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Understanding Autism Spectrum Disorder

The document discusses characteristics of Autism Spectrum Disorder (ASD), including deficits in social communication and restricted, repetitive behaviors. It compares identification methods for ASD, emphasizing the importance of comprehensive diagnostic evaluations and developmental screenings. Additionally, it presents scenarios of children with ASD, outlining potential challenges faced by their families and strategies for supporting their education.

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10 views3 pages

Understanding Autism Spectrum Disorder

The document discusses characteristics of Autism Spectrum Disorder (ASD), including deficits in social communication and restricted, repetitive behaviors. It compares identification methods for ASD, emphasizing the importance of comprehensive diagnostic evaluations and developmental screenings. Additionally, it presents scenarios of children with ASD, outlining potential challenges faced by their families and strategies for supporting their education.

Uploaded by

xnjhh82x2k
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Take some time now to answer the following questions.

Please note that the IRIS Center does


not collect your Assessment responses. If this is a course assignment, you should turn them in
to your professor using whatever method he or she requires. If you have trouble answering any
of the questions, go back and review the Perspectives & Resources pages in this module.

1. Identify the two major characteristics of ASD. For each characteristic, provide at least
two examples of how a child with ASD might display them.

One of them is deficits in social communication and interaction. They have difficulty
initiating or responding to social interactions like when their name is called. And have
challenges understanding verbal cues, like facial interactions. The second one could be
restricted, repetitive patterns of behaviors. They could repeat motor movements like hand
flapping or repeating phrases. Another is insistence on sameness, like if their routine gets
changed around.

2. Watch the video of a mother interacting with her twins, Nathan and Benjamin (time:
1:20).

a. View the video below.

Source: Centers for Disease Control and Prevention

Review Description

b. Identify the twin who demonstrates early signs of ASD and describe the
characteristics.

Initially I think Nathan is the one showing early signs of ASD. He doesn’t follow the
natural pattern of progression and does his own thing with instructions right there.
Along with his eyes wandering and seeming uninterested

c. Compare the behavior of the twin who demonstrates early signs of ASD to that of
his brother.

Benjamin is way more focused and involved in his interaction with his mom. While
Nathan is uninterested and doesn’t want to engage in the toy and would rather do
his own thing.

3. There are two ways that children can be identified as having ASD.

a. Compare and contrast the two methods of identification.

The 2 are comprehensive diagnostic evaluations, and developmental screening. They


both identify possible delays but CDE confirms the autism diagnosis. Along with
developmental screening does just reffercal basically for future testing while CDE
sets a plan for the kid

b. Explain why having both diagnoses is important for a child and her or his family.

It is important to have both because the one just tests for autism and the other tests for
everything else. Autism isn’t the end all and be all, meaning the child could have other
disorders or symptoms. So this makes it good for them to test for it all.

4. Pick one of the scenarios below (from the Challenge) and answer the questions.

Scenario: Jaquese
This is Jaquese, a 10-year-old student in an inclusive fourth-grade classroom. Jaquese loves
mathematics and science and is above grade level in both subjects. Because of this, his teachers
have a hard time keeping him engaged during mathematics and science instruction. On the
other hand, Jaquese has difficulty with reading and writing. He also struggles with reading
comprehension, both when a story is read to him and when he reads it independently. He’s
obsessed with superheroes and will often quote and act out scenes from their comic books or
films. This is often frustrating for the teacher, because no matter how she tries to distract him
from his imaginary superheroics, he always comes back to them. In fact, he often cannot begin
his work until he has finished acting out an entire scene. Further, most students do not
understand his obsession; they find Jaquese annoying and do their best to avoid him.

Scenario: David
This is David, a two-and-a-half-year-old with autism spectrum disorder and intellectual
disabilities. He is not interested in other children, and he does not play with toys as they were
designed to be played with. For example, instead of pushing toy cars around on the floor, he
flips them over and spins their wheels. On the other hand, David loves to play in the water and
listen to music. At night, he remains awake for extended periods, something that is exhausting
for his parents. Mealtimes are a struggle as well. David eats only a few specific foods and avoids
others with textures or consistencies he doesn’t like. He is non-verbal and lacks a systematic
way to let his teachers and parents know what he wants. Often, when he is not successful at
communicating what he wants, David throws himself on the floor, hits his parents, and throws
objects. He has recently been introduced to the Picture Exchange Communication System, often
referred to as PECS, but has not yet learned enough to communicate his needs.

a. Would this child or student have an IFSP team or an IEP team? Explain.

David I think would have an IFSP team. Because hes 2 and a half get early
intervention services. Mainly because the IFSP team focuses on the childs
development within the context of the family and starting early routines.
b. Who are the required members for this team? There should be childrens
parents, at least one service coordinator, professionals involved with assessment,
and a service provider

c. Identify at least two additional team members that might be on this team and
explain why? There could be a speech and language pathologist since David is
nonverbal. And occupational therapist because of the sensory sensitivities

5. Cherith is a single parent of six-year-old twins who have ASD. Both have cognitive
impairments, language deficits, and behavior issues. Additionally, one child requires
almost total assistance for daily living skills in areas such as feeding, dressing, and
toileting and the mom reports that the other child does not sleep. Both children receive
services and supports in school and in clinic settings.

Identify and explain four struggles or difficulties this mom might face.

The mom could face physical and emotional exhaustion because she’s dealing with 2 children
with significant needs. Time management and balancing responsibilities with dressing and
feeding and toileting them. Financial strain because she’s a single parent. And lack of support
because of the time she doesn’t have from working and to children’s schooling.

6. Recall Jaquese from the Challenge. Jaquese is a 10-year-old student in an inclusive


fourth-grade classroom. Jaquese loves mathematics and science and is above grade level
in both subjects. Because of this, his teachers have a hard time keeping him engaged
during mathematics and science instruction. On the other hand, Jaquese has difficulty
with reading and writing. He also struggles with reading comprehension, both when a
story is read to him and when he reads it independently. He’s obsessed with
superheroes and will often quote and act out scenes from their comic books or films.
This is often frustrating for the teacher, because no matter how she tries to distract him
from his imaginary superheroics, he always comes back to them. In fact, he often cannot
begin his work until he has finished acting out an entire scene. Further, most students do
not understand his obsession; they find Jaquese annoying and do their best to avoid
him.

Imagine you are Jaquese’s general education teacher. Using what you know about Jaquese,
select three strategies discussed in this module that you could implement to increase his
success in the classroom. Explain why you chose each and how it will benefit him.

I would use his interests like superheroes to motivate his learning connection. It would keep
him more engaged because its something he likes and not a random thing he doesn’t care
about. Then id provide differentiated instruction and enrichment opportunities for him to learn
in different ways.

Common questions

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PECS can provide a non-verbal child with ASD a systematic way to communicate needs and preferences, potentially reducing frustration and disruptive behaviors stemming from communication barriers. However, initial challenges include the child's learning curve in using PECS effectively and ensuring consistency in usage across home and educational environments. Additionally, caregivers and educators must be thoroughly trained to support the child in using the system .

In the observed case study, Nathan demonstrates early signs of ASD as he displays a lack of interaction with his mother, does not follow the pattern of progression of instructions, and seems uninterested, with wandering eyes. Conversely, his twin brother, Benjamin, is more focused and actively involved in interactions with his mother, showing typical engagement with toys. This comparison highlights Nathan's potential ASD symptoms, such as limited social responsiveness and engagement .

An IFSP team for a young child with ASD would focus on strategies like incorporating a speech and language pathologist to develop communication skills and working with an occupational therapist to address sensory sensitivities. The team might also develop routines that integrate the child’s developmental needs within family contexts, emphasizing early intervention practices that enhance social and communication skills through structured environments and consistent routines .

A single parent of twins with ASD could face multiple challenges, such as physical and emotional exhaustion due to managing the needs of two children, time management issues balancing tasks like feeding, dressing, and toileting, financial strain from being the sole provider, and a lack of support due to limited time for social engagement or personal time. These challenges can lead to significant stress, affecting the parent's well-being and capacity to effectively cope with daily responsibilities .

Comprehensive diagnostic evaluations (CDE) and developmental screenings serve different roles in identifying ASD. Developmental screenings indicate potential developmental delays and may lead to a referral for further testing, while CDE confirms an autism diagnosis and helps develop a tailored plan for the child. Both are important because screenings highlight areas of concern early on, but a CDE provides a definitive diagnosis and comprehensive assessment to address a range of developmental issues beyond just autism .

Children with ASD might exhibit sensory sensitivities, such as avoidance of certain textures or sounds, which can complicate daily routines. For instance, meal times may become challenging if a child only accepts specific food textures or rejects others outright. Similarly, clothing choices or learning environments can impact the child's comfort and reactions. Addressing these sensitivities requires a tailored approach to accommodate their needs and ease daily transitions .

Recognizing multiple disorders or symptoms in children undergoing ASD assessments allows for a comprehensive understanding of the child's developmental profile, leading to more accurate and effective treatment plans. This holistic assessment can inform targeted interventions addressing a range of needs beyond ASD, such as co-occurring conditions like ADHD or sensory processing disorders. Such an approach ensures that all aspects of the child's development are considered, optimizing the potential for positive educational and social outcomes .

Emotional and cognitive impairments in children with ASD can hinder their ability to process social cues and engage with peers, thus affecting their social integration. In education, these impairments may contribute to difficulties with comprehension and attention, particularly in tasks that require collaborative or interactive learning practices. These challenges necessitate individualized educational plans and support to foster a conducive learning environment and encourage social participation .

A teacher could use the student's interest in superheroes by incorporating superhero themes into assignments and activities, thereby enhancing engagement through personal interest. Differentiated instruction could match learning materials to the student's strengths, and enrichment opportunities could allow further exploration in mathematics and science, areas where the student excels. These strategies foster motivation and participation by linking academic content to the student’s interests and abilities .

The two primary characteristics of ASD are deficits in social communication and interaction, as well as restricted, repetitive patterns of behavior. Deficits in social communication may manifest as difficulties initiating or responding to social interactions, such as not responding when their name is called or struggling to understand verbal cues like facial expressions. Restricted, repetitive patterns of behavior can include repetitive motor movements, like hand flapping, echolalia, or an insistence on sameness, such as becoming upset when routines change .

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