Running Head: AUTISM 1

Autism

Name

Institutional Affiliation
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Autism

Main characteristics

 Difficulty understanding non-verbal communication, such as body language

 Difficulty understanding when and how to appropriately respond in social interactions

 Trouble developing, understanding and maintaining relationships with others

 Repetitive use of movement, speech or objects

 Easily upset by changes to routine, environment, and the familiar

 Very narrow and intense focus on limited areas of interest (CAR, 2016).

Federal definition

Autism spectrum disorder is a condition related to brain development that impacts how a person

perceives and socializes with others, causing problems in social interaction and communication.

The disorder also includes limited and repetitive patterns of behavior (WHO, 2019).

Causes

Genetics-Genetic disorders such as Rett Syndrome or fragile X syndrome are known to cause the

disorder as NIMH (n.d.) state. Other instances, it is the case of genetic mutations, while for

others it is a case of inheriting the genes.

Environmental factors such as air pollution, viral infections, medications or complications

during pregnancy are currently being explored by researchers to be possible causes of the

disorder as NIMH (n.d.) suggests.

Identification process

Doctors diagnose ASD by looking at a person’s behavior and development. Possible indicators

include intellectual disability, sensory processing issues, or problems with hearing or vision.
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History

According to CAR (2016), autism was originally described as a form of childhood schizophrenia

and the result of cold parenting, then as a set of related developmental disorders, and finally as a

spectrum condition with wide-ranging degrees of impairment in the 1980s. The first appearance

of autism was discovered in 1911 by Eugen Bleuler, a psychiatrist from Switzerland.

Prevalence

In 2018 the CDC determined that approximately 1 in 59 children is diagnosed with an autism

spectrum disorder (ASD). One in 37 boys while 1 in 151 girls. The report by CDC also shows

the following:

 Boys are four times more likely to be diagnosed with autism than girls.  

 Most children were still being diagnosed after age 4, though autism can be reliably

diagnosed as early as age 2.  

 31% of children with ASD have an intellectual disability (intelligence quotient [IQ] <70),

25% are in the borderline range (IQ 71–85), and 44% have IQ scores in the average to

above average range (i.e., IQ >85). 

 Autism affects all ethnic and socioeconomic groups. 

 Minority groups tend to be diagnosed later and less often. 

 Early intervention affords the best opportunity to support healthy development and

deliver benefits across the lifespan. 

 There is no medical detection for autism (CDC, 2019).

Learning characteristics of students with autism

 Visual learners. Use of pictures and visual aid in slow procession.

 Good imitators. Students can model the desired behaviors if given enough time

 Insistence on sameness; resistance to change

 Difficulty in expressing needs; using gestures or pointing instead of words

 Repeating words or phrases in place of normal, responsive language

 Laughing (and/or crying) for no apparent reason

 Showing distress for reasons not apparent to others

 Preference to being alone; aloof manner (NIMH, n.d.).

Accommodations and modifications that can be used in the classroom for learners with the

exceptionality and included on the individualized education program (IEP); consider

classroom inclusion and environment

CAR (2016) lists the following accommodations and modifications for learners with autism.

Social stories

Social stories describe an event or situation with the intent of explaining the circumstances,

perspectives, and expected behaviors that occur during the event or situation. to be effective,
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social stories should be highly individualized especially by including pictures of photos of the

individuals involved. Going or planning for an outside activity such as going to the farm, or a

dentist, field trip or a restaurant can be helpful to capture the interests of the students. Once

created, the social story should be read to the students many times until they have demonstrated

to have captured the content. An iPad or other electronic gadgets can be used for this task.

Picture schedules

The need for routine and structure is a key learning aspect for autism learners. Picture schedules

provide a visual presentation of what is going to happen during the day or a particular activity.

This helps eliminate worry for what is coming next thus smoothening transitions

Choice boards.

Choice boards display a limited number of options for activities. This helps learners with autism

in solving problems and being independent.

Visual communication systems

Most children have a difficult with communication whether they are speaking or not. As such,

incorporating pictures in place of words can be useful to some degree with children regardless of

the verbal language ability. Picture Exchange Communication System (PECS) and Sign

Language can used to aid learning.

Behavior charts/reward systems

Behavior charts and reward systems are a good way to positively reinforce desired behaviors.

They aim at few behaviors to influence at a time and then keep track of how many times the

behavior is achieved by using tokens, stickers, smiley faces, or another visual reminder of
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accomplishment. After a certain number of tokes are earned, they can be used to achieve a larger

incentive. These incentives and goals should be constantly monitored to ensure that they remain

appropriate and encouraging.

Computer use

Handwriting can be a difficult task for many children with ASD. Use of a computer can help in

taking notes and completion of assignments. More so, a computer can help in organization of

materials as opposed to using manual files and folders.

Quite corner

Teachers can identify low traffic areas within the classroom where children can comfortably rest

and allow their sensory systems to calm down. Devices such as noise canceling headphones or

ear plugs, sleep masks, and weighted blankest can be useful in helping the learners overcome

unnecessary distractions as they rest.

Suggested least restrictive environment (LRE) for learners with Autism

A child with autism should be with kids in general education to the “maximum extent that is

appropriate.”

Special classes, separate schools or removal from the general education class should only happen

when your child’s learning or thinking difference, his disability, is so severe that supplementary

aids and services can’t provide him with an appropriate education (Morin, 2019).

Assistive technology resources for learners with autism

Video cameras, computers, and voice output devices are examples of technical support strategies

that can be used to enhance language and social skills as CAR (2016) postulates.
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Videos can help in nonverbal social cues such as tone of voice, body language, facial

expressions. Computers can increase attention and focus while also increasing their motor skills

and decrease agitation. Applications can also be used in teaching autism learners given their high

graphic content.

Language demands

Language comprehension and expressive ability are the key language difficulties that children

with autism encounter as asserted by Gordon (2007). Because of their deficits in appreciating

social situations, they may not feel any need to communicate and may very well not have any

understanding of how other people might respond to a communicated message. The problem of

articulation which is caused by the inability to coordinate lips and tongue as well as breath

control presents a challenge when it comes to their speaking skills.

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References

CAR. (2016). Accommodations and Supports for School-Age Students with ASD. Retrieved

from [Link]

CDC. (2019). Data and Statistics on Autism Spectrum Disorder | CDC. Retrieved from

[Link]

Gordon, B. (2007). Speech and Language Problems in ASD. Retrieved from

[Link]

Morin, A. (2019). Least Restrictive Environment (LRE): What You Need to Know. Retrieved

from [Link]

basics/least-restrictive-environment-lre-what-you-need-to-know

NIMH (National Institute of Mental Health Information Resource Center.) (n.d.). NIMH »

Autism Spectrum Disorder. Retrieved from

[Link]

WHO. (2019). Autism spectrum disorders. Retrieved from [Link]

room/fact-sheets/detail/autism-spectrum-disorders