Transcript Origin of Autism

SEDP 630
Kira Austin, M. Ed.
AUTISM SPECTRUM DISORDERS
ORIGIN OF AUTISM

Autism was first
identified as a specific
disorder in 1943 by
child psychiatrist Dr. Leo
Kanner. Based on a
study of 11 children, Dr.
Kanner published the
first description of what
he called “autistic
disturbances of
affective contact.”
ORIGIN OF ASPERGERS

Around the same time
that Kanner was
researching autism,
German scientist Dr. Hans
Asperger, based on his
study of 400 children,
described another form of
autism that became
known as Asperger
Syndrome. He referred to
the individuals in his
study as “little
professors.”
NEUROTYPICAL VS. NEURODIVERSE
Term that was coined in the autism community
as a label for people who are not on the autism
spectrum
 People have neurological development and
states that are consistent with what most
people would perceive as normal, particularly
with respect to their ability to process linguistic
information and social cues.

“CAUSES”

These proposed causes of autism do not have
empirical evidence supporting them
 “Refrigerator
Mothers”
 Mercury in vaccines
 MMR vaccine itself
 Environmental Toxins
 Immune Deficiency
 Gastro-intestinal issues
 Casein
Free, Gluten Free Diet
CAUSES
These proposed causes do have increasing
empirical evidence supporting them:
 Genetic Links
 Neurological Development
 Problems Occurring at Birth
 Unknown
PREVALENCE
Why is autism on the rise?
 3 times more likely to have autism if:

Male
 Sibling has autism


Fastest-growing developmental disability


10 - 17 % annual growth.
CDC reported in 2009:
1 in every 110 births
 1.5 million Americans have autism spectrum disorder

ASD IDENTIFICATION IN VIRGINIA
12,000
10,092
10,000
8,848
8,000
7,580
6,448
6,000
5,674
4,751
4,000
3,966
3,350
2,710
2,000
0
2001
2002
2003
2004
2005
2006
2007
2008
2009
AUTISM SPECTRUM DISORDER
Social Interaction
• Read Nonverbal Cues
• Develop Relationships
• Shared Enjoyment
• Social/ Emotional Reciprocity
Communication
• Delay in/ Lack of Speech
• Maintain Conversations
• Stereotypic Language
• Make-believe Play
Stereotyped
Behaviors
• Restricted Patterns/
Interests
• Routines/ Rituals
• Stereotypic Mannerisms
• Preoccupation of Parts
CHARACTERISTICS
Executive Function deficits:
planning, organizing, shifting
attention and multitasking




Don’t know how to break down
tasks
Don't’ know how to budget time
accordingly
Organization problems (do
homework but can’t find it in
their backpack.
Missing proper supplies
CHARACTERISTICS

Generalization



problems applying
information and skills across
settings.
Motor skill deficits

Handwriting difficulties
 Problems in shop
 Dressing out

Problem solving deficits



Fine motor
Difficulty with day to day tasks
Difficulty asking for help
Difficulty with abstract
concepts

Gross motor
Impact general appearance
 Hamper participation in
gym


Distractibility and
Inattention

Looks as if they are not
paying attention
OTHER CHARACTERISTICS

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Visual learners
Delayed Motor fluency
Aggression, self-injury,
tantrums
Over-activity and
inattention
Obsessions and
compulsions
Co-morbid disorders

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Sleep issues
Pica
Sensory Integration
Disorder
Higher rate of seizures
Anxiety, depression
BEHAVIORS

Reasons for behavior (non-compliance
meltdown)
 Failure
to understand rules and routines
 Desire for friendships coupled with few skills
 Disruptions from pursuing special interest
 Stress related to coping with everyday challenges of
change and overwhelming sensory input
 Transitions
AUTISM ICEBERG
We often react to behaviors
that we see (disruptive, push
buttons, etc.)
But those behaviors won’t
change unless we help the
student to address the
underlying issues of autism
AUTISM IN THE CLASSROOM

Incessant questioning


Stress thermometer
Problems with
transitions


Question cards
Anxiety



Social stories
Poor peer relations

Empathy
Problems with
conversational turn
taking


scripts
Perseveration on topic

cueing
CLASSROOM STRUCTURE
•
•
•
Teach social skills
and social
interactions
Address sensory and
emotional needs
Teach problemsolving and coping
skills
Use:
• structure
• predictability
ACCOMMODATIONS

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Priming
Shortened assignments
Extended time
Highlighting text
Curriculum outlines
Graphic Organizers
Visual Schedules

Offer variety of ways to
demonstrate mastery



Verbal responses instead
of written
Computer instead of
pen/pencil
Mutiple choice test
instead of short answer
TRANSITION/ EARLY INTERVENTION
Cost of lifelong care can be reduced by 2/3
with early diagnosis and intervention
 $60 billion annual cost

 60%
of costs are in adult services
 The cost of autism over the lifespan is 3.2 million
dollars per person
TRUE OR FALSE

T/F Children with ASD are unaffectionate.


T/F All children with ASD have an intellectual
disability.


F: some might appear unaffectionate, but might only
have trouble expressing complex emotions.
F: Some people with autism also have an intellectual
disability. This is difficult to assess due to
communication difficulties.
T/F Children with ASD have a special gift.

F: some do, but most do not.
TRUE OR FALSE

T/F Children with ASD have language difficulties.

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T/F All children with ASD avoid eye contact.

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T: by definition, children with ASD have communication
difficulties.
F: some will avoid direct eye contact.
T/F Children with ASD do not develop special
attachments to people, including family members.

F: people with ASD may have difficulty expressing
emotions but they do have feelings.
TRUE OR FALSE

T/F Children with ASD have problems with social
skills.

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T/F Children with ASD can be cured.

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T: by definition.
F: Currently there is no “cure” for ASD.
Children with ASD do not experience academic
success and should be taught only “functional”
skills.

F: some people with ASD have good academic skills;
don’t assume that a lack of communication skills
indicates a lack of knowledge.
TRUE OR FALSE

Individuals with ASD are not able to hold a job
when they reach adulthood.
 F:
with proper instruction many can hold a job and
live independently or with some supports.

There are not effective treatments for ASD.
 F:
there are many treatment approaches that will
work with people with ASD and lesson the effects of
the behaviors associated with ASD.
RESOURCES
Virginia Department of Education: Autism guidelines.
Retrieved from:
http://www.doe.virginia.gov/special_ed/disabilitie
s/autism/autism_guidelines.pdf
Autism Society of America. Retrieved from:
http://www.autism-society.org/aboutautism/facts-and-statistics.html
TEACCH. Retrieved from: http://www.teacch.com/
National Professional Development Center on ASD.
Retrieved from: http://autismpdc.fpg.unc.edu/