Autism Spectrum Disorders

June 07

What is Autism Spectrum Disorder?

Characteristics of Autism

Learning Differences

Educational Needs (0-21)

Best Practices

Family Needs and Resources

Autism Contact

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Autism is a complex developmental disability that typically appears during the first three years of life and is the result of a neurological disorder that affects the normal functioning of the brain, impacting development in the areas of social interaction and communication skills. Both children and adults with autism typically show difficulties in verbal and non-verbal communication, social interactions, and leisure or play activities. One should keep in mind however, that autism is a spectrum disorder and it affects each individual differently and at varying degrees - this is why early diagnosis is so crucial. By learning the signs, a child can begin benefiting from one of the many specialized intervention programs.

— Autism Society of America 2006

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What is Autism Spectrum Disorder?

What is Autism Spectrum Disorder?

Autism Spectrum Disorder (ASD) is a Pervasive Developmental Disorder (PDD). Pervasive Developmental Disorders are life-long disabilities that significantly impact several different areas of development. Pervasive Developmental Disorders include:

1) Autism Spectrum Disorder2) Asperger’s Syndrome3) Pervasive Developmental

Disorder-Not Otherwise Specified (PDD-NOS)4) Rett’s Syndrome5) Childhood Disintegrative Disorder

Characteristics of Autism

Communication Impairments• May be delayed in learning how to talk (50% of

individuals are able to communicate verbally)• May have trouble understanding that it takes two

for a conversation and the roles of the speaker and listener must alternate

• May have echolalia, a repetition of what they have heard (full, partial, delayed, immediate)

• May have a large vocabulary, but not understand how what they say impacts others

• May have difficulty understanding non-verbal communication (gestures, facial expressions, body language)

• May have trouble understanding humor, puns, or double meaning

• May talk too loud or have an unusual pace

Social Difficulty• Lack of “theory of mind” (a developmental

milestone that allows for ideas of what others might be thinking or feeling)

• May “talk at” people and not notice that there is a lack of interest

• Lack of spontaneous seeking to share enjoyment with others

• May have difficulty making friends with same age peers

• May not understand why it would be important to share information about themselves with others

• May have trouble with the emotional reciprocity that is involved in personal relationships

Characteristics of Autism

Sensory Processing Deficits• May be hyper or hypo sensitive to sensory

stimulation (sight, hearing, taste, smell, touch)• May focus on the details and not the concept or

bigger picture• Problems with filtering input–it’s like hearing

several radio stations at once• Certain sounds, tastes, and types of touch may be

physically painful• May have peculiar attractions to less desirable

tastes, smells, and fit on clothing (this is a way to regulate the sensory system)

Need for Sameness• May have unusual resistance to change• May have a strong need to “finish”• May have a preoccupation with unusual items of

interest• May develop routines quickly and have trouble

with flexibility

Learning Differences (0-21)

Individual learning differences may include…

• Uneven development – may excel in some areas but have significant challenges in others

• Need for sameness and routine –may have difficulty with changes in routine or moving from one activity to another

• Over attends to environmental stimuli – may focus on details rather than the big picture; may have fascinations with specific items of interest

• Difficulty with generalization—may struggle with transferring knowledge and skills across environments, people and materials

• Problems with unstructured time and activities—may show inappropriate behaviors when expectations are not clearly understood

• Differences in motivation—may be motivated by unique items of interests and may not show interest in what is motivating to others

• Processing problems—may have difficulty with processing information in the areas of language, cognition and sensory- motor skills (e.g. may be over or under sensitive to smells, sounds, lights, textures, touch, movement).

• Problems with time concepts- may have difficulty with activities that involve the passage of time, such as calendars, sequencing, waiting, planning, etc.

Learning Differences

Educational Needs (0-21)

The primary difficulties of persons with autism are in the areas of social interaction and communication. Education/intervention focuses on these two areas. An individual with autism may exhibit deficits in other developmental educational areas.*

Social interaction

• Develop appropriate use of nonverbal behaviors (e.g. gestures, body language, tone of voice). so that the child is able to actively participate in social interactions with others.

• Develop peer relations• Develop spontaneous seeking to share enjoyment

and interest with others• Develop the ability to establish meaningful,

affectionate relationships with significant others.• Develop the ability to recognize and understand

the emotions in other people and respond appropriately to them.

• Develop the ability to engage in joint attention and cooperative problem solving

• Develop the ability to select socially acceptable behaviors, interests or activities to replace stereotypical or repetitive patterns of behaviors (e.g. spinning, rocking, swaying, hand flapping, echoing of speech, looking at object from unusual angles)

Communication

• Develop a functional expressive communication system

• Develop the ability to engage in continuous back and forth nonverbal exchanges of communication

• Develop, initiate and sustain communication with others

• Develop varied spontaneous make believe play or social imitative play appropriate to the developmental level

* Other educational needs may exist in the following areas: self help (eating, dressing, toileting, etc), fine motor, motor planning, academics, pre-vocational and vocational skills.

Educational Needs (0-21)

Best Practices

The Iowa Department of Education supports the following best practices:

1. Early intervention for at risk for autism begins as early as two years old.

2. Autism resource team services can be provided to all individuals on the autism spectrum.

3. A medical diagnosis is not required for an individual to be served appropriately in school settings.

4. Services may include any combination of: direct specialized services, resources and training, and participation in least restrictive environment with typical peers.

5. Intensity recommendations for programming are for 25 hours of active engagement per week, including a combination of family, community, and educational support for two or more years (birth to age 8).

6. Autism resource teams do not coordinate

education plans or monitor programs.

7. Selection of an instructional strategy is not limited to one methodology, or a prescribed sequence, but may be a blended approach to meet individual needs.

8. Families and educators of individuals with autism spectrum disorders should be made aware of research-based interventions and methods that lack efficacy data.

9. Program effectiveness is determined by:a. Degree of success in communicative

exchangesb. Social competence and peer

relationshipsc. Competence in natural environments

Best PracticesSpecialized instruction in all four of the following curriculum areas should be implemented with consistency:

1. Functional and spontaneous communication (Requesting wants and needs, commenting about interests of self or others)

2. Social interaction across the day in various settings (Turn taking with peers and participation in group activities)

3. Cognitive development and play skills(Participation in appropriate leisure and problem solving activities)

4. Proactive approaches to problem behavior (Skill training for alternative ways to gain the same functional outcome)

Educational instruction in these areas should be “specialized,” yet take place among settings in which ongoing interactions occur with typically developing children.

Specific goals in these areas should be determined by individual assessment and described in terms of observable behaviors that are measured frequently. These target skills and behaviors are those that the individual could accomplish in one year’s time.

Performance data in these areas should be reviewed frequently to determine whether or not a child is benefiting from a particular instructional strategy. The method of intervention should be adjusted accordingly when performance data is above or below the target performance.

Family Needs and Resources

SUPPORT GROUPSAutism Society of Iowa www.autismia.org/

•Cedar Rapids Contact: Meg Oberveuter (319) 378-1241

•Iowa City Contact: Vicki Walch (319) 338-6650

Asperger’s Support Group •Cedar Rapids Contact: Tim & Barb Soukup (319) 295-9574

•Iowa City Contact: Jamie Achrazoglou (319) 335-1284

FAMILY SUPPORT GROUPSThe Arc of East Central Iowa202 7th Ave. S.E.Cedar Rapids, IA 52401Delaine Peterson, Executive Director(319) 365-04871-800-843-0272

The Arc of Johnson County1700 First Ave, Suite 16Iowa City, IA 52240(319) 351-5017

Iowa Department of Human Services411 3rd St. S.E. Cedar Rapids, IA 52401Child Welfare: (319) 892-6800Financial Assistance: (319) 892-6700

Camp Courageous of IowaP.O. Box 418Monticello, IA 52310-0418Charles Becker, Executive Director(319) 465-5916, Ext. 202www.campcourageous.org

Parent Education Partnership (PEP)Grant Wood Area Education Agency1120 33rd Ave S.W.Cedar Rapids, IA 52404(319) 399-6700

Spanish Speaking Support GroupIowa CityDayrin LovanKjabezLovan@aol.com(319) 665-4360

Support Group for Adults on Autism SpectrumGRASP Southeast Iowa NetworkRebecca GbashaRebecca-roberts@uiowa.edu(319) 354-0112www.grasp.org

EDUCATIONAL / BEhAvIORAL RESOURCESGWAEA Autism Resource Team1120 33rd Ave S.W.Cedar Rapids, IA 52404Cedar Rapids Area: (319) 399-6835 or (319) 399-6420Iowa City Area (319) 399-6539Birth to Age 3: (319) 399-6403

Regional Autism Services100 Hawkins Dr., Rm. 239Iowa City, IA 52252-1011Sue Baker, M.S.sue-baker@uiowa.edu (319) 356-4619

Center for Disabilities and Development Bio-behavior ClinicUniversity of Iowa100 Hawkins DrIowa City, IA 52252-1011(877) 686-0031

University of Iowa Child Psychiatry(319) 356-7179

TRANSITIONAL RESOURCESLinn County Mental Health and Development Center (MHDD)305 2nd Ave S.E.Cedar Rapids, IA 52401Intake: (319) 892-5671

Iowa Vocational Rehabilitation4403 1st Ave S.E., Suite L10Cedar Rapids, IA 52402-3221(319) 294-9308

Family Needs and Resources

Johnson County Department of Human Services (MHDD)911 North GovernorIowa City, IA 52240(319) 356-6050

Cedar Centre Psychiatric Group1730 1st Ave. NECedar Rapids, IA 52402(319) 365-3993

Abbe Center for Community Mental Health520 11th St. N.W.Cedar Rapids, IA 52405(319) 398-3562

Autism Contact

here is contact information for questions or concerns:

If your child is under the age of three: Grant Wood Area Education Agency

Early Access Intake Secretary 319-399-6746 1-800-332-8488 x6746

If your child is not enrolled in school, ages 3-5: Grant Wood Area Education Agency

Early Childhood Intake Secretary319-399-68741-800-332-8488 x6874

If your child is enrolled in school:

Your child’s building principal

Grant Wood Area Education Agency shall extend equal opportunities in its employment practices, educational programs and services, and shall not discriminate on the basis of color, gender, race, national origin, religion, creed, age, sexual orientation, marital status, disability, veteran status or as otherwise prohibited by law. If you believe you or your child has been discriminated against or treated unjustly, please contact the Agency’s Equity Coordinator, Rob Little, at (319) 399-6886 or 1-800-332-8488 or TDD (319) 399-6766, Grant Wood AEA, 4401 Sixth St SW, Cedar Rapids, IA 52404.