Hardman 12e ppt_11

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Chapter Eleven
AUTISM SPECTRUM DISORDERS

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.

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)

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.

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

11-2a DEFINITIONS OF ASD
(slide 2 of 2)
• Several terms are or have been used.
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
• PDDNot otherwise specified
5 2013 Autism spectrum disorder

The Autism Spectrum
Figure 11.1

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

• 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)

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

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

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

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

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

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)

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

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

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.

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

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.

LOOKING TOWARD A BRIGHT
FUTURE
• ASD has a brighter future due to
substantial media attention in the last
decade.

CASE STUDY: IDENTIFYING CLD
CHILDREN WITH ASD
• History
• Contributing factors
• Assessment considerations

Hardman 12e ppt_11

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