Student:​ Hannah Jones Date: ​11/5/2020

Reading Assignment:​ Sousa Chapter 9: Autism Spectrum Disorder

Reading Summary and Two-Column Note Form

Part 1: Summary: In no more than three separate sentences, summarize the key
information the author is conveying in this chapter. (Suggestion: Give a one-sentence
summary for each of the major sections of the reading assignment.)
Autism Spectrum Disorder (ASD) is one of the most common disabilities among children, though
it is most prevalent in boys, and it looks different in every child. Children with ASD tend to have
a lot of trouble socializing, and their social development looks different than their peers. There is
no cure for ASD, but there are several ways to help manage and treat it, the most effective
being early intervention.

Part 2: Personal Response

Write the words, phrases, sentences that Write your thinking about what the author
strike you. Note the page numbers. Provide says. Make connections to personal
no more than three quotations across the text experience, other texts you’ve read, and/or to
assignment. what you know about schools.

“Since the publication of the second edition of
this book in 2007, the number of children in
the United States diagnosed with an autism
spectrum disorder (ASD) has risen from 1 in
166 to 1 in 68, according to the Centers for
Disease Control and Prevention” (203).
● It’s amazing to me that the number of
children diagnosed with ASD has
increased so much over just a nine
year span.
● At first, I thought that the increase in
diagnoses was due to more testing, as
is the case for many disabilities.
However, this book explained that the
increase could be due to more testing,
broader identification, and more
people with ASD.
● Say an elementary school teacher has
30 students a year. This number
means that teacher will theoretically
have a student with ASD about every
3 years. This is a lot, but it is a lot less
than I had previously thought.

“ASD is now characterized by (1) deficits in ● I knew that people with ASD struggled
social communication and social interaction with social factors and that they often
and (2) restrictive repetitive behaviors, showed repetitive behaviors. I did not
interests, and activities. Both components are know that these characteristics were
 required for an ASD diagnosis… ASD is a
lifelong condition and can run the gamut from
mild to severe” (204).
the defining factors of ASD.
● This quote shows that ASD is a
spectrum, which is really important to
know. I’ve learned that people with
ASD don’t all act in one way. Each
person acts as individually as they
are. This can make diagnosing and
managing ASD difficult.

“The researchers also found that around the
age of 5 years, the head size of a child with
ASD was about the same as a typical
teenage brain” (208).
● This was a completely new fact to me.
I had no idea children with ASD tend
to have a bigger head than their
peers.
● While head size isn’t a defining factor
and could mean any number of things,
this is good to know because it will
help me be on the lookout and pay
extra attention to certain students.
This will help in getting an early
diagnosis, so that early intervention
can happen.

Most important takeaways from Kris Baker:

● Make sure you are not discipling the child because of their autism. Some of their
behaviors they cannot control as a result of their autism.
● Visuals are best for students who have autism
● Anything that helps a child with autism will help any child in the room
● Children with autism take everything you say LITERALLY
○ This is especially true when they are having a meltdown
● The behavior you address is the behavior you will get!
○ Address positive behavior rather than negative behavior.
● Have a schedule rather than a routine. A schedule can change, but it is still predictable.
Your schedule needs to include pictures. Kids with autism like to know what to expect
and they do best when their schedule is consistent.
● Tell students exactly what you need. Avoid saying “don’t”
○ Example: “I need you to walk in a line” is better than “Don’t run.”
● Give students with autism choices.
○ Example: “You can sit in the chair or you can sit on the carpet.”
■ This is better than just saying “sit down” or “don’t stand up”
● When a student is having a meltdown, their behavior level goes down
○ Example: An 8 year old may act like a 5 year old
● When you make a plan, plan for the child’s ​worst​ day/behavior
 ○ Any child can follow this plan on their best day, but they can not be expected to
perform their best on their worst day
● Be PROACTIVE rather than REACTIVE!
● Kids with autism can’t conform to the classroom/teacher, but the teacher can adapt to
the child with autism.
● Different strategies work for different kids