of Autism Developmental disability evident before 3 Significantly affects verbal and nonverbal communication and social interaction Adversely by IoD26Xu

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									             Autism

Definition
  Characteristics
      Causes
          Assessment
              Teaching Practices
        Definition of Autism
 Developmental disability evident before 3
 Significantly affects verbal and nonverbal
  communication and social interaction
 Adversely affects education performance
 Can also be called – autistic disorder, Rett’s
  disorder, Asperger’s syndrome, pervasive
  developmental disorder
     Autism Perspectives
 Identified by Leo Kanner in 1943
 Originally considered an emotional
  disturbance mostly caused by “cold”
  mothering styles
 Categorized under “Other Health
  Impairments” and then for a brief time
  under “Communication Disorders”
 Now a separate category under IDEA
     Autism Characteristics

 Delayed language development
 Lack of social integration
 Inappropriate behaviors
 Need for environmental predictability
 Sensory and movement disorders
    Autism Characteristics

 Intellectual functioning
   20% = normal IQ
   30% = mild to moderate
   42% = severe to profound
 Savant syndrome
Autism – Causes & Prevalence
   Causes              Prevalence

 Abnormal brain     5.5 children in 10,000
  development
 Neurochemistry     4x as many males as
 Genetic factors     females
             Assessment
 Determining the presence
  – Physician or nondiscriminatory team
  – Follows tests for mental retardation or severe
    and multiple disabilities
  – Numerous diagnostic tools including the
    Autism Diagnostic Interview
  – Use of a functional analysis to determine
    needed services and develop IEP
  – Served by Regional Center
           Teaching Practices
 Emphasis on cognitive development as well as life
  skills, and vocational preparation
 Strategies include:
   – Positive behavioral support
   – Social stories - research
   – Picture Exchange Communication System (PEC’s)
   – Treatment and Education of Autistic & Related
     Communication Handicapped Children (TEACCH)
   – Structured routines/schedule
                     TEACCH
8:30 Student arrival, put belongings away, greetings
8:45 Work session 1
9:30 Work session 2
10:15 Break
10:30 Leisure learning/School friends
11:00 Work session 3
11:45 Prepare for lunch
12:00 Lunch
12:30 Outside/gym
1:00 Clean cafeteria tables and floors
1:45 Work session 4
2:30 Dismissal
http:www.teacch.com/teacch_e.htm
  Least Restrictive Environment

 75% of children with autism are in separate
  classroom environments
 Usually fall under the moderate/severe
  credential area
 Emphasis on full family/community
  participation

								
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