org.uk/nas/jsp/polopoly.jsp?d=1071&a=15100 (14 b)
"The programme team are the people who actually work ….with children with
autism, implementing the programme which has been designed for them. They
will usually work on a one-to-one basis with the child for six to eight hours per
day, five to seven days a week. Teaching sessions usually last two to three
hours with breaks in between.
All skills are taught using what is called discrete trial teaching. This involves
breaking down the items to be taught into small tasks. These tasks are taught
in a very structured way, accompanied by lots of praise and reinforcement:
For example:
Instruction -------- Response ------------ Reinforcement (if correct response)
(eg clap hands) (child claps hands) (child is given preferred item)"
http://www.nas.org.uk/nas/jsp/polopoly.jsp?d=1071&a=15100 (14 b)
49
 http://www.health.state.ny.us/community/infants_children/early_intervention/autism/ch4_pt
2.htm retrieval date 6/6/2008 (15)

"Intensive Behavioral and Educational Intervention Programs The three

basic elements of intensive behavioral and educational intervention
programs include:
• systematic use of behavioral teaching techniques and intervention
procedures
• intensive direct instruction by the therapist, usually on a one-to-one basis
• extensive parent training and support so that parents can provide additional
hours of intervention

Frequency, intensity, and duration of intervention

• It is recommended that intensive behavioral programs include as a
minimum approximately 20 hours per week of individualized behavioral
intervention using applied behavioral analysis techniques (not including
time spent by parents). [A]"

Other ABA References

Dawson G, Osterling J. Early intervention in autism. Guralnick MJ (ed). The Effectiveness of Early Intervention. Baltimore,
MD: Paul H. Brookes Publishing Co,1997, 307-326.
Guralnick MJ. Effectiveness of early intervention for vulnerable children: A developmental perspective. American Journal of
Mental Retardation 1998; 102: 319-45.
Matson JL, Benavidez CA, Compton LS , Paclawskyj T, Baglio C. Behavioral treatment of autistic persons: A review of
research from 1980 to the present. Research in Developmental Disabilities 1996; 17: 433-465.

50
 WHY DISCUSS APPLIED BEHAVIOR
ANALYSIS FIRST?

This method, if applied appropriately, addresses the

precursors required for learning. The only method
with evidence for learning to learn effectiveness.
• The method directly addresses motivation
• Required In order to learn/communicate
a) joint attention
b) imitation skills
c) motivation
• In order to be certified there are
stringent training requirements

51
 TEACCH Method (16)
" TEACCH is a North Carolina program administered through the University of North
Carolina at Chapel Hill, but because of its training activities and publications the
TEACCH approach is widely known nationally and internationally. Founded in the
early 1970s by the late Eric Schopler, Ph.D., TEACCH developed the concept of the
“Culture of Autism” as a way of thinking about the characteristic patterns of thinking
and behavior seen in individuals with this diagnosis.
"The long-term goals of the TEACCH approach are both skill development and
fulfillment of fundamental human needs such as dignity, engagement in productive
and personally meaningful activities, and feelings of security, self-efficacy, and self-
confidence. To accomplish these goals, TEACCH developed the intervention
approach called “Structured Teaching.” http://www.teacch.com/whatis.html

“TEACCH uses structured teaching to train children in the areas of social

skills, living skills, vocational skills, leisure skills and communication
skills. The four major components to structured teaching are physical
organization, task organization, visual schedules and work systems”
[A Literature Review of the Treatment and Education for Autistic and
Related Handicapped Children (TEACCH) Program, Timothy Peerenboom,
The Graduate School of School Psychology, University of Wisconsin-Stout,
August 2003]
www.uwstout.edu/lib/thesis/2003/2003peerenboomt.pdf

TEACCH Research Report

Current and past published research on autistic children and their families.
Conducted by Division TEACCH Faculty and Staff 52
http://www.teacch.com/Attachments/resrepo.pdf
 Useful Aspects of TEACCH
• Stations for learning
• Visual Schedules + Schedules reflecting minimal
unstructured time
• Focuses on functional living skills
• Assessment of child using a specific
Psycho Educational Profile developed by
creators of method
• TEACCH has a certification procedure for
practitioners
• http://teacch.com/
53
 Case of ABA vs. TEACCH in Court

• The record presents a convincing demonstration that the TEACCH

method was not appropriate for instructing RT, considering the level
of RT's basic learning skills (imitation and joint attention skills), and
his degree of stimming. Likewise, the record makes a convincing case
that the methodology was not appropriate to teach RT the more
complex language, pre-writing, and academic skills needed to
transition towards education in the natural environment”. (19)

• "Notwithstanding the rather convincing record criticisms of the

TEACCH method in general, the Court does not make any findings of
fact as to the appropriateness in general of the TEACCH method
because, to the extent that the TEACCH method is at issue here, the
issue is whether that the method, as used at Twin Hickory pursuant to
the November 2002 IEP, was appropriate to educate RT.“(19)

http://www.wrightslaw.com/law/caselaw/06/henrico.va.rt.htm (19)

54
• "As the most widely researched treatment approach,"Siegel, supra, 23 (SB-3),
Lovaas therapy, named after its pioneer O. Ivar Lovaas, has spawned several
methods, including Applied Behavorial Analysis, Discrete Trial Training, and
Intensive Behavorial Intervention, of teaching autistic children the basic building
blocks that are required for learning in the natural enviorment. Siegel lists the goal of
Lovaas- based methods as "teach[ing] [the] child how to learn focusing on
developing skills in attending, iimitation, receptive/expressive language, pre-
academics, and self-help“ (19)

• 'Testimony by the experts at the administrative hearing, as well as the publications

submitted as evidence demonstrates that ABA therapy entails lengthy and intensive
one-on-one instruction by a trained teacher with the autistic student. Goals are
highly defined and broken down into small discrete components.“(19)

• "The teacher gives an instruction to the student, who responds either compliantly,
non-compliantly, or with delay, and the teacher either responds immediately to
correct the non-compliant response, praises and rewards an immediate compliant
response, or delays the response in the case of the student's delay. Repetitive
practice aims to teach the student the skill". (19)

• "Instructors maintain detailed data, recording each response by the student as it is

made. Once several discrete skills are mastered separately, the tasks are
intermingled to develop so-called "discrimination"skills. ABA is time intensive". (19)

• "All the witnesses knowledgeable in ABA therapy testified that, at least, six hours of
ABA therapy year round would be required for a student like RT to reach normal
grade level.“ (19)
55
http://www.wrightslaw.com/law/caselaw/06/henrico.va.rt.htm (19)
 Case Findings (19)
• "[B]y a prepondance of the evidence that the November 4, 2002 IEP was not
reasonably calculated to provide RT with the requisite benefit. See Rowley, 458
U.S. at 207. The evidence demonstrated clearly that in the fall of 2002 RT
engaged in a high frequency of self- stimulatory behaviors that interfered with
his ability to learn, lacked all but the most basic attending skills, did not
possess joint attention or imitation skills. Absent these skills, and until the
stimming was brought under control, RT could not make any more than de
minimis educational progress.

• The preponderance of the evidence also demonstrated that for RT to learn

these skills and to stop stimming, RT required a rigorous, intensive education
program of between 20 and 40 hours of instruction per week. The fifteen hours
of instruction provided by the November IEP was insufficent.

• Moreover, the preponderance of the evidence demonstrated that to learn

attending skills, reduce the stimming, and learn imitation skills, RT required a
highly structured, highly focused education methodology such as ABA therapy
in which RT would receive intensive one-on-one instruction.

• The TEACCH program at Twin Hickory was not designed to, and did not, and
could not provide RT with this type of instruction. And in the fall of 2002, the
School Board understood that fact".
56
 DIR/FloorTime Model
• “Central to the DIR®/Floortime™ Model is the role
of the child’s natural emotions and interests
which has been shown to be essential for learning
interactions that enable the different parts of the
mind and brain to work together and to build
successively higher levels of social, emotional, and
intellectual capacities. Floortime™ is a specific
technique to both follow the child’s natural
emotional interests (lead) and at the same time
challenge the child towards greater and greater
mastery of the social, emotional and intellectual
capacities. With young children these playful
interactions may occur on the “floor”, but go on to
include conversations and interactions in other
places”.
57
http://www.icdl.com/dirFloortime/overview/index.shtml (retrieval 10/2/10)
DIR/Floortime “Follow child’s lead (emotional and
action) and push beyond current skill level”
Here are three types of developmentally appropriate
interactions and practices that need to be part of the
child's daily routine at school:
1. Floortime™, spontaneous interactions during which
the teacher, teacher assistant, caregiver, or another peer
follows the child's lead and helps him or her elaborate
2. Semistructured, problem-solving interactions,
during which specific learning objectives are worked on
through the creation of dynamic challenges that the child
wants to solve.
3. Motor, sensory, perceptual-motor, and visual-
spatial physical activities to strengthen important
processing foundations.

58
• Circle of communication
1) open circle of communication by following
child’s lead (imitative behavior)
2) help the child close the circles of
communication by creating a challenge (addition
to imitative behavior requiring change in child
behavior)
3) Shared social problem solving (create many
circles of communication in a row)
4) continuous flow of communication
http://www.icdl.com/distance/webRadio/docume
nts/9-16-2004.pdf (retrieval 10/2/10)

59
 References for other Therapies
http://www.nas.org.uk/nas/jsp/polopoly.jsp?d=1350&a=3348 (20)
• "Brown S. Autism and music therapy - is change possible, and why music?
Journal of British Music Therapy 1994; 8: 15-25.
• Delmolino L, Romanczyk RG. Facilitated communication: A critical review. The
Behavior Therapist 1995; 18: 270-300.
• Greenspan SI, Wieder S. Developmental patterns and outcomes in infants and
children with disorders in relating and communicating: A chart review of 200 cases
of children with autistic spectrum diagnoses. Journal of Developmental and
Learning Disorders 1997; 1: 87-141.
• Kezuka E. The role of touch in facilitated communication. Journal of Autism and
Developmental Disorders 1998; 27: 571-593.
• King LJ. A sensory-integrative approach to the education of the autistic child.
Occupational Therapy in Health Care 1987; 4: 77-85.
• Nickel RE. Controversial therapies for young children with developmental
disabilities. Infants and Young Children 1996; 8(4): 29-40.
• Wimpory D, Chadwick P, Nash S. Brief report: Musical interaction therapy for
children with autism: An evaluative case study with two-year follow-up. Journal of
Autism and Developmental Disorders 1995; 25: 541-552.
• Articles Cited as Evidence
• Bettison S. The long-term effects of auditory training on children with autism.
Journal of Autism and Developmental Disorders 1996; 26: 361-374.
• Field T, Lasko D, Mundy P, Henteleff T, Kabat S, Talpins S, Dowling M. Brief
report: Autistic children's attentiveness and responsivity improve after touch
therapy. Journal of Autism and Developmental Disorders 1997; 27: 333-338".60
 Behavior Problems and Autism

People are always looking for the single

magic bullet that will totally change
everything. There is no single magic bullet.
Temple Grandin

http://www.brainyquote.com/quotes/authors/t/temple_grandin.htm
l (retrieval date 10/2/10)

61
 Problem Behavior (Socially unacceptable behaviors)

Many students with ASDs experience behavior problems

that are related to their disability in school settings.

• Parents and school professional must know the Student

Conduct Code and if a child can follow it. If not, they
must know which parts a child cannot follow based on
disability characteristics.
• For those Conduct Code, required behaviors that the
child can’t follow, parents must not agree to the written
part of the IEP that states that the child can understand
and follow the Student Code of Conduct.
• For behavior codes that a child cannot obey, a
Functional Behavior Assessment and Behavior
Intervention Plan need to be considered.
• Parents and professionals must understand the federal
rules for behavior and discipline procedures under IDEA
2004. They also need to understand state rules.
62
High functioning students with Autism often can memorize
rules to perfection and can even “explain” them. This ability
does not mean they can follow them. Because of lack of
generalization skills and the inability to adequately take the
perspectives of others, they may often impulsively disobey
rules without purposeful intent, even though they can
explain the rule and why it should be obeyed.

Parents must keep detailed logs/notes of behavior incidents.

Behavior logs and e-mails are a good
way to communicate. IEPs can contain log reqs.

Schools should report (in writing) descriptions of any

significant incidents. A copy of incident reports should be
provided to the parents. These notices should be distributed
as soon after the fact as possible.

63
• FBAs/BIPs must be requested within an ARD context.
• Also, at ARDs, when considering the problem areas for a
child’s understanding and behavior in relation to the Student
Conduct Code, distribute and discuss information and
research on the behavior and the disability. EVIDENCE is
needed that shows____ type of behavior or lack of
understanding is related to the disability.
• Texas Positive Behavior Support Initiative - Web Link
(Positive Intervention Req. by law in Texas, Each Campus
must have trained core group)
http://bsisd.esc18.net/SpecialEd/SESS/sped/DOCS/TBSI/M
odule1/Module1Handouts/HO6QATrainingM1.pdf
http://www.txbehaviorsupport.org/training/html/index.html
• Restraint, Seclusion and Time Out Law (Texas Link).
Whenever restraint is used, staff using it must be trained In
TPBSI
http://framework.esc18.net/Documents/23_Restraint_and_ti
meout.htm
64
 Problem Behaviors continued (6)
The TAC code spoken of earlier for the 11 topics that must
be considered if a child has autism
TAC Code Chapter 89.1055 (Content of the IEP - rev.
Nov. 2007)
"4) positive behavior support strategies based on relevant
information, for example:
(A) antecedent manipulation, replacement behaviors,
reinforcement strategies, and data-based decisions; and
B) a Behavior Intervention Plan developed from a Functional
Behavioral Assessment that uses current data related to target
behaviors and addresses behavioral programming across home,
school, and community-based settings; "
[This information clearly announces a red flag for autism being connected with
behavior problems]
http://framework.esc18.net/SBS_April_2008.pdf

65
 IDEA 2004 Law on Discipline Procedures reg. 300.530 -
Removal for up to 10 Days (5)

• "(b) AUTHORITY - School personnel under this

subsection may remove a child with a disability who
violates a code of student conduct from their current
placement to an appropriate interim alternative
educational setting, another setting, or suspension, for
not more than 10 school days (in a given academic year).
(to the extent such alternatives are applied to children
without disabilities).
ANY FURTHER DISPLINARY ACTION requires
consideration of whether a behavior was a) related to a
disability b) related to failure to implement IEP\
If no to both a and b school can discipline like a student
without a disability.
If yes to either a or b --IDEA discipline procedures
66
required 87
 Functional Behavior Assessments -
What Makes a Good One?
• Functional Behavior Assessment must be a team effort that
evaluates behaviors across environments and time frames.
• Evaluators will probably need formal training in behavior
assessment. Teachers who conduct assessments need to be
formally trained to do so.
• Parents in ARD meetings may ask for qualifications and
training experience of those conducting the assessments.
Teachers, aides and others who work with your child may be
overwhelmed by the FBA process without formalized training
that addresses the rigor and skills needed for data collection,
observation and analysis techniques.
• Parents have the right under IDEA, to request training for
teachers and staff who will be conducting FBAs if needed.
There are a series of simple questions that can be asked of
planned assessors to determine if minimal qualifications are
met.

67
 What makes a Good BIP?
• Reinforcement is one of the most critical aspects of the BIP
• Baseline data collected during the FBA provides information about
the frequency with which the problem behavior occurred and was
reinforced.
• The student must be reinforced much more often for the
replacement behavior than for the problem behavior. At minimum
the replacement behavior must be reinforced twice as much as the
problem behavior.
• Example: Ann disrupts math class typically twice in an hour-- this
means at minimum she should be reinforced 4 times during that
hour for appropriate behavior.
• Reinforcement may need to be almost continuous (non-contingent)
in the initial period if the old behavior occurred frequently.
• All specific reinforcements, reinforcement frequencies and fading
procedures/frequencies should be specified in the plan.

68
 Transition Planning
for Students with Autism
[Slides 101 -110]

69
 Reg. 300.43: Transition Planning
according to IDEA 2004 (5)
• How IDEA 2004 Defines Transition
• "(A) TRANSITION SERVICES - The term `transition services' means a
coordinated set of activities for a child with a disability that-

(1) is designed to be within a results-oriented process, that is focused

on improving the academic and functional achievement of the child
with a disability to facilitate the child's movement from school to post-
school activities, including post-secondary education, vocational
education, integrated employment (including supported employment),
continuing and adult education, adult services, independent living, or
community participation;

(2) is based on the individual child’s needs taking into account the
child's strengths, preferences, and interests; and
includes instruction, related services, community experiences,
the development of employment and other post-school adult
living objectives, and, if appropriate, acquisition of daily living
skills and provision of a functional vocational evaluation.

70
 Further, the purpose of IDEA 2004 is:
Section 1400 (d)
(1)(A) To ensure that all children with
disabilities have available to them a free
appropriate public education that
emphasizes special education and related
services designed to meet their unique
needs and prepare them for further
education (new for the first time ever in
IDEA 2004), employment and independent
living: (5)
71
What are the post-school activities?
• post-secondary education –college & or
vocational education
• integrated employment (including supported
employment)
• continuing and adult education,
• adult services (financial, medical, social, etc)
• independent living and community participation
(including social and leisure activities)
• Alternatives to guardianship (durable power of
attorney, etc) or guardianship in most extreme cases
IEP goals, services and activities as well as progress
monitoring in relation to all of the above areas (5)

72
 Transition and Autism Specific Concerns

• Transition may need to be started much earlier than age 16

depending on a child’s needs. The law states- at age 16
unless the committee agrees to an earlier start time (5).
• Adequate social, academic and functional living skills are
the most important prerequisite requirements for
employment, independent living and further education.
• Self Advocacy 1) identifying/explaining one’s disability 2)
requesting needed supports because of disability 3)
understanding where to go for help if supports are not
implemented (start at young age, incorporate bullying info.)
• Links/connection to others with Autism Spectrum disorders
(Facebook/web, social &support groups)
-MHMRA Coffee House
http://www.mhmraharris.org/mrsd/thecoffeehouse.htm
-ASPIE Group of Houston http://www.aspieinfo.com/

73
Putting It All Together

74
Now that we know everything there is to know
about autism, learning areas affected, special
education law, and therapies, the question
becomes what’s the bottom line?
-A child may need very specific, individualized
services. IDEA clearly states that IEP placement
and services must be tailored to a child’s unique
needs.
-IDEA does not promise a child the best education
possible but does promise that the education will
result in reasonable progress.
-At ARDs, positions and service requests must be
supported through objective research, objective
progress measurement, expert
recommendations and, at times, law (case law
and legislative content).

75
 Putting It All Together Continued
-Parents have a right to request data that shows school
services, curriculums being offered have peer reviewed
research that supports use (general and school/district level,
proof of success data may be requested).
-Parents have a right to ask about credentials and training of
people working with a child. This is true for any public,
federal employees and this information is rightfully obtained
under the Public Information Act. Texas Government Code,
Chapter 552, gives you the right to access government
records;
http://tlo2.tlc.state.tx.us/statutes/docs/GV/content/htm/gv.005.00.000552.00.htm
(retrival date 6/9/2008)

Focus day in and day out, as much as you can on improving

language –particularly pragmatic language- and
socialization skills. Emotional/social intelligence is key to
functioning in the world at large.
76
 Putting It All Together
-Use a child’s often rather peculiar, fixated interests to
motivate and to present instruction when possible.
-Training for professionals who work with a child in school
settings may need training about autism. Parents have the
right to ask for training for these individuals when needed.
Teachers may also request training.
-Know the Texas Autism Supplement Code (TAC code
89.1055) inside and out – this is the scaffolding for
appropriate Autism services.

I cannot emphasize enough the importance of a

good teacher.
Temple Grandin http://www.brainyquote.com/quotes/authors/t/temple_grandin.html

77
• Larry Arnold has this to
say in regards to his own
autism:
“I didn’t get where I am
today by not being
autistic.”
http://lastcrazyhorn.wordpr
ess.com/quotes-about-
autism-and-everything-
that-includes/ (retrieval
date 10/2/2010)
Also see http://www.larry-
arnold.net/
78
 Autism Background
and Diagnostic Overview
Good overview websites:
1) http://www.nimh.nih.gov/health/publications/autism/complete-
publication.shtml
2) http://www.cdc.gov/ncbddd/autism/
3) http://en.wikipedia.org/wiki/Autism
4)http://www.dmoz.org/Health/Mental_Health/Disorders/Neurodevelopmen
tal/Autism_Spectrum
5) http://www.autism-society.org/site/PageServer
6) http://www.feat.org/

(links check date 10/27/08)

http://www.abcnews.go.com/Health/ColdandFluNews/story?id=6089162
&page=1 (addresses autism myths) (link check date 10/27/08) 79
 References
1. Volkmar, Fred & Lord, Catherine, Diagnosis and Definition of Autism
and Other Pervasive Developmental Disorders in Autism and
Pervasive Developmental Disorders, ed. Fred Volkmar, Cambridge
University Press, 1998, New York, NY.
(Slides 4,5,29)
2. Prior, Margot & Ozonoff, Sally, Psychological Factors in Autism in
Autism and Pervasive Developmental Disorders, ed. Fred Volkmar,
Cambridge University Press, 1998, New York, NY.
(Slides 33,40,45,46 )
3. From Autism Society of America website "What are Autism Spectrum
Disorders?" Retrieval date 6-11-2008
http://www.autism-
society.org/site/PageServer?pagename=about_whatis
4. Wrightslaw website download (10/30/07
www.wrightslaw.com/info/iep.success.bateman.htm/ )
5. Wright, Pete & Wright, Pam, Wrightslaw: Special Education Law, 2nd
Edition Harbour House Law Press, Hartfield, VA., 2006, 2007
6. http://framework.esc18.net/SBS_April_2008.pdf Texas Education
Agency website. Retrieval date 6/9/2008. Last revision of "Special
Education Rules and Regulations" [Side by Side]. April 2008.

80
 References continued

7. Relationship Development Intervention website: "Dynamic Intelligence"

retrieval date October 30, 2007
http://www.rdiconnect.com/RDI/DynamicIntelligence.asp
8. Grandin, Temple. Thinking in Pictures and Other Reports from My Life
with Autism. Vintage Books division of Random House , Inc., 1995
9 Committee on Educational Interventions for Children with Autism-
Division of Behavioral and Social Sciences and Education-National
Research Council, Educating Children with Autism, National Academy
Press, 2001, Washington, DC (Slides 26,30,31,34,38,39,45
10. Wallace, Claudia. Is the Autism Epidemic a Myth?, Time Magazine
Vol._Ed._, Jan 12, 2007.
11. Kirst-Colston, Margurite, ASA Applauds President Bush's Signing of
Combating Autism Act, Tuesday, December 19, 2006 www.autism-
society.org/site/News2?JServSessionIdr012=3zbexwl9l2.app20a&page
=NewsArticle&id=9201&news_iv_ctrl=-1

81
 References continued
12. Pragmatics, Author: Wikipedia contributors, Publisher: Wikipedia, The Free
Encyclopedia. 16 January 2007
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14. TEA: Texas Continuous Improvement Process and OSEP Continuous Monitoring
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14 b. From the National Autistic Society web site, "Applied Behavior Analysis".
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http://www.nas.org.uk/nas/jsp/polopoly.jsp?d=1071&a=15100
15. Clinical Practice Guideline: Report of the Recommendations: Autism/Pervasive
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http://www.health.state.ny.us/community/infants_children/early_intervention/autis
m/ch4_pt2.htm

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 References Continued
16. from TEACCH web site "What is TEACCH?" retrieval date 6/6/08
http://www.teacch.com/whatis.html

A Literature Review of the Treatment and Education for Autistic and Related
Handicapped Children (TEACCH) Program, Timothy Peerenboom, The Graduate
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Retrieval date 6/6/2008. www.uwstout.edu/lib/thesis/2003/2003peerenboomt.pdf.
17. from website page "Dave Writes to Ask TEACCH vs. Lovaas" of
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http://www.wrightslaw.com/advoc/ltrs/debate_teacch_lovaas.htm
18. from website page of Autism Canada Foundation, "TEACCH treatment
overview". Retrieval date 6/6/08 http://www.autismcanada.org/teacch.htm
19. from website page of Wrightslaw.com website page, “School Board of Henrico
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6/3/09)
20. from the website information sheet of the National Autistic Society - UK
"Auditory Integration Training (AIT)". Retrieval date 6/6/08
http://www.autism.org.uk/nas/jsp/polopoly.jsp?d=1389&a=3233
21. from the website information sheet of the National Autistic Society - UK
"Music Therapy". Retrieval date 6/6/08
http://www.autism.org.uk/nas/jsp/polopoly.jsp?d=1350&a=3348 83
 References Continued

22. From website of the University of California San Diego Autism

Research Program, "Pivotal Response Training". Retrieval Date 6/9/08.
http://psy3.ucsd.edu/~autism/prttraining.html

84