What Are the Foundations of Autism Spectrum Disorders?

• Although the term autism was coined in 1911, it was not until 1943 when the characteristics of 11 children with “early infantile autism” were reported that interest in the disorder began. The four other disorders on the spectrum were identified over the next 50 years.
• Autism was officially recognized as a disorder in 1980 and considered a disability under IDEA in 1990.
• Autism spectrum disorders include autistic disorder, Asperger syndrome, Rett syndrome, childhood disintegrative disorder, and pervasive developmental disorder– not otherwise specified, each defined based on the DSM-IV-TR . Autism also is specifically defined by IDEA 04.
• Autism is characterized by behavior deficits in social interaction, communication deficits, and restrictive or repetitive behaviors. These characteristics must be evident before the age of 3 per the DSM-IV-TR definition. The IDEA 04 definition does not have this requirement.
• Asperger syndrome is defined by social interaction impairments and the development of restrictive, repetitive interests, beliefs, and activities that impair functioning.
• Rett syndrome is a neurodevelopmental disorder in which characteristics of hypotonia, reduced eye contact, decelerated head growth, and disinterest in play activities emerge between the ages of 6 and 18 months. The syndrome then results in rapid developmental regression.
• Childhood disintegrative disorder is defined by a developmental regression in at least two of the following areas: expressive or receptive language, social skills or adaptive behavior, bowel or bladder control, or play or motor skills. The disorder is also marked by communication deficits and behavior characteristics consistent with autism.
• Pervasive developmental disorder–not otherwise specified is indicated when a child displays some autism spectrum behavior and meets some, but not all, of the requirements for the other autism spectrum disorders.
• Prevalence estimates for autism spectrum disorders vary from 1 to 3 per 500 children. More recent data indicates 1 in 150.
• Autism is the most prevalent autism spectrum disorder, with estimates from 1 in 250 to 1 in 1,000 persons having the disorder. It is the fastest-growing IDEA 04 category.
• Autism Asperger syndrome, and childhood disintegrative disorder occur more frequently in males. Rett syndrome appears almost exclusively in females.

What Are the Causes and Characteristics of Autism Spectrum Disorders?

• Although there is no known cause for the majority of the autism spectrum disorders, it is generally accepted that they are neurologically based.
• Overall, research does not support the controversial proposals that poor parenting or vaccines cause autism spectrum disorder.
• Research suggests both genetic and environmental causes.
• Individuals with autism spectrum disorders exhibit a number of social, communication, and behavioral deficits.
• Communication deficits may include those in communicative intent and deviations in language development.
• Behavioral characteristics may include repetitive and stereotypic behavior, an extreme need for routine, an unusual preoccupation with objects or activities, and specific sensory and motor characteristics.
• Cognitive abilities in those with autism spectrum disorders will vary. Individuals with ASDs may have low IQs, difficulty in executive functioning, and deficits in theory of mind. They may also have strengths in visual skills and strong cognitive abilities.

How Are Students with Autism Spectrum Disorders Identified?

• Most students with autism spectrum disorders are identified before they enter the classroom.
• Early screening is possible, though effective diagnostic tests to identify children under age 2 have not been developed.
• Multiple sources of information are used to identify individuals with autism spectrum disorders, including medical, intellectual, and communication evaluations.
• Parents provide valuable information based primarily on their observations.

What and How Do I Teach Students with Autism Spectrum Disorders?

• Individuals with autism spectrum disorders greatly benefit from early intervention. Early intervention programs should ideally contain family-centered support.
• Students with autism spectrum disorders typically need instruction in functional communication skills, social competence, and cognitive functioning.
• Transition plans for students with autism spectrum disorders may vary greatly from preparing for college attendance to developing independent living skills.
• Decision making on how to teach students with autism spectrum disorders must be highly individualized and is often very complex.
• Some effective scientifically validated practices include direct instruction; TEACCH; and applied behavior analysis programs such as discrete trial intervention, pivotal response teaching, and incidental teaching. Also promising are Social Stories.
• Many procedures exist for teaching students with autism spectrum disorders that have no scientific validation and should thus be avoided.

What Are Other Instructional Considerations for Students with Autism Spectrum Disorders?

• Many students with autism spectrum disorders are very attuned to routine and are extremely affected by changes in the environment.
• Preschool children with autism spectrum disorders should be taught in natural environments. These environments should encourage social interaction and allow access to natural reinforcers.
• Elementary and secondary classrooms should encourage structure and routine. Visual schedules, charts, and cue cards; a home base; and the use of positive behavior support may also help make the classroom a supportive environment.
• Carefully structured group assignments can be very beneficial to students with autism spectrum disorders. Classwide peer tutoring may also be effective.
• Computer technology is often beneficial for students with autism spectrum disorders. However, it is important that computer technology not be allowed to take the place of human contact.
• Both high-tech and low-tech versions of augmentative and alternative communication devices are useful in helping students with autism spectrum disorders communicate.

What Are Some Considerations for the General Education Teacher?

• Increasing numbers of students with autism spectrum disorders are being educated in general education classes.
• Plans for this inclusion must be carefully developed and implemented with the collaboration of general education and special education teachers.
• Five considerations in planning an inclusive environment for students with autism spectrum disorders include environmental and curriculum modifications, attitudinal and social support, coordinated team commitment, recurrent evaluation of inclusion practices, and home– school collaboration.