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Autism

Autism is a complex developmental disability that typically appears during the first three years of life. The result of a neurological disorder that affects the functioning of the brain, autism and its associated behaviors have been estimated to occur in as many as 1 in 500 individuals.

Autism is four times more prevalent in boys than girls and knows no racial, ethnic, or social boundaries. Family income, lifestyle, and educational levels do not affect the chance of autism's occurrence. Autism impacts the normal development of the brain in the areas of social interaction and communications skills. Children and adults with autism typically have difficulties in verbal and non-verbal communication, social interactions, and leisure or play activities. The disorder makes it hard for them to communicate with others and relate to the outside world. In some cases, aggressive and/or self-injuries behavior may be present.

Persons with autism may exhibit repeated body movements (hand flapping, rocking), unusual responses to people or attachments to objects, and resistance to changes in routines. Individuals may also experience sensitivities in the five senses of sight, hearing, touch, smell, and taste. Its prevalence rate makes autism one of the most common developmental disabilities. Yet most of the public, including many professionals in the medical, educational, and vocational fields, are still unaware of how autism affects people and how they can effectively work with individuals with autism. (From Autism Society of America, www.autism-society.org)

Current Issues in Autism

Autism spectrum disorder is one of the fastest growing disability categories. It is also one of the most challenging.

It is estimated that from one in 500 to one in 166 children have autism, and it affects boys at a 4-to-1 ratio over girls.

The recent explosion in the number of children diagnosed with autism has spurred interest in its cause. Theories include genetics, environmental factors such as pesticides, infections, hormone imbalance, and mercury in vaccines.

Multiple approaches exist for the treatment of autism. Educational treatments often address communication and behavior, and one of the most widely accepted is applied behavior analysis. However, there are other strategies that have helped some students but are disputed in the field. Additional educational methods exist that have helped some children with autism but have not been validated by large-scale studies.

Other treatments for autism include biomedical and dietary approaches. These approaches, too, have proponents and detractors.

The Relationship Between Parenting Stress and Behavior Problems of Children With Autistic Spectrum Disorders Restricted

This article shows that parenting stress more strongly relates to child behavior problems in older children, but to autistic severity in younger children, and that parenting stress precedes child behavior problems, rather than vice versa.

Take the Pencil Out of the Process Restricted

This article asks practitioners to consider and implement keyboard use for all students who languish academically because they cannot efficiently engage in the handwriting process.

What Teachers Can Learn From Mothers of Children With Autism Restricted

The photovoice method was used in this study in which mothers of children with autism identified engagement based on the duration of interactions, the focus of the child, and the absence of undesirable behaviors.

Harnessing the Power of Play: Opportunities for Children With Autism Spectrum Disorders Restricted

The goals, learning strategies, and necessary accommodations/modifications necessary for play for children with autism are discussed within the framework of the individualized education program.

Sociosexuality Education for Persons With Autism Spectrum Disorders Using Principles of Applied Behavior Analysis Restricted

In this article the theoretical principles of ABA are applied to the instruction of persons having ASD in sociosexual education using effective practices. Through case studies, examples are given of sociosexual domain areas and ways to teach the content using empirically based methods.

The ASD Nest Program: A Model for Inclusive Public Education for Students With Autism Spectrum Disorders Restricted

This article describes the key elements of the ASD Nest model in order to demonstrate how intensive and multi-disciplinary programming can work in a large, urban school district.

Activity Schedules: Helping Students With Autism Spectrum Disorders in General Education Classrooms Manage Transition Issues Restricted

Activity schedules provide predictability throughout the student’s day and allow a student to anticipate changes in the daily routine.

Identification and Intervention for Students Who Are Visually Impaired and Who Have Autism Spectrum Disorders Restricted

When a student does not respond to programs specifically designed for students with visual impairments, a thorough assessment is warranted to determine whether this student also has autism spectrum disorders and to develop an effective program accordingly

Stress and the Student With Autism Spectrum Disorders: Strategies for Stress Reduction and Enhanced Learning Restricted

This article describes the stress response in students with autism spectrum disorder (ASD) and provides practical classroom strategies for stress reduction and enhanced focus for learning.

Using Structured Work Systems to Promote Independence and Engagement for Students With Autism Spectrum Disorders Restricted

By using structured work systems, educators address the unique learning styles and challenges experienced by these students.

Using Restricted Interests to Improve Academic Engagement and Social Interactions of Children with Autism
Children with autism spectrum disorders often pursue their restricted interests with intensity and focus. Recent research indicates the potentially enormous benefit of encouraging restricted interests to improve academic and social engagement.

Making Inclusion Work: Autism Spectrum Australia Satellite Class Project Restricted

This article describes the key elements of the Autism Spectrum Australia Satellite Class Project, including class operation, curriculum, skills-based teaching, adaptive strategies, and pretransition and transition procedures.

Picture Exchange Communication System (PECS) or Sign Language: An Evidence-Based Decision-Making Example Restricted

The authors provide three case examples that demonstrate how to apply a structured, evidence-based decision-making process to the selection of an appropriate augmentative and alternative communication system for students with autism spectrum disorder.

Physical Education for Students With Autism: Teaching Tips and Strategies Restricted

The sample IEP is reflective of the needs of students with autism during physical education. The nature of autism implies that small group of individual physical activities may be more appropriate than working in large groups or competitive teams.

Facilitating Reading Comprehension for Students on the Autism Spectrum Restricted

There are a variety of strategies based on proficient reader research that can help children with ASD develop higher order reading comprehension skills and that can also be tailored to the cognitive characteristics of children with ASD

The Real-World Effectiveness of Early Teaching Interventions for Children With Autistic Spectrum Disorders Restricted

The effectiveness of 3 early teaching interventions (applied behavior analysis [ABA], special nursery placement, and portage) for children with autism spectrum disorder was studied in a community-based sample over 10 months.

Video Modeling Strategies to Enhance Appropriate Behaviors in Children With Autism Spectrum Disorders Restricted

Video modeling is one of the strategies that may help teachers like Suzan increase appropriate behaviors among children with autism spectrum disorders.

Interventions for Increasing the Academic Engagement of Students with Autism Spectrum Disorders in Inclusive Classrooms Restricted

This article provides intervention strategies that have been found effective for improving academic and social skills in early childhood and early elementary age students with asd who are being educated in inclusive settings

Learning Through Seeing and Doing: Visual Supports for Children With Autism
This article describes how visual supports can attract and hold attention, enable the student to focus on the message, reduce anxiety, make abstract concepts more concrete, help prompt the student, and help the student to express his or her thoughts.

Using Video to Teach Social Skills to Secondary Students With Autism
Teachers in the Birdville Independent School District decided to use videotaped role-plays to allow students to observe themselves, make helpful suggestions to their peers, and rehearse social skills.

Photovoice: Engaging Children With Autism and Their Teachers
Photovoice is an educational action research tool that embraces visual communication through photography and allows for individualization.

Current Issues in Autism

New Studies Confirm the Prevalence of Autism among Children and Youth
Two studies conducted by the Centers for Disease Control verify that parental report of autism is highly reliable. The data suggest that “as of 2003-2004, autism has been diagnosed in at least 300,000 U.S. children aged 4-17 years.”

Identification Autism
Autism is a complex developmental disability that typically appears during the first three years of life. . Autism impacts the normal development of the brain in the areas of social interaction and communications skills.

Peer Training To Facilitate Social Interaction for Elementary Students with Autism and Their Peers Restricted

Two studies investigated the role of peer training embedded within interventions to maximize participation for students with autism and the social benefits for all participants. Videotape probes of 34 students indicated greater generalization of skills from groups with trained peers and less from groups with untrained and stranger peers.

Teaching Science to Students with Disabilities (updated July 2003)
What strategies can be used for teaching science to students with disabilities? "

Training Behavioral Aides With a Combination of Online and Face-to-Face Procedures Restricted

A low-cost model is described for training behavioral aides in applied behavior analysis (ABA), an effective method of treating children with autism.

Teaching and Learning Approaches for Children With Asperger's Syndrome: Literacy Implications and Applications Restricted

This article describes manifestations of Asperger's syndrome, suggests compensatory educational strategies, and targets the practical application of theory into practice.The strategies are for use with children in the middle grades (5-8), with attention to areas such as sensory processing, pragmatic strategies, and parent–teacher communication.

Teaching Students With Autistic Spectrum Disorders to Read: A Visual Approach Restricted

A growing awareness of the visual learning style of children with autism is occurring in the academic community. The Oelwein method develops reading skills and enables meaningful participation in other academic areas.

Supporting Students with Asperger’s Syndrome in General Education Restricted

Asperger's Syndrome is an autism-spectrum disorder characterized by impairments in social perception, interactions, language, and nonverbal communication. This article provides suggestions for classroom accommodations and strategies to help children learn classroom and social rules.

Strategies for Increasing Positive Social Interactions in Children With Autism: A Case Study Restricted

A case study approach illustrates the intervention strategies most efficacious for children with autism.

Teaching Writing Skills to Students with Disabilities (June 1999)
Teachers in inclusive classrooms regularly face the difficult task of having to modify the curriculum to reach all of their students, many of whom have special needs."

Self-Determination and the Education of Students with Disabilities
Students with disabilities who are self-determined are more likely to succeed as adults, and efforts to build self-determination skills are integrated into the practices of schools that provide high-quality transition programs. However, promoting self-determination should not begin in high school. Students in elementary and middle school need to receive such instruction as well.

Teaching Students with Autism
Autism is a disability syndrome characterized principally by significant problems in the development of communication and social functioning. Autism spectrum disorder (ASD) encompasses a broad definition of autism that includes related disabilities such as Asperger Syndrome, Rett's Syndrome, and Pervasive Developmental Disorder. Autism and ASD are labels describing students with a great range of abilities and disabilities, including individuals with severe intellectual challenges as well as students who are intellectually gifted.

Improving Family Involvement in Special Education: Opportunities and Solutions for Improving Family Involvement
Researchers are developing approaches that enhance families' abilities to contribute to their children's learning in the home and community. They also are identifying barriers to full family participation and suggesting solutions."

Homework Practices that Support Students with Disabilities: What Have We Learned about Homework and Students with Disabilities
This section shows how practitioners and families can ensure that homework is effective."

Art Activities for Children with Disabilities (December 2003)
How can art activities be structured for students with disabilities?

Action Research During Recess: A Time for Children With Autism to Play and Learn Restricted

Describes Action Research--the process of teacher reflection and inquiry to enhance the instructional outcome--in this case to improve the social skills of students with autism.

Autism, Autobiography, and Adaptations Restricted

This article presents several ideas from students with autism for making adaptations in the areas of classroom environment, teacher–student communication, and teaching strategies.

Encouraging Positive Behavior with Social Stories: An Intervention for Children With Autism Spectrum Disorders Restricted

Teachers in inclusive classrooms can work with all their students to encourage positive behavior and increase learning. Teachers can design stories that encourage students to behave positively in social situations, such as eating lunch, playing, using the library, lining up, and working with other students in groups.

Comic Strip Conversations: A Positive Behavioral Support Strategy Restricted

The use of comic strips and social stories (a formatted narrative that guides the writing of a child who has difficulty with language expression especially those with autism spectrum disorder) is explained. These communication tools reduce disruptive behaviors for children with ASD.

Everyone’s Included: Supporting Young Children With Autism Spectrum Disorders in a Responsive Classroom Learning Environment Restricted

Describes the Responsive Classroom, an instructional approach that integrates the teaching of academic and social skills as part of everyday classroom life.

Instructional Management Tips for Teachers of Students With Autism Spectrum Disorder (ASD) Restricted

This article highlights instructional management tips for accommodating students with Autism Spectrum Disorder (ASD) in general education settings.

Lights, Camera, Action! Using Engaging Computer-Cued Activity Schedules Restricted

Activity schedules, which usually employ photographs, symbols, words, or some combination on placards or in notebooks, serve as cues that can reduce students’ challenges in predicting, preparing for, and transitioning between school activities.

A Blueprint for Schoolwide Positive Behavior Support: Implementation of Three Components Restricted

This article provides a case study (an eighth-grader with autism) within a case study (an urban middle school) in terms of the implementation of positive behavioral support (PBS). Information is provided on the characteristics of three key components of schoolwide PBS, universal support, group support, and individual support.

Autism
Autism is a complex developmental disability that typically appears during the first three years of life. . Autism impacts the normal development of the brain in the areas of social interaction and communications skills. "

Guiding Children With Autism in Play: Applying the Integrated Play Group Model in School Settings Restricted

Research supports the benefits of two approaches to teaching play skills. The Integrated Play Groups program incorporates both approaches. The application of this program in a school setting is described.

Asperger Syndrome (updated July 2002)
Asperger syndrome (AS) is a neurobiological disorder, which most researchers feel falls at the 'high end' of the autistic spectrum. Individuals with Asperger syndrome can have symptoms ranging from mild to severe."

Autism and Autism Spectrum Disorder (ASD)
Autism is a developmental disability that affects a person's ability to communicate, understand language, play, and interact with others. Autism is a behavioral syndrome, which means that its definition is based on patterns of behaviors that a person exhibits.

Focus on Disability -- Asperger's Syndrome
Asperger's syndrome (AS) differs in many ways from classic autism, although the same categories are affected -- communication, socialization, and behaviors/activities of interest.

Giftedness and Asperger's Syndrome: A New Agenda for Education