The document discusses autism spectrum disorder (ASD). It notes that ASD is the most prevalent childhood development disorder in the US, affecting about 1 in 88 children. ASD impairs communication, social skills, and relationship formation. There is no known cause or cure. Early intervention is important but symptoms may still persist into adulthood. The document provides an overview of the different types of ASD diagnoses and their characteristics. It also discusses prevalence, risk factors, early signs, and classroom accommodations for students with ASD.

1. AUTISM SPECTRUM DISORDER
Lindsey Langer
Michigan State University
CEP 841
Summer Semester 2012

2. PROBLEM STATEMENT
 Autism has become the most prevalent childhood development
disorder in the United States.(**12)
 More children will be diagnosed with autism this year than
AIDS, diabetes and cancer combined. (**3)
 According to the Center for Disease Control and
Prevention: In the 1990’s, CDC found 1 in 10,000 people
to be on the autism spectrum. In 2012 it has risen to 1
in 88.
 This increase can partly be explained by improved diagnosis
and awareness. (**3)
 In 2005, more than 160,000 school-aged children were
diagnosed with ASD in the United States. (**4)
(**#) = resource
See: Works Cited Page

3. PROBLEM STATEMENT CONTD.
 Boys are four times more likely to to be diagnosed with
Autism than girls.
 Not enough evidence to link autism to any one specific factor.
 There is currently no known cause or cure for Autism.
 Early intervention is critical
 It is believed that there are characteristics of the disorder that
are too late to be treated by as young as 36 months old (**8)
 ASD impairs the ability to communicate, socialize and
form relationships with people of any age.
 Appears in a very wide range (from low to high) of symptoms
and verbal and intellectual capacities (**5)

4. DEFINITION/DESCRIPTION
 ASD is a term that encompasses a range of
disorders from high functioning with a mild disorder,
to low functioning with a severe disorder. The
different symptoms and different ranges of abilities
fit in under an umbrella of categories known as the
Autism Spectrum Disorder.

5. AUTISTIC DISORDER
 Autistic Disorder is the most  Speech developing more slowly, if
severe form of ASD at all
 avoiding eye contact,
 echoing words or phrases,
 As defined by the Autism Society  hypersensitivity,
of America, Autism is a complex  insisting on routines being the
developmental disability that same,
typically appears during the first  self-injurious,
three years of life and is the result
of a neurological disorder that  inappropriate laughing,
affects the normal functioning of  repetitive play and movements
the brain, impacting development movements such as hand flapping
or drawing the same thing over and
in the areas of social interaction over again,
and communication skills. Both  prefer to be by him/herself,
children and adults with autism  overall difficulty interacting with
typically show difficulties in verbal others
and non-verbal communication,
social interactions, and leisure or
play activities.
 Some characteristics may include,
but are not limited to:

6. ASPERGER’S DISORDER
 Often thought of as a high-functioning form of autism,
Asperger’s syndrome has many of the same
characteristics as autism but without the delay in
language.
 Unlike in autism, people with Asperger’s Syndrome do
not shy away from communicating with other people;
they have a rich vocabulary and strong cognitive skills.
However, their problems with social interactions and
obsessions often lead people with Asperger’s to have
trouble forming relationships.
 Individuals have an obsessive interest with a specific object
or set of objects (i.e. weather, cars, bugs)
 They may not understand sarcasm or humor, have unusual
body language and have difficulty making eye contact.

7. CHILDHOOD DISINTEGRATIVE DISORDER AND
RETT’S DISORDER
 Childhood Disintegrative Disorder and Rett’s disorder
are both very uncommon forms of ASD that include
devloping normally at first followed by a slowing or
regression in development.
 Childhood Disintegrative Disorder “is a condition in which
children develop normally through age 3 or 4. Then, over a
few months, children lose language, motor, social, and other
skills that they already learned.” (**13)
 Rett’s Disorder is “a neurodevelopmenaldisorder that affects
girls almost exclusively. It is characterized by normal early
growth and development followed by a slowing of
development, loss of purposeful use of the hands, distinctive
hand movements, slowed brain and head growth, problems
with walking, seizures, and intellectual disability.” (**10)

8. PERVASIVE DEVELOPMENTAL DISORDER –
NOT OTHERWISE SPECIFIED (PDD-NOS)
 PDD – NOS is a term used for “children or adults who are on the
autism spectrum but do not fully meet the criteria for another
ASD.” (**3)
 The symptoms resemble a mild case of autism disorder meaning
that the individual may have some, but not all, of the
characteristics of autism.
 Studies suggest that PDD – NOS can be characterized into 3
very different subgroups:
1. A high-functioning group (around 25 percent) whose symptoms largely
overlap with that of Asperger syndrome, but who differ in terms of
having a lag in language development and mild cognitive impairment.
2. A second group (around 25 percent) whose symptoms more closely
resemble those of autistic disorder, but do not fully meet all its
diagnostic signs and symptoms.
3. A third group (around 50 percent) who meet all the diagnostic criteria
for autistic disorder, but whose stereotypical and repetitive behaviors
are noticeably mild. (**3)

9. EARLY WARNING SIGNS
 Researchers believe it is possible for a child as early as
1 to be diagnosed with an ASD. By diagnosing early,
children can get early support and interventions. Some
“red flags” to watch for are:
 “No big smiles or other warm, joyful expressions by six
months.
 No back-and-forth sharing of sounds, smiles, or other facial
expressions by nine months.
 No babbling by 12 months.
 No back-and-forth gestures, such as pointing, showing,
reaching, or waving by 12 months.
 No words by 16 months.
 No two-word meaningful phrases (without imitating or
repeating) by 24 months.
 Any loss of speech or babbling or social skills at any age”
(**9)

10. PREVALENCE OF ASD
 ASD has become an “epidemic”
because more children are being identified
as having ASDs than ever before. (**7)
 According to the CDC, as of 2012,
1 in 88 children has been identified with
an autism spectrum disorder.
 Are the numbers really on the rise? It is difficult to tell
for 2 reasons:
1. There is still no blood test or brain scan to diagnose ASD. It
is only characterized by a person’s behavior.
2. The data only counts people who are already diagnosed,
while many children are undiagnosed through adulthood.
(**1)

11. CAUSES AND RISK FACTORS
 There are no known cures for ASD and there are
multiple causes for the different types of ASD.
There are many different factors that could increase
the likeliness of a child having an ASD:
 Having specific genes can increase the risk of a child being
born with an ASD. Many children with genetic or chromosomal
conditions such as Down Syndrome and Fragile X Syndrome
are often identified as having an ASD.
 Children who have a sibling or parent with an ASD are at a
higher risk.
 Some prescription drugs during pregnancy have been linked to
a greater chance of the child having an ASD.
 There is no conclusive evidence of vaccines causing autism.
 Some evidence suggests that the critical period for developing
an ASD happens before birth. (**7)

12. WHAT CAN I DO TO HELP STUDENTS WITH
ASD IN MY CLASSROOM?
 Remember that no two students with an ASD are the
same. Accommodations you do for one student may not
be the same accommodations you should use with
another student just because they are both on the
spectrum.
 Some things to consider when teaching a student with
an ASD:
 Model skills, behaviors and strategies.
 Keep the day to day activities and routines as predictable as
possible. When changes in the routine must happen, explain
to the child why and what to expect.
 Provide breaks
 Teach the “hidden curriculum” and social skills often and
explicitly.
 Use picture cues.
 Do not use sarcasm, be direct when speaking.
contd.

13. WHAT CAN I DO TO HELP STUDENTS WITH
ASD IN MY CLASSROOM? CONTD.
 Some things to consider when teaching a student with an ASD
contd.:
 Give extra time for the student to complete a task.
 Differ in the ways you give instruction. Some students on the
spectrum are visual learners and others may be kinesthetic
learners. It is likely that an ASD student will lean very heavily to
one specific learning style.
 Reduce the number of problems or items the student is expected
to complete. Students with an ASD often find it redundant and
pointless to do the same type of math problem over and over.
 Allow student to demonstrate understanding in a variety of ways.
Instead of having the student write a response, give options for
typing the response, orally responding or illustrate a response.
 Designate an area where the student can pace, stand, walk etc.
at any time and not distract others.
 Designate an area or place where the student can go to calm
down. Students with an ASD often feel over-stimulated and need
a quiet place.

14. ASSISTIVE TECHNOLOGIES
 Research has shown that students with ASD benefit
immensely from the use of assistive technology, or AT.
 Some basic AT that may be useful in the classroom are:
 Specialized writing paper and tools
 Writing tool grips
 Tape recorders
 Text-to-Speech and Speech-to-Text software
 Computers
 Visual schedules
 Checklists
 Timers
 iPad (there are MANY apps geared specifically for children with
autism)
 Bubble seats/exercise ball
 Noise-cancelling head phones

15. PARENTS AND FAMILIES OF CHILDREN WITH
ASD
 The best thing for an child with ASD is for the
school and parents to work together.
 Become knowledgeable about your child’s disorder and
the needs of your child in particular.
 Become active in the education of your child and aware
of what you can do at home to help your child’s
development.
 Get involved in the autism community: find other
families you can relate to and who understand what
you’re going through.
(**6)

16. SUMMARY
 ASD is a term that encompasses an umbrella of disorders
ranging from high functioning to low functioning.
 Autism has become an “epidemic” with a child being
diagnosed with autism in the united states every 16 minutes.
 Boys being four times more likely to have an ASD than girls.
 Early detection is important to receive the support and
interventions needed to help development from a young age.
 Children as young as 12 months old can be diagnosed.
 It is not 100% clear on the causes or risk factors of ASD
though it is believed that specific genes and chromosomes
can increase the risk.
 Teachers and parents need to work together to create a
consistent and accommodating environment for the student to
thrive.

17. ADDITIONAL RESOURCES - BOOKS
 Attwood, T. (1998). Asperger's syndrome, a guide for parents and
professionals. Jessica Kingsley Pub.
 This book provides professionals and parents with information on
characteristics, strategies, identification, treatments and care of children
and adults with Asperger’s syndrome.
 Notbohm, E., &Zysk, V. (2006). Ten things your student with
autism wishes you knew. Future Horizons Inc.
 A book for educators that gives an insight and understanding of autism
through the child’s eyes. Learning styles, communication advice and
achievement is discussed
 Wiseman, N. D. (2009). The first year: Autism spectrum
disorders. (2009 ed.). Philadelphia, PA: Da Capo Press: A
Member of the Perseus Books Group.
 A parent’s guide that gives information on medical and lifestyle concerns,
and how to work with the educational system.

18. ADDITIONAL RESOURCES - WEBSITES
 Autism Internet Modules. (2012). Retrieved July 23, 2012 from
http://www.autisminternetmodules.org/
 Modules that walk you through up-to-date information about autism for
educators, professionals and families.
 Autism Speaks. (2012). Autism and your family. Retrieved July 23, 2012
from http://www.autismspeaks.org/what-autism/autism-your-family
 Information and tips for families with autistic children.
 BBC. (2011). My Autism and Me. Retrieved July 23, 2012 from
http://www.youtube.com/watch?v=FeGaffIJvHM&feature=player_embedd
ed
 A BBC video about what it is like to live with autism, narrated by a young girl
with autism.
 What you ought to know. (2008) Autism. Retrieved July 23, 2012 from
http://www.youtube.com/watch?v=TL5GHMEjzt8&feature=player_embed
ded
 A video discussing the characteristics of autism.

19. ADDITIONAL RESOURCES - JOURNALS
 Johnson, C. P., & Myers, S. M. (2007). Identification and evaluation of
children with autism spectrum disorders.American Academy of
Pediatrics, 120(5), 1183-1215. Retrieved from
http://pediatrics.aappublications.org/content/120/5/1183.full?sid=9afdffff-
c580-4bde-86d2-018f4e429f9e
 Myers, S. M., & Johnson , C. P. (2007). Management of children with
autism spectrum disorders.American Academy of Pediatrics, 120(5),
1162-1182. Retrieved from
http://pediatrics.aappublications.org/content/120/5/1162.full?sid=9afdffff-
c580-4bde-86d2-018f4e429f9e
 Shattuck, P. T., Narendorf, S. C., Cooper, B., Sterzing, P. R., Wagner, M.,
& Taylor, J. L. (2012). Postsecondary education and employment among
youth with an autism spectrum disorder. American Academy of
Pediatrics, 129(6), 1042-1049. Retrieved from
http://pediatrics.aappublications.org/content/129/6/1042.full?sid=9afdffff-
c580-4bde-86d2-018f4e429f9e

20. ADDITIONAL RESOURCES –
NATIONAL ORGANIZATIONS
 Autism Society
 4340 East-West Hwy, Suite 350, Bethesda, Maryland 20814
 (800) 328 – 8476
 http://www.autism-society.org/
 National Autism Center
 41 Pacella Park Drive, Randolph, MA 02368
 (877) 313 – 3833
 http://www.nationalautismcenter.org/about/contact_us.php
 National Autism Association
 20 Alice Agnew Drive, Attleboro Falls, MA 02763
 (877) 622 – 2884
 http://nationalautismassociation.org/about-naa/contact-naa/

21. WORKS CITED
1. Anderson, Connie. (2010). Careful Counting: How Many People Have
an ASD? Retrieved July 23, 2012 from
http://www.iancommunity.org/cs/understanding_research/prevalence
2. Athletes for Autism (2012). Retrieved July 23, 2012 from
http://www.beatautism.org/AboutAutism.asp
3. Autism Speaks. (2012) Retrieved July 23, 2012, from
http://www.autismspeaks.org/?utm_source=autismspeaks.org&utm_me
dium=web&utm_campaign=primarymenu
4. Autism Web. (2012). A parent’s guide to autism spectrum disorders.
Retrieved July 23, 2012 from http://www.autismweb.com/
5. Batchelder, Lisa. (2000). Brain Connection: Autism in the Classroom.
Retrieved July 23, 2012, from
http://brainconnection.positscience.com/topics/?main=fa/autism-class
6. Blogging for Autism (2010). Parental Involvement. Retrieve July 23,
2012 from http://www.bloggingforautism.com/2010/11/
7. Centers for Disease Control and Prevention. (2012). Retrieved July 23,
2012 from http://www.cdc.gov/

22. WORKS CITED CONTD.
8. Edutopia. (2008). Educators Deal with the Growing Problem of
Autism. Retrieved July 23, 2012, from
http://www.edutopia.org/autism-school
9. First Signs Inc. (2012). Retrieved July 23, 2012 from
https://www.firstsigns.org/index.html
10. National Institute of Neurological Disorders and Stroke. (2011).
Rett Syndrome Fact Sheet. Retrieved July 23, 2012, from
http://www.ninds.nih.gov/disorders/rett/detail_rett.htm
11. Shore, Stephen M. (2012). Nine Domains of Accommodation.
Retrieved July 23, 2012 from
http://www.autism.com/index.php/treat_edu_plans
12. The Southwest Autism Research and Resource Center. (2012).
Retrieved July 23, 2012, from
http://autismcenter.org/default.aspx.
13. U.S. National Library of Medicine. (2010). Childhood
disintegrative disorder. Retrieved July 23, 2012, from
http://www.ncbi.nlm.nih.gov/pubmedhealth/PMH0002502/