Exceptionality Research Paper

Autism Spectrum Disorder

Vrisey Amador

Del Mar College

EDUC2301.700

Dr. George Woods

December 2, 2024
 Individuals with Autism Spectrum Disorder (ASD) often show a wide range of

behaviors, strengths, and weaknesses. The vast spectrum is what makes each

individual unique in their own way. Some characteristics they typically have in common

are deficits that affect how they interact with others socially and communicatively, as

well as portraying restrictive interests and repetitive behaviors. Despite the implication

that individuals cannot lead an independent and significant lifestyle, they more often

than not go on to live fulfilling and gratifying lives. The following analysis will focus on

the identification of ASD, its characteristics and causes, subcategories, prevalence,

criterion, preventions and aid, and accommodations made by instructors to better help

their education.

Autism Spectrum Disorder is described by the National Institute of Mental Health

as, “a neurological and developmental disorder that affects how individuals interact with

others, communicate, learn, and behave.” Individuals diagnosed with Autism Spectrum

Disorder typically exhibit significantly abnormal or impaired development in social

interactions and verbal communication. They may also display a limited range of

interests and activities, as well as repetitive behaviors. Examples of these symptoms

vary based on developmental level and age. They can include difficulty or inability to

form appropriate peer relationships, lack of social or emotional reciprocity, delays or

complete absence in the development of spoken language, a strong insistence on

sameness, and resistance or distress in response to even minor changes.

The characteristics that follow the definition of Autism Spectrum Disorder vary

greatly due to the wide spectrum of symptoms the disorder can hold. That being said,

not all individuals with Autism will embody all behaviors, but most will have at least
several. As mentioned previously, individuals with ASD usually face abnormal social

communication and interactive behaviors. According to the National Institute of Mental

Health, some of these behaviors include making little or inconsistent eye contact, having

difficulties with back-and-forth conversation, appearing to not look at or listen to people

who are speaking, or displaying facial expressions, movements, and gestures that do

not match what is being said. Some examples of the restrictive/repetitive behaviors they

may possess are echolalia (repeating certain behaviors, words, or phrases), having a

lasting intense interest in specific topics (such as numbers, details, or facts), and being

more sensitive or less sensitive to sensory input such as light, sound, or clothing.

Individuals with ASD also have notable strengths, including strong visual and auditory

learning abilities, excelling in specific subjects, and a capacity to learn in detail, allowing

them to remember information for extended periods. The main causes of ASD are not

entirely clear. However, researchers have gathered that an individual’s genes can be

affected by having siblings with the same disorder, having older parents, a low birth

weight, or having genetic conditions such as Down Syndrome or Fragile X syndrome.

The subcategories of Autism Spectrum Disorder have evolved over time.

According to Behavioral Innovations, the DSM-IV classified autism as part of the

Pervasive Developmental Disorders, which also included Asperger’s Disorder, Rett’s

Disorder, Childhood Disintegrative Disorder, and Pervasive Developmental Disorder Not

Otherwise Specified. With the release of the DSM-5, autism was redefined, and specific

subcategories are no longer included. Instead, it is now classified into different levels of

severity: ASD Level 1, ASD Level 2, and ASD Level 3. These levels reflect the amount

of support individuals need in their daily lives. ASD Level 1 requires minimal support,
while ASD Level 3, which is considered severe autism, demands more supervision and

accommodations in everyday life.

According to the CDC's “Data and Statistics on Autism Spectrum Disorder”, the

disorder is prevalent across all racial, ethnic, and socioeconomic groups. Among the 1

in 36 children diagnosed with ASD, it is approximately four times more common in boys

than in girls, with the average age of diagnosis being 5 years old. Over time, the

prevalence of diagnoses in children has risen; for instance, the rate was 1 in 44 children

in 2018. It remains uncertain whether this increase is due to improvements in diagnostic

methods or a genuine rise in the frequency of the condition.

Diagnosing an individual with Autism Spectrum Disorder can be a bit challenging.

This is partly due to the formal nature of testing situations and the fact that medical tests

cannot definitively diagnose ASD (but these tests can be beneficial in ruling out other

associated disabilities and neurological disorders). Given that, behavior assessments

and rating scales can be very helpful in this two-step diagnosing process. According to

“Special Education in Contemporary Society”, the first step involves a developmental

screening and surveillance, typically the Modified Checklist for Autism in Toddlers,

Revised with Follow-Up (M-CHAT-R/F). The second step in this process involves a

multidisciplinary team of professionals (neurologists, psychologists, developmental

pediatricians, speech-language pathologists, occupational therapists, and special

educators) conducting a comprehensive evaluation. These evaluations usually consist

of education observation, caregiver interviews, developmental histories, psychological

testing, speech-language assessments, and one or more diagnostic scales.

assistive technologies and services can enhance the communication and independence

of individuals with ASD. Some examples of assistive technologies that promote

communication are augmentative and alternative communication devices (AAC) and

computer-assisted instruction (CAI). These devices support non-verbal individuals with

communication through the use of symbols, strategies, instruction, or even phrases.

Early intervention services can also be a great program for young individuals with ASD.

Typically beginning with an individualized family service plan (IFSP), specialized

services that young children may go through include nutrition services, occupational

therapy, speech and language therapy, parent counseling, and recreational therapy.

Children with Autism Spectrum Disorder, more often than not, benefit by

receiving special education in the presence of other general education students.

Although many do receive a wide range of educational interventions and strategies, all

usually involve an individualized education program (IEP) in order to keep progress of

their academic, social, and self-help skills. Teachers follow this plan whilst also

implementing classroom strategies to best help children with ASD learn. Following

“Special Education in Contemporary Society”, some of these strategies include avoiding

abstract ideas whenever possible, avoiding speech students may misinterpret, breaking

down tasks, practicing inclusion, preparing students for change, making adjustments for

auditory and visual dictations, and facilitating group work.

After gathering information about Autism Spectrum Disorder (ASD), I feel that I

have gained valuable insights that will shape my approach to inclusion as a future
educator. Individuals with ASD demonstrate a diverse range of characteristics,

strengths, and weaknesses, making each person unique. This diversity comes with

challenges in developing a singular approach to providing the necessary instructional,

social, and communicative support that could best help individuals with this disorder.

Thankfully with the help of Individualized Family Service Plans, Individualized Education

Programs, assistive technology, and various therapies, we have come a long way with

the promotion of independence and aid to individuals with ASD that can greatly help

them in the long run. I’ve come to appreciate the beauty in creating a tailored approach

for each individual rather than a cookie-cutter system that may not even suit certain

students. In general education, everyone has their own individuality, and it would only

make sense that we adopt the same mindset in special education.

Every student is unique, and there is no one-size-fits-all method to effectively

teach each learner. Learning about the diagnostic process, prevalence, levels of

support, and instructional practices related to ASD is crucial to educators. This

knowledge enhances our overall understanding of this complex disorder and

encourages us to better assist individuals with ASD, both in the classroom and out in

the world.
 Works Cited

American Psychiatric Association. (2000). Diagnostic and Statistical Manual of Mental

Disorders : DSM-IV-TR. (4th ed.). American Psychiatric Association.

Gargiulo, R. M., & Bouck, E. C. (2019). Special Education in Contemporary Society.

SAGE Publications.

National Institute of Mental Health. (2024). Autism spectrum disorder. National Institute
of Mental Health. [Link]

disorders-asd

Accessed 1 Dec 2024

Types and Levels of Autism Spectrum Disorder. (2023, January 18). Behavioral

Innovations - ABA Therapy for Kids with Autism. [Link]

[Link]/blog/types-and-levels-autism-spectrum-disorder/

Accessed 1 Dec 2024