The Many Faces of Autism The Many Faces

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The Many Faces of Autism

The Many Faces of Autism

The Many Faces of Autism Anne Daly Beverly Doyle, Ph. D Creighton University Omaha,

The Many Faces of Autism Anne Daly Beverly Doyle, Ph. D Creighton University Omaha, Nebraska

Definition of Autism Spectrum Disorders Nebraska Definition: “To qualify for special education services in

Definition of Autism Spectrum Disorders Nebraska Definition: “To qualify for special education services in the category of autism the child must have a developmental disability which significantly affects verbal and nonverbal communication and social interaction, is generally evident before age three, and that adversely affects a child’s educational performance. Other characteristics often associated with autism are engagement in repetitive activities that are stereotyped movements, resistance to environmental change or change in daily routines, and unusual response to sensory experiences. ”

Surveillanc e Year Birth Year Number of ADDM Sites Reporting Prevalence per 1, 000

Surveillanc e Year Birth Year Number of ADDM Sites Reporting Prevalence per 1, 000 Children (Range) This is about 1 in X children… 6. 7 (4. 5 -9. 9) 1 in 150 ADDM Network 2000 – 2012 Combining Data from All Sites 2000 1992 6 2002 1994 14 6. 6 (3. 3 -10. 6) 1 in 150 2004 1996 8 8. 0 (4. 6 -9. 8) 1 in 125 2006 1998 11 9. 0 (4. 212. 1) 1 in 110 2008/2012 2000/2004 14 11. 3 (4. 821. 2) 1 in 88 Identified Prevalence of Autism Spectrum Disorders ADDM Network 2000 – 2012 Combining Data from All Sites

State-by-State Categories Each state identifies autism spectrum disorders either as a general category or

State-by-State Categories Each state identifies autism spectrum disorders either as a general category or by individual categories of Autistic Disorder, Asperger’s Syndrome, Pervasive Developmental Disorder – Not Otherwise Specified, Rett’s Syndrome, or Childhood Disintegrative Disorder The DSM 5 changes autism spectrum disorder diagnosis to include the most severe characteristics of autism and will eliminate Rett’s syndrome and Childhood Disintegrative Disorder as part of this diagnosis

Evidence-Based Research This presentation, will focus on intervention strategies that have evidence based research

Evidence-Based Research This presentation, will focus on intervention strategies that have evidence based research on the effectiveness of different approaches for different categories of autism spectrum disorders. This means that treatments have been proven effective in multiple research designs. The treatments have been proven in numerous studies, both group and single-subject studies, or a combination. Results have also been conducted by different research teams.

METHODOLOGY Overall Program Models for ASD

METHODOLOGY Overall Program Models for ASD

Project Data Developmentally Appropriate Treatment for Autism • High quality early childhood program with

Project Data Developmentally Appropriate Treatment for Autism • High quality early childhood program with extended instructional time, technical and social support, collaboration and coordination of services and transition support • Five Interdependent Components: • High Quality Inclusive Early Childhood Program • Extended Instructional Time • Technical and Social Support • Collaboration and Coordination Across Services • Transition Support • Six domains: adaptive, cognitive, social communication,

SOCCSS Model • Situation • The student will understand the who, what and why

SOCCSS Model • Situation • The student will understand the who, what and why for a situation or appropriate behavior • Options • Brainstorm Options for appropriate behavior • Consequences • Evaluate the options generated • Choices • Make choices of options with desirable consequences • Strategy • Choosing an action plan to implement • Simulation • Role play, visualization, talking with peer, or write a plan and practice it

Developmental, Individual-Difference, Relationship-Based Model • Focuses on social-emotional functioning, communication skills, thinking and learning

Developmental, Individual-Difference, Relationship-Based Model • Focuses on social-emotional functioning, communication skills, thinking and learning processes, motor skills, body awareness and attention span • Specific to student needs • Floortime: one-on-one interaction with adult where appropriate socialization and actions are encouraged through modeling and prompting

TEACCH Treatment & Education of Autistic and Communication Related Handicapped Children • Visual supports,

TEACCH Treatment & Education of Autistic and Communication Related Handicapped Children • Visual supports, maximize the independent functioning of a child The Notebook with an Autism Spectrum Disorder • Structured Teaching • Four Components include: ØPhysical Structure and organization of the workspace ØSchedules indicating details about the required task ØWork systems depicting detailed expectations of the individual during the task ØTask organization explicitly describing the learning task 16

Autism Spectrum Disorder Categories

Autism Spectrum Disorder Categories

Autistic Disorder • Known as “classic autism” • Affects ability to communicate, form relationships

Autistic Disorder • Known as “classic autism” • Affects ability to communicate, form relationships with others and respond appropriately to the environment. • As defined by IDEA: ØA developmental disability affecting verbal and nonverbal communication and social interaction, generally evident before age 3, that affects a child’s performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences.

Approaches for teaching that are evidence based for Autistic Disorder (Refer to handout) •

Approaches for teaching that are evidence based for Autistic Disorder (Refer to handout) • Academic ØReading §Social Stories §Writing Responses to Social Situations ØMath §Self-Regulation §Direct Instruction §Goal Structure • Social Skills/Behavior §Direct Modeling • Self – Regulation §Compensate for sensory overstimulation

Asperger’s Syndrome • Differs from autistic disorder where a person does not have a

Asperger’s Syndrome • Differs from autistic disorder where a person does not have a delay in spoken language development • Serious deficits in social, pragmatic and communication skills • Obsessive, repetitive routines, and preoccupation with a particular subject matter.

Approaches for teaching that are evidence based for Asperger’s Syndrome (Refer to handout) Academic

Approaches for teaching that are evidence based for Asperger’s Syndrome (Refer to handout) Academic Ø Reading § Social Stories § Writing Responses to social situations Ø Math § Self- regulation § Direction Instruction § Good Structure Ø Social Skills/Behavior § Directing Modeling Ø Self- Regulation § Compensate for sensory over-stimulation

Pervasive Developmental Disorder – Not Otherwise Specified (PDD-NOS) • “atypical autism” • Diagnosis given

Pervasive Developmental Disorder – Not Otherwise Specified (PDD-NOS) • “atypical autism” • Diagnosis given to children who show some symptoms of autistic disorder but who do not meet the specific diagnostic criteria for other PDDs

Approaches for teaching that are evidence based for PDD-NOS (Refer to handout) • Communication

Approaches for teaching that are evidence based for PDD-NOS (Refer to handout) • Communication ØVisual Script Interventions • Social • Behavior

Rett’s Syndrome • Affects mainly girls • Genetic in origin and can cause profound

Rett’s Syndrome • Affects mainly girls • Genetic in origin and can cause profound intellectual and physical disability • Developmental regression between 6 to 18 months • Deceleration of head growth, loss of purposeful hand movements, appearance of midline/stereotypic hand movements • Gene was associated with Rett’s Disorder in 1999

Approaches for teaching that are evidence based for Rett’s Syndrome (See handout) Behavior and

Approaches for teaching that are evidence based for Rett’s Syndrome (See handout) Behavior and Self-help ØDiscrete Trial Training ØApplied Behavioral Analysis • Communication

Childhood Disintegative Disorder (CDD) • “regressive autism” • Typically develop normally for two to

Childhood Disintegative Disorder (CDD) • “regressive autism” • Typically develop normally for two to four years before developing a condition that resembles autistic disorder • Language, interest in the social environment, toileting and self-care lost and general loss of interest in the environment

Approaches for teaching that are evidence based for CDD (refer to handout) • Behavior

Approaches for teaching that are evidence based for CDD (refer to handout) • Behavior and Self-help Ø Lovass Method Ø Applied Behavioral Analysis • Communication

The Autistic Classroom School Program for Autism Spectrum Disorders

The Autistic Classroom School Program for Autism Spectrum Disorders

Conclusion • Children with high IQ’s have more significant gains after treatment • Generalizations

Conclusion • Children with high IQ’s have more significant gains after treatment • Generalizations are difficult and students may not transfer skills from one setting or situation • Natural stimuli need to be incorporated into instruction so generalization can occur • Students with ASD have difficulty of maintaining skills over time, thus techniques promoting generalizations and maintenance should be a part of the instructional package • The effectiveness of instructional approaches cannot be compared across categories of Autism Spectrum or at times, even within a category, because levels of severity in students differ • Interventions are more effective if a family component is included