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Hardman 12e ppt_11
- 2. LEARNING OBJECTIVES
(slide 1 of 2)
11-1 Describe how the lives of people with
autism spectrum disorders (ASD) have
changed since the advent of IDEA.
11-2 Explain the various definitions and
classification of ASD.
11-3 Describe the characteristics and
prevalence of children and youth with
ASD.
©2017 Cengage Learning. All Rights Reserved.
- 3. 11-4 List the causes and risk factors
associated with ASD.
11-5 Describe the assessment procedures
used to identify ASD in children and
youth.
11-6 Describe the different interventions for
children and youth with ASD from early
childhood through adulthood.
LEARNING OBJECTIVES
(slide 2 of 2)
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- 4. 11-1 A CHANGING ERA IN THE
LIVES OF PEOPLE WITH ASD
• Autism and Asperger’s syndrome are
considered to be autism spectrum
disorders (ASD).
• Widespread awareness of ASD is new.
©2017 Cengage Learning. All Rights Reserved.
- 5. 11-2a DEFINITIONS OF ASD
(slide 1 of 2)
• ASD: the early presence of a dyad of
persistent deficits that cause clinically
significant impairment in everyday
functioning in multiple contexts
1. Social communication and interaction
2. Restrictive and repetitive patterns of
behaviors, interests, and activities
©2017 Cengage Learning. All Rights Reserved.
- 6. 11-2a DEFINITIONS OF ASD
(slide 2 of 2)
• Several terms are or have been used.
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Table 11.2 Terms Used in the DSM to Describe Autism Spectrum Disorders
Edition Year Diagnostic Labels
I 1952 Schizophrenic reaction, childhood type
II 1968 Schizophrenia, childhood type
III 1980 Infantile autism
III-R 1987 Autistic disorder
IV 1994 Pervasive developmental disorders
• Autistic disorder
• Rett’s disorder
• Childhood disintegrative disorder
• Asperger’s disorder
• PDDNot otherwise specified
5 2013 Autism spectrum disorder
- 8. 11-2b EDUCATIONAL
CLASSIFICATION OF ASD
• IDEA defined autism as:
– A developmental disability significantly
affecting communication and social interaction
– Generally evident before age three
– Adversely affects educational performance
– Engagement in repetitive activities and
stereotypical movements
– Resistance to change
– Unusual responses to sensory experiences
©2017 Cengage Learning. All Rights Reserved.
- 9. • Deficits in social communication and social
interaction skills
– Social communication: verbal and nonverbal
elements for shared understanding
– Social interaction skills: development and
maintenance of relationships
11-3a CHARACTERISTICS of ASD
(slide 1 of 2)
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- 10. 11-3a CHARACTERISTICS of ASD
(slide 2 of 2)
• Restricted, repetitive patterns of behavior,
interests, or activities
– Repetitive motor movements, use of objects,
or speech
• Stereotypic behavior
• Self-stimulation
– Inflexibility: intense and rigid insistence
– Fixated interests: unusually intense and focused
– Sensory sensitivities: hyper-responsive and
hypo-responsive
©2017 Cengage Learning. All Rights Reserved.
- 11. 11-3b OTHER CONDITIONS
ASSOCIATED WITH ASD
• Developmental conditions
– Language disorders, ADHD, intellectual
disabilities
• Mental health conditions
– Oppositional defiant disorder, anxiety disorder,
obsessive-compulsive disorder, emotional
disturbance
• Medical conditions
– Epilepsy, fragile X syndrome, 15q duplication
syndrome
©2017 Cengage Learning. All Rights Reserved.
- 12. 11-3c UNIQUE STRENGTHS
• Savant syndrome
– Splinter skill savants: preoccupation with info
– Talented savants: musical, art or other talents
– Prodigious savants: prodigies or geniuses
• Recommended to “train the talent” rather
than suppress or eliminate these skills
©2017 Cengage Learning. All Rights Reserved.
- 13. 11-3d PREVALENCE
• About 22–70 per 10,000 births (1 child in
143) is diagnosed with ASD.
– Regional areas report rates as high as 1 in 68
children or 1 in 42 boys
• Males outnumbering females from 5 to 1
• Also varies by race and ethnicity
©2017 Cengage Learning. All Rights Reserved.
- 14. 11-4 CAUSES AND
RISK FACTORS OF ASD
• Etiology: cause or reason condition occurs
• Current research points to an integrated
etiology, meaning neither one cause nor one
cure for ASD.
• Many possible factors, including genetic
• Meta-analytic research shows no relationship
between autism–vaccination link, despite
widespread media attention
©2017 Cengage Learning. All Rights Reserved.
- 15. 11-5 IDENTIFICATION AND
ASSESSMENT OF ASD
• Diagnosis is often delayed (average
diagnosis at 3–10 years old)
• Identification is made with multidisciplinary
team
• Assessment undertaken in multiple skill
areas (communication, intelligence, social
interaction)
©2017 Cengage Learning. All Rights Reserved.
- 16. 11-6 INTERVENTIONS AND
TREATMENTS FOR ASD (slide 1 of 2)
• Early childhood education
– Early intervention
– Some parents opt for in-home therapy
• Elementary education
– Special education services determined by IEP
– Some students served in general education or
under 504 plan
©2017 Cengage Learning. All Rights Reserved.
- 17. 11-6 INTERVENTIONS AND
TREATMENTS FOR ASD (slide 2 of 2)
• Adolescent education and transition to
adulthood
– Steps for transition planning:
1. Identify transition goals
2. Link transition goals with IEP goals
3. Troubleshoot and adjust transition and IEP goals
4. Provide opportunities to teach skills
5. Evaluate progress
©2017 Cengage Learning. All Rights Reserved.
- 18. 11-6d EVIDENCE-BASED
PRACTICES (slide 1 of 2)
• Practices with highest positive effects are
those using cognitive behavior therapy.
• Moderate positive practices include early
intensive and developmental interventions
based on ABA or play/interaction.
©2017 Cengage Learning. All Rights Reserved.
- 19. 11-6d EVIDENCE-BASED
PRACTICES (slide 2 of 2)
• Communication services
• Behavioral strategies
• Visual structure and support
• Social skill development
• Functional skills instruction
• Providing positive and creative educational
services
©2017 Cengage Learning. All Rights Reserved.
- 20. 11-6e PSYCHOLOGICAL AND
MEDICAL INTERVENTIONS
• Medical treatments are used to alleviate
symptoms, not to cure ASD.
• 50% of individuals with ASD receive
medications during their lives.
• Medications must be used thoughtfully
alongside multicomponent treatment plan.
©2017 Cengage Learning. All Rights Reserved.
- 21. LOOKING TOWARD A BRIGHT
FUTURE
• ASD has a brighter future due to
substantial media attention in the last
decade.
©2017 Cengage Learning. All Rights Reserved.
- 22. CASE STUDY: IDENTIFYING CLD
CHILDREN WITH ASD
• History
• Contributing factors
• Assessment considerations
©2017 Cengage Learning. All Rights Reserved.