Chapter 10 defines autism spectrum disorder, specifically focusing on the key features of the DSM-5. This chapter provides examples of etiology and covers the wide array of behavioral, social, and communication characteristics typical of spectrum students. Diagnosis and instructional strategies are describes as well as technological support and services across the life span.
Learning Objectives:
Describe the evolution of the definition of autism spectrum disorders.
Identify the key features of the DSM-5 definition of autism spectrum disorder.
Provide examples of etiological possibilities of autism spectrum disorders.
Outline the behavioral, social, and communication characteristics typically associated with individuals with autism spectrum disorders.
Explain how autism spectrum disorders are diagnosed.
Describe instructional strategies often used with students with autism spectrum disorders.
Summarize services for young children with autism spectrum disorders.
Characterize adult services for individuals with autism spectrum disorders.
Explain how low-tech and high-tech devices are used to facilitate communication in pupils with autism spectrum disorders.
Chapter Outline:
Defining Autism Spectrum Disorders
Fastest growing developmental disability
Cultural misperceptions and stereotypes
1943 Leo Kanner
Coined term autism means “to escape from reality” based on his research
Autism is a spectrum of disorders with a range of cognitive and functional skills
Individuals on the autism spectrum exhibit different characteristics and to different degrees
DSM-5 diagnostic criteria
Refer to Table 10.1 for specific criteria.
IDEA criteria
Autism is a developmental delay significantly affecting verbal and nonverbal communication and social interaction, usually evident before age 3, that adversely affects a child’s educational performance. Other characteristics often associated with autism are repetitive activities and stereotyped movements, resistance to change, and unusual responses to sensory information. Other disabilities must be ruled out.
Asperger syndrome
Social disorder
Average to above average intelligence
Ability to read at grade level (with or without comprehension)
Language development not significantly delayed
Screening for Asperger syndrome
Autism Spectrum Screening Questionnaire
Childhood Asperger Syndrome Test
The IEP team determines eligibility for special education services based on the child’s unique needs
Students with ASD may have strong visual-spatial abilities, nonverbal problem- solving skills or exceptional auditory memories
Brief History of the Field since Kanner
Psychogenic theories
Early work blamed families, particularly mothers, for the child’s autism. The phrase “refrigerator mothers” was used for mothers who were thought not to show their children enough affection. This theory has been discredited but caused great stress in families who were blamed for their child’s disability.
Organic theories
Research in the 1940s and 1950s showed the likelihood of biological or hereditary factors. Incidence of seizures and association with intellectual disability lead to biological or hereditary factors.
Behavioral theories
Environmental factors may contribute to autism. Alteration of the environment may help the individual to achieve success. Applied behavior analysis (ABA) seeks to modify students’ behavior through reinforcing select behaviors.
Increasing Prevalence of Autism
Range of estimates for prevalence:
CDC estimates 1 in every 88 at age 8 identified
A 2009 study suggests 1 per 110
407,000 individuals were identified as having autism during the 2001-2012 school year
currently 51,000 preschoolers identified with autism
Suspected Etiologies of ASD
No single cause
A genetic link is suspected based on family and twin studies
Environmental stressors
Brain abnormalities in the cerebellum, cerebral cortex, and brain stem
Neurochemical research investigating neurotransmitters in the brain
Vaccinations have not been scientifically linked to ASD
Characteristics of Individuals with ASD
Social interaction symptoms
Difficulties with nonverbal language use and interpretation, difficulty developing peer relationships, lack of social and emotional reciprocity with others, difficulty understanding other’s perspectives and opinions
Communication symptoms
Limited or lack of speech, speech often is not functional or echoes the speech of others, deficits in conversational skills and pragmatics, lack of spontaneous language use, rhythm of speech in abnormal
Repetitive and restrictive behaviors
Preoccupation with at least one interest area, inflexibility to changes in routines, stereotypical and repetitive behaviors, attachment to inanimate objects
Other characteristics
Refer to Table 10.2 for others commonly associated characteristics
Assessment and Diagnosis of Individuals with ASD
Intellectual Assessment
Often significant cognitive deficits
Screening and Diagnosis
Based on behavioral symptoms
Developmental screening
Comprehensive evaluation
Autism Diagnostic Observation Schedule (ADOS-2)
Autism Diagnostic Interview—Revised (ADI-R)
Education Placements for Students with ASD
Teachers can use a variety of strategies to support students with ASD in inclusive classrooms
Variety of early intervention services for young children with ASD and their families
Curriculum often includes functional, communication, and social skills instruction