This chapter discusses Autism Spectrum Disorders (ASD). It notes that about 1 in 88 children have an ASD, which is almost 5 times more common in boys. While the causes are unclear, both genetic and environmental factors may play a role. ASDs are defined by difficulties with social interaction and communication as well as restrictive, repetitive behaviors. Students with ASD show a wide range in symptoms and abilities. Effective interventions emphasize early identification and support for communication, social skills, sensory issues, and academics tailored to the individual student's needs.

1. Chapter 10
Autism Spectrum
Disorders
Based on: Special Education for Today’s Teachers: An Introduction,
by Rosenberg, Westling, and McLeskey (second edition)

2. Chapter 10 Questions
 What are the prevalence rates for and causal
factors associated with Autism Spectrum Disorders?
 How are Autism and Asperger’s disorder defined?
 What are common characteristics of Autism?
 How are students with Autism identified?
 What educational practices are effective in
improving outcomes for students with Autism?

3. Prevalence
 About 1 in 88 children according to the CDC.
 Almost 5 times more common among boys.
 Increase due to changes in diagnostic criteria,
awareness, parental age, and environment.

4. Causal Factors
 No Known Single Cause!
 Nature-based factors
 Genetic
 Neurochemical
 Brain structure
 Nurture-based factors
 Parents or vaccines do not cause autism!
 Environmental factors (parental age,
pregnancy, birth, toxins, etc.)?

5. Austism Spectrum Disorders
High Functioning
Low Functioning
Level 3:
Needs Very
Substantial
Support
(e.g., Asperger Syndrome)
Level 2:
Needs
Substantial
Support
(For more info, see DSM-V Criteria.)
Level 1:
Needs
Some
Support

6. How Does Autism Vary?
 Symptoms can range from mild to severe.
 62% have average or above intelligence
 83% have comorbid disorders (developmental,
psychiatric, neurologic, chromosomal, genetic).
 About a third can sustain supported or partial
independence as adults.

7. IDEA Definition of Autism
• Significantly affects verbal and nonverbal
communication and social interaction
• Generally evident before age 3
• Adversely affects educational performance
• Other characteristics may include:
engagement in repetitive activities and
stereotyped movements
resistance to environmental change or change in
daily routines
unusual responses to sensory experiences

8. New DSM V -Diagnostic Criteria*
 Deficits in social
communication and social
interaction
(all 3 criteria)
 Restricted, repetitive
patterns of behavior,
interests, or activities (2
of 4 criteria)
*DSM-5 criteria are more in line with IDEA criteria, than were the DSM-4 criteria.

9. Asperger Syndrome
(aka high-functioning autism)
 Minimal impairment in language and cognition
 High level of vocabulary, but very literal
 Impaired social communication, self-centered
 Difficulty with non-verbal communication
 Inappropriate or minimal social interaction
 Likes sameness, difficulty with change
 Unusual preoccupations or rituals
 Awkward movements, odd mannerisms

10. Communication
 About 25% are non-verbal
 Echolalia (repeating others’ words, “movie talk”)
 Monotonous tone, unusual pitch and rhythm
 Difficulty carrying on a conversation
 Difficulty with non-verbal communication (e.g., body
language, gestures, facial expressions, eye contact)

11. Social Interaction
 Limited social interaction
 Reduced sharing of interests, emotions
 Difficulty developing, maintaining and
understanding relationships
 Trouble regulating emotions or behavior
 Poor or unusual play behavior

12. Repetitive/Restrictive Behaviors
 Repetitive movements--hand flapping, rocking
 Excessive need for sameness, routines, rituals
 Unusual fascination with certain objects, parts
of objects, topics, or activities
 Failure to engage in imaginative play

13. Unusual Responses to
Sensory Experiences
 Highly sensitive/adverse reaction to certain
sounds, textures, tastes, smells, etc.
 Insensitive/oblivious to some sensations
 Crave certain movements or sensations such as
pressure, spinning, etc.
 Difficulty filtering sensory input.

14. Identification of ASD
 Multidisciplinary team (doctors, psychologist,
speech therapist, social worker, educator)
 Assessment over time in multiple settings
 Rating scales, diagnostic interviews, direct
observation of social and communicative behaviors
 Most cases of autism diagnosed by age 4, but
Asperger’s may not be diagnosed until age 6.

15. Interventions
 Early intervention focusing on sensory issues,





communication, and social skills
Academic interventions for high-functioning
students similar to those for ADHD and LD.
Applied behavior analysis, discrete trials,
functional behavioral analysis
Social skills instruction (e.g., social stories,
cartooning, scripts, power cards)
For verbal students, speech therapy focusing
on pragmatics (social use of lang.)
For non-verbal students, communication
boards, PECS, electronic devices