Autism Spectrum Disorders

Autism Spectrum Disorders
+ the classroom
by: Racheal Campbell + Ryan Benetz

www.educationinc.us • rbenetz@educationinc.us
The Autism Awareness Ribbon
The puzzle pattern of this ribbon reflects
the mystery and complexity of autism. The
different colors and shapes represent the
diversity of people and families living with
this disorder. The brightness of the ribbon
signals hope – hope through research and
increasing awareness.

Education, Inc. + Autism
As a leader in providing K-12 education
programs for patients in hospitals, home
bound programs and behavioral health
centers, it is our mission to educate all
students regardless of their situation.
In 2013, we were able to educate and
provide support for 13,364 students. Based
on the statistic that 1 in 68 children are
autistic, we can roughly estimate that over
190 of our students were autistic.
We hope to add to the ribbon’s brightness,
the hope, by raising awareness for ASD and
autism in the classroom.

AUTISM SPECTRUM DISORDERS
What are Autism Spectrum Disorders?
ASD Definition
Children with Autism Spectrum Disorders
Rett Syndrome
Childhood Disintegrative Disorder
Asperger
Autism
The Facts
AUTISM + DIAGNOSTIC CRITERIA
What are the diagnostic criteria for autism?
Early signs of Autism
Characteristics
Prevalence
Causes
Vaccines and Autism
AUTISM + THE CLASSROOM
What can we do as teachers?
Research Programs
Curriculum of Programs
Recommendations for Education
Intervention
Accommodations in the Lesson Plans
Accommodations in the Classroom
Teaching Strategies
Assessment Practices
Presentation Overview
I. III.
II.

What are the Autism Spectrum Disorders?

Autism Spectrum Disorders (ASD) definition:
Disorders that are characterized by varying degrees of impairment in:
1. communication,
2. social interactions,
3. repetitive and stereotyped patterns of behavior.
Persons who display behaviors typical of autism but to a lesser
degree and/or with an onset later than three years of age.

What are Autism Spectrum Disorders (ASD)?
Autism Spectrum Disorders, also known as pervasive
development disorders (or atypical autism) includes:
Rett Syndrome
Asperger Syndrome
Autism

Rett Syndrome
Normal development for five months to four years, followed by
regression and intellectual disabilities.
This is the only ASD that is more common in females than males and
it is very rare.

Normal development for at least two, and up to ten years, followed
by significant loss of skills.
Much more prevalent in males.

Aspergers
Similar to mild autism, but without significant impairments in
cognition and language.

Autism (definition from IDEA)
A developmental disability affecting verbal and nonverbal
communication and social interaction, generally evident before
age 3, that affects a child’s performance. Other characteristics often
associated with autism are engagement in repetitive activities and
stereotyped movements, resistance to environmental change or
change in daily routines, and unusual responses to sensory
experiences. The term does not apply if a child’s educational
performance is adversely affected primarily because the child has
serious emotional disturbance.

Autism: the facts
Approximately 1 in 68 children are diagnosed with autism.
Over the last 30 to 40 years there has been great increase in
the number of diagnosed cases, and is currently increasing
10-17%, annually.
Autism is the fastest-growing serious developmental disability
in the U.S., currently affecting more than 2 million individuals.
Sometimes students can be identified as LD or DCD, when if fact
they have autism.
Autism is more prevalent in boys than girls
*APPROXIMATELY 5 TIMES MORE LIKELY

Autism: the facts continued
Autism is more prevalent in siblings of those with ASD
Autism is more prevalent in those with other developmental
disorders such as Fragile X syndrome, Developmental Cognitive De-
layed, or Tuberculosis.
Autism can cost a family an average of $60,000 per year.
Autism receives less than 5% of the research funding of many less
prevalent childhood diseases.

What are the diagnostic criteria for autism?

Early Signs of Autism:
6 months :
9 months :
12 months :
16 months :
24 months :
No big smiles or warm, joyful expressions
No back and forth sharing of sounds, smiles, etc
No consistent response to his/her name, babbling,
back and forth gestures, such as pointing showing,
reaching, waving, or three-pronged gaze.
No words
No two-word meaningful phrases (without
imitation or repeating)

Autism: characteristics
Impaired social interaction
Picked up/cuddled
Smile/laugh
Objects vs. people
Impaired communication
50% thought to be mute
Robotic, parroting or reverse pronouns

Autism: characteristics continued
Repetitive and stereotyped patterns of behavior
Twirling, flapping of hands, rocking
Restricted range of interest
Impaired cognition
Remember location in space rather than concept
comprehension ie. “shopping”
Autistic savant: splinter skills: ie. Rain Man

Autism: characteristics continued
Abnormal Sensory Perceptions
Hyperresponsive or hyporresponsive
Synaesthesia: the stimulation of one sensory or cognitive
system results in the stimulation of another

Autism is the most prevalent of the ASD’s and the second
most common is PDD-NOS which is a less severe form and/or
later onset.

Causes of Autism
Neurological
No single, known cause
Genetic Problems
Depending on the gene, a child may be more susceptible to
the disorder
Can affect the way brain cells communicate
Can affect the severity of the symptoms

Causes of Autism
Environmental Problems
Causes many other health problems
Exploring whether or not trigger autism: ie. air pollutants and
viral infections

Vaccines and Autism
No reliable study has shown a link between the MMR vaccine
and autism.

What can we do as teachers?

Research Programs
Research does not tell us which types of intervention work best
for different children
Decisions made by the team based on needs of individual child
A variety of resources and agencies must collaborate to develop
comprehensive programs based on each child’s needs

Curriculum of Programs
The program should teach the child:
Ability to attend
Imitate others
Comprehend and use language
Play appropriately with toys
Socially interact with others

Recommendations for Education Intervention:
Immediate enrollment into intervention programs immediately
after diagnosis
Active participation in intensive programming for a minimum of
25 hours per week
Planned and repeated teaching opportunities in various settings
At least 1 adult for every 2 young children
Parent training
Ongoing assessment and evaluation

Accommodations in the Lesson Plans + Sessions
1. Choose or make materials with clear, visual completion criteria.
2. Tasks that have visually clear instructions.
3. Provide students with visual aids for lectures.
4. Prepare students for transitions.
5. Use the student’s interests in lesson planning.
6. Use clear, concise language.
7. Modeling.

Accommodations in the Lesson Plans + Sessions
8. Incorporate the strengths of students with autism in
your lessons.
9. If student has difficulty with handwriting, for some assignments,
allow alternative ways to respond.
10. Reinforce positive behavior.

1. Close proximity to teacher/teacher’s assistant.
2. Procedures to keep noise levels acceptable.
3. Private location w/o distractions for test taking.
4. Eliminate clutter.
5. Present instructions orally and written.
6. Frequent clarifications/reminders .
7. Refer to agendas.

8. Work is organized into manageable ‘chunks’.
9. Classroom expectations clear and understood, as well as
consequences for misbehavior.
10. Extra assistance is provided as needed.

Teaching Strategies
Direct Instruction
Behavior Management
Find ways to support positive behaviors rather than punish
negative behaviors
Instruction in Natural Settings– settings and interactions that
non-disabled children enjoy
Teaching one-on-one or in small groups

Assessment Practices
Testing accommodations vary on case to case basis
Extended time and small-group of individual administration are
common accommodations

Thank you for reading!
We would not be successful without the right teachers, and their desire for
professional development. As our teachers develop, so do our students.
As an ongoing effort we encourage our staff to develop training presentations
like the one you are viewing here on Autism Spectrum Disorders. If our
development can help our clients and fans develop as well, then we are
helping those kids that need it.
Please use this presentation as a training tool, and share it with those people
that care for kids on the spectrum.
Enjoy!
Ryan Benetz
email: rbenetz@educationinc.us
office: 508.732.9101

The best thing about Education, Inc. is their individualized
attention to the needs of every child.
The teacher(s) from Education, Inc. are warm, flexible, and open to
learning about children who have highly specialized academic and
emotional needs.
— Rachel Busman, PsyD; Clinical Psychologist & Program Director of Adolescent
Inpatient Services at Westchester Medical Center

APA Works Cited:
Autism Spectrum Disorder (ASD): Condition Information. (2013, December 1). Autism Spectrum Disorder (ASD): Condition Information.
Retrieved February 8, 2014, from http://www.nichd.nih.gov/health/topics/autism/conditioninfo/Pages/default.aspx
Hallahan, D. P., & Kauffman, J. M. (1120). Exceptional learners: an introduction to special education (12th ed., International ed.). Upper
Saddle River, N.J: Pearson Education
Nicole, C. (2007, January 1). Positively Autism ~ Lesson Modifications and Accommodations ~ November, 2007. Positively Autism ~ Lesson
Modifications and Accommodations ~ November, 2007. Retrieved February 01, 2014, from http://www.positivelyautism.com/volume2is-
sue10/index.html
Promoting Social Development for Students with Autism; Social Skills for Students with Autism. (n.d.). TeacherVision. Retrieved March 2,
2014, from http://www.teachervision.fen.com/autism/teaching-methods/8193.html?detoured=
Ruble, L., & Akshoomoff, N. Autism Spectrum Disorders: Intervention Options for Parents and Educators. National Association of School
Psychologists , 38, 1-6.
Staff, M. (2012, October 6). Autism. Mayo Clinic. Retrieved April 29, 2014, from http://www.mayoclinic.com/health/autism/DS00348/DSEC-
TION=causes
Teaching Autism Students in Inclusive Classrooms. (n.d.). Teaching Autism Students in Inclusive Classrooms. Retrieved February 1, 2014,
from http://www.child-autism-parent-cafe.com/autism-students-in-inclusive-classrooms.html
What Is Autism?. (2014, January 1). Autism Speaks. Retrieved March 1, 2014, from http://www.autismspeaks.org/what-autism

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