Autism Spectrum Disorders PDF

Review: Autism Spectrum Disorders Definitions IDEIA Definition of Autism Spectrum Disorders Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child’s educational per...

Review: Autism Spectrum Disorders Definitions IDEIA Definition of Autism Spectrum Disorders Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child’s educational performance. Other characteristics often associated with autism are: ​ Engagement in repetitive activities and stereotyped movements. ​ Resistance to environmental change or change in daily routines. ​ Unusual responses to sensory experiences. DSM-5 Definition of Autism Spectrum Disorders ASD is characterized by: 1. Persistent deficits in social communication and interaction across multiple contexts: ​ Deficits in social-emotional reciprocity: Difficulty engaging in back-and-forth conversation or reduced sharing of interests and emotions. ​ Deficits in nonverbal communicative behaviors: Poor eye contact, body language, or facial expressions. ​ Deficits in developing, maintaining, and understanding relationships: Struggles with adjusting behavior to suit social contexts, engaging in imaginative play, or making friends. 2. Restricted, repetitive patterns of behavior, interests, or activities (at least two): ​ Stereotyped or repetitive movements, speech, or use of objects (e.g., echolalia or lining up objects). ​ Insistence on sameness or inflexible routines (e.g., distress over changes or rigid thinking patterns). ​ Highly restricted, fixated interests with abnormal intensity or focus. ​ Hyper- or hyporeactivity to sensory input or unusual sensory interests (e.g., adverse reactions to sounds, textures, or fascination with lights). 3. Early developmental period: ​ Symptoms must have been present in early childhood, though they may become more apparent as social demands increase. 4. Clinically significant impairment: ​ Symptoms interfere with daily functioning in social, occupational, or other important areas. 5. Exclusion of other conditions: ​ Symptoms are not better explained by intellectual disability or global developmental delay. Social communication is evaluated relative to developmental level. 6. Additional Specifiers: ​ With or without accompanying intellectual impairment. ​ With or without accompanying language impairment. ​ Associated with medical, genetic, or environmental factors. ​ Associated with neurodevelopmental, mental, or behavioral disorders. ​ With catatonia (disruption in awareness of surroundings). Identification How ASD Is Diagnosed (ADI/ADOS): ​ Autism Diagnostic Interview-Revised (ADI-R): Structured caregiver interview assessing communication, social interaction, and restricted/repetitive behaviors. ​ Autism Diagnostic Observation Schedule (ADOS): Observational assessment of communication, social interaction, play, and restricted behaviors. DSM-5 Diagnostic Criteria Changes: ​ Consolidation of separate diagnoses (e.g., Autistic Disorder, Asperger’s Syndrome) into Autism Spectrum Disorder. ​ Introduction of severity levels (1, 2, 3) to indicate the required level of support. Incidence/Prevalence  ​ Current Rates in the U.S.: ○​ 1 in 36 children are diagnosed with autism. ○​ Boys are nearly 4 times more likely to be diagnosed than girls. Characteristics of Autism 1.​ Social Communication Impairments 2.​ Speech/Language Impairments 3.​ Restricted, Repetitive, and Stereotyped Patterns of Behavior, Interests, and Activities 4.​ Executive Function Impairments Assessments Functional Behavioral Assessment (FBA): ​ Based on the function of the behavior – “Why is the student behaving this way?” ​ A behavior must be clearly defined so another person understands it exactly. Adaptive Behavior (Vineland): ​ Measures personal, social, and adaptive skills (e.g., communication, daily living skills, socialization). Vocational Assessment: ​ Identifies strengths, interests, and support needs to develop meaningful career paths for individuals with ASD. Speech & Language, Social Assessments: ​ Evaluates communication challenges, including expressive/receptive language, pragmatics, and social interaction. Interventions/Methods Evidence-Based Teaching Methods: ​ Applied Behavior Analysis (ABA): Reinforces desired behaviors and reduces problematic ones. ​ Early Intensive Behavioral Intervention (EIBI): Targets developmental skills in children under age 5. ​ TEACCH (Structured Teaching): Uses visual supports to enhance learning. ​ Social Stories: Narrative-based tools that teach social skills. Promoting Social Skills: ​ Peer-mediated interventions, video modeling, and role-playing activities. Importance of EIBI: ​ Early intervention significantly improves developmental outcomes for children with ASD. Functional Curriculum: ​ Focuses on life skills, independence, and practical learning tailored to individual needs. Importance of ABA Interventions: ​ Proven to develop communication, social, and self-regulation skills in students with ASD. Behavioral Supports Functional Behavioral Assessment/Analysis: ​ Identifies the function of problem behaviors to design effective interventions. Behavior Intervention Plans (BIP): ​ Formal plans based on FBA findings to teach and reinforce positive behaviors. Least Restrictive Environment (LRE): ​ Students with disabilities are educated with their peers to the maximum extent appropriate. Inclusive Education and Employment: ​ Supported inclusion integrates students with ASD into general education with accommodations. ​ Supported employment provides job coaching and resources for workplace success. Current Issues Causes of Autism: Controversy Over Vaccines One issue that continues to receive attention is whether vaccines somehow play a role in autism. When concerns emerged about the measles, mumps, and rubella (MMR) vaccine and about thimerosal in vaccines, top scientists — with the open-mindedness that characterizes good science — planned and conducted the highest-quality, large-scale studies. These studies have consistently found no links to autism. References & Resources ​ Goldstein, S., Naglieri, J. A., & Ozonoff, S. (2018). Assessment of Autism Spectrum Disorders (2nd Ed.). Guilford Press. ​ Lord, C. & McGee, J. (2001). Educating Children with Autism. National Academies Press. ​ Association for Science in Autism Treatment ​ Autism Speaks Community Kit ​ SPARK for Autism Webinars