Академический Документы
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Introduction
o What are the Autism Spectrum Disorders? o What are the diagnostic criteria?
Pervasive Developmental Disorder Not Otherwise Specified (or atypical autism) Rett Syndrome Childhood Disintegrative Disorder Asperger Syndrome Autism
Definition
Autism Spectrum Disorders: Disorders are characterized by varying degrees of impairment in: (1) Communication skills (2) Social interactions (3) Repetitive and stereotyped patterns of behavior.
Rett Syndrome
Normal development for five months to four years, followed by regression and intellectual disabilities. This is the only ASD that is more common in females than males and it is very rare.
Aspergers
Similar to mild autism but without significant impairments in cognition and language.
Autism
Definition from IDEA: A developmental disability affecting verbal and nonverbal communication and social interaction, generally evident before age 3, that affects a childs performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. The term does not apply if a childs educational performance is adversely affected primarily because the childe has serious emotional disturbance.
Diagnostic Criteria
For information on diagnostic criteria follow this link for the DSM criteria: http://www.firstsigns.org/screening/DSM4. htm#CDD
Eligibility
A clinical or medical diagnosis is not required; even with the clinical or medical diagnosis a student must meet the Minnesota eligibility criteria
http://education.state.mn. us/mdeprod/groups/Speci alEd/documents/Manual/ 000824.pdf
Focus on Autism
Characteristics Prevalence Causes Facts Signs of Autism Simulations
Autism Characteristics
Impaired social interaction
Picked up/cuddled Smile/laugh Objects vs. people
Impaired communication
50% thought to be mute Robotic, parroting or reverse pronouns
Video
http://video.google.com/videoplay?docid=2 808924366946811422&q=aspergers+syndr ome#
Prevalence
Autism is the most prevalent of the ASDs and the second most common is PDD-NOS which is a less severe form and/or later onset.
Causes
Neurological No single, known cause Genetic Problems
Depending on the gene, a child may be more susceptible to the disorder
Can affect the way brain cells communicate Can affect the severity of the symptoms
Environmental Problems
Causes many other health problems Exploring whether or not trigger autism
ie. air pollutants and viral infections
Facts
Approximately 1 in 110 children are diagnosed with autism. Over the last 30 to 40 years there has been great increase in the number of diagnosed cases. Autism is the fastest-growing serious developmental disability in the U.S. Sometimes students can be identified as LD or DCD when if fact they have autism.
More Facts
Autism is more prevalent in boys than girls
Approximately 3:1 or 4:1
Autism is more prevalent in siblings of those with ASD Autism is more prevalent in those with other developmental disorders such as Fragile X syndrome, Developmental Cognitive Delayed, or Tuberculosis.
MinnesotaTrends in ASD
Identification of Autism Spectrum Disorders Minnesota Child Count Data (B-21 yrs.)
14000 12000 9929 10000 8000 6000 4000 2000 331 0 959 1284 726 551 434 1730 2242 3759 2814 5929 4786 7307 8691 12707 11314
0% 0% 0% 0% 7% Regular Classroom 19% 45% Resource Room Separate Classroom Public Separate Day Private Separate Day Public Residential Private Residential Hospital/Homebound 29%
Minnesota Placement Data for ASD by K-12 Federal Instructional Settings Dec.1, 2008
9 months
No back and forth sharing of sounds, smiles, etc
12 months
No consistent response to his/her name No babbling No back and forth gestures, such as pointing showing, reaching, waving, or three-pronged gaze
16 months
No words
24 months
No two-word meaningful phrases (without imitation or repeating)
Stations
Need four groups Reflect on the sensory experience of those with autism
MN Department of Education
Research does not tell us which types of intervention work best for different children
Decisions made by the team based on needs of individual child
A variety of resources and agencies must collaborate to develop comprehensive programs based on each childs needs
Curriculum of Programs
The program should teach the child:
Ability to attend Imitate others Comprehend and use language Play appropriately with toys Socially interact with others
Immediate enrollment into intervention programs immediately after diagnosis Active participation in intensive programming for a minimum of 25 hours per week Planned and repeated teaching opportunities in various settings At least 1 adult for every 2 young children Parent training Ongoing assessment and evaluation
Teaching Strategies
Direct Instruction Behavior Management
Find ways to support positive behaviors rather than punish negative behaviors
Instruction in Natural Settings settings and interactions that non-disabled children enjoy Teaching one-on-one or in small groups
Assessment Practices
Testing accommodations vary on case to case basis Extended time and small-group of individual administration are common accommodations
Resources
http://www.nasponline.org/publications/cq/pdf/V 38N5_AutismSpectrumDisorders.pdf http://education.state.mn.us/mdeprod/groups/Spec ialEd/documents/Manual/000824.pdf http://www.mayoclinic.com/health/autism/DS003 48/DSECTION=causes http://education.state.mn.us/mdeprod/groups/Spec ialEd/documents/Publication/017210.pdf http://www.positivelyautism.com/volume2issue10 /section5.html
Resources
Exceptional Learners by Daniel P. Hallahan, James M. Kauffman, Paige C. Pullen MN Dept. of Education http://education.state.mn.us/MDE/Learning_Supp ort/Special_Education/Categorical_Disability_Info rmation/Autism_Spectrum_Disorders/index.html How to create an inclusive classroom http://www.child-autism-parent-cafe.com/autismstudents-in-inclusive-classrooms.html
Resources
Good resource to help identify autism http://www.nichd.nih.gov/publications/pubs/uploa d/autism_overview_2005.pdf#page=3 http://www.autismspeaks.org/docs/family_service s_docs/sk/Appendix.pdf#page=91 Autism Speaks organization http://www.autismspeaks.org/whatisit/index.php http://www.ehow.co.uk/list_7183564_autismsimulation-activities.html Promoting Social Interaction: 4 strategies http://www.teachervision.fen.com/autism/teaching -methods/8193.html?detoured=1