Autism spectrum disorders (ASD) are a group of developmental disorders characterized by difficulties with social interaction and communication. The document discusses the various types of ASD and potential causes, such as genetic factors. Signs and symptoms vary but commonly include issues with social skills, communication, and repetitive behaviors. While there is no cure for ASD, early treatment can help reduce symptoms and improve skills. The document provides tips for teachers in meeting student needs through consistency, structure, visual supports, and social opportunities.

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Autism Spectrum Disorders
By: Tabitha Jeffers

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Autism Spectrum Disorders

Autism is a group of
developmental brain
disorders, collectively
called Autism Spectrum
Disorder (ASD). The term
―spectrum‖ refers to the
wide range of
symptoms, skills, and
levels of impairment, or
disability, that children
with ASD can have. Some
children are mildly
impaired and some are
severe.

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5 Different ASD Disorders

Autistic disorder (classic
autism)

Asperger’s disorder (Asperger
syndrome)

Pervasive developmental
disorder not otherwise specified
(PDD-NOS)

Rett's disorder (Rett syndrome)

Childhood disintegrative
disorder (CDD).

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Causes and Genetic Factors for
ASD

Scientists don’t now the exact causes of autism spectrum disorder (ASD), but
research suggest that both genes and environment play important roles.

In the genetic factor, if one identical twin, who share the exact same genetic
code, has ASD, the other twin also had ASD 9 out of 10 cases. If one sibling has
ASD, the other siblings have 35 times the normal risk of also developing the
disorder.

Most people who develop ASD have no reported family history of autism, suggesting
that random, rare, and possibly many gene mutations are likely to affect a person’s
risk.

Any change to normal genetic information is called a mutation. Mutations can be
inherited, but some arise for no reason. Mutations can be helpful, harmful, or have
no effect.

Health experts recommend that children receive a number of vaccines early in life to
protect against dangerous, infectious diseases, such as measles.

Some parents think that vaccines are a part of the disorder, which has never been

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Signs and Symptoms

Symptoms of Autism Spectrum Disorder (ASD) vary from one child to the
next, but in general, they fall into three areas:



Social Impairment
Communication difficulties
Repetitive and stereotyped behavior

Children with ASD do not follow typical patterns when developing social
and communication skills. Parents are usually the first to notice unusual
behaviors in their child.

Some babies with ASD become overly focused on certain objects, rarely
make eye contact, and fail to engage in typical back-and-forth play and
babbling with their parents.

The children that don’t show symptoms until after their second or even
third birthday start to lose interest in others and become silent, withdrawn,
or indifferent to social signals.

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Traits and Characteristics

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Treatment Options

There is no proven cure yet for ASD, but treating ASD
early, using school-based programs, and getting proper
medical care can greatly reduce ASD symptoms and increase
the child’s ability to grow and learn new skills.

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Things Parents and Teachers Can
Do
Starting
as soon as a child has been diagnosed with ASD
Providing
focused and challenging learning activities at the proper developmental level for the child for at
least 25 hours per week
Having
small classes to allow each child to have one-on-one time with the therapist or teacher and small
group learning activities
Having
special training for parents and family
Encouraging
activities that include typically developing children, as long as such activities help meet a
specific learning goal
Measuring
and recording each child’s progress and adjusting the intervention program as needed
Providing
a high degree of structure, routine, and visual cues, such as posted activity schedules and
clearly defined boundaries, to reduce distractions
Guiding
Using
the child in adapting learned skills to new situations and settings and maintaining learned skills
a curriculum that focuses on:
Language and communication
Social skills
Self-help and daily living skills
Cognitive skills

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What Teachers Need to Meet in the
Classroom…..

The classroom environment should be structured so that the
program is consistent and predictable. Students with an ASD learn
better and are less confused when information is presented
visually as well as verbally. Interaction with nondisabled peers is
also important, for these students provide models of appropriate
language, social, and behavioral skills.

Consistency and continuity are very important

Parents should always be involved in the program

Have the kids on a set schedule everyday

Make sure children have activities to do, to keep them busy (but
not too much)

Set them up front

Make sure they have something they can play with (like beads or
rubber snakes)

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Tips for Teachers

Learn more about the Autism Spectrum

Make sure directions are given step-by-step, verbally, visually, and by providing
physical supports or prompts, as needed by the students. Students with autism
disorders often have trouble interpreting facial expressions, body language,
and tone of voice

Find out what the students’ strengths and interests are and emphasize them.

Create opportunities for success and give positive feedback and lots of
opportunities for practice.

Build opportunities for the students to have social and collaborative interactions
throughout the regular school day. Provide support, structure, and lots of
feedback.

If behavior is a significant issue for the student, seek help from expert
professionals (including parents) to understand the meanings of the behaviors
and to develop a unified, positive approach to resolving them.

Consistent routines and schedules; if you change the routine tell them ahead of
time

Work together with everybody.

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Children with ASD in the Classroom

Children with ASD have a really
hard time in the classroom:

Touch

Smell

Sounds

Space

Crowds

Eye contact

Made fun of

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Teachers Expectations

The only expectations that I
would think a teacher would
have for a student with ASD is
that they:

Try their best everyday

Complete some kind of goal
that they have set up for
them

That the child improves
somehow, someway
throughout the year

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Statistics for children with ASD…

According to the National
Institute of Mental Health
(NIMH) and the Centers for
Disease Control and Prevention
(CDC), some form of autism
affects 2 – 6 of every 1,000
children, with the most recent
statistic being 1 in 110. ASDs
are four times more common in
boys than in girls, although Rett
Syndrome has only been
diagnosed in girls.

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ASD Video
http://www.youtube.com/watch?v=-bsGrd1RCys

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References
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www.googleimages.com
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http://www.nimh.nih.gov/health/topics/autism-spectrum-disorders-pervasive-developmentaldisorders/index.shtml
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http://www.scholastic.com/teachers/classroom-solutions/2012/04/autism-classroom-—-whatcan-you-do-achieve-success
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http://nichcy.org/disability/specific/autism#teachers
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http://nichcy.org/disability/specific/autism#school

http://www.mayoclinic.com/health/childhood-disintegrative-disorder/DS00801
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http://www.ninds.nih.gov/disorders/rett/detail_rett.htm

http://www.britannica.com/EBchecked/topic/1527231/pervasive-developmental-disorder-nototherwise-specified-PDD-NOS
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http://www.webmd.com/brain/autism/tc/aspergers-syndrome-symptoms
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http://nichcy.org/disability/specific/autism#teachers
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http://www.scholastic.com/teachers/classroom-solutions/2012/04/autism-classroom-—-whatcan-you-do-achieve-success