1. Brittney Santoyo, Christine Hill, Renita Patton, Chis Torres
SPE 576: Characteristics of Autism Spectrum Disorder
April 27th, 2014
Richard Tivnan

2. • Assessed individual: Helen
• The article discussed the assessment process in great detail.
• Results collected at 15 months, 23 months, and 32 months.
• Provided information of improvement and decreases in Helen’s skills
• Assessments measured data in expressive language, cognitive communication, social
aspects of communication, and communication modalities.
• Assessments used: Mullen Scales of Early Learning, MacArthur Communicative Development
Inventory, Communication and Symbolic Behavioral Scales Development Profile, and Vineland
Adaptive Behavior Scales.

3. • Article describes assessments used very thoroughly.
• One many find it difficult to diagnose at an early age, but the
successes of the assessments and accurate diagnosis means early
interventions.
• Early interventions play a huge factor in shaping/fading behaviors in
children with ASD.
• The data collected from assessments are key to identifying a child’s
expressive language, cognitive communication, social aspects of
communication, and communication modalities.

4. • Knowledge gained from this article would be informational to a
collaborative team.
• It addressed the assessments themselves, but also the importance of the
goals set for the client.
• The goals shown in the article were very detailed and specific. They varied
from “designing the environment to provide opportunities for her to
independently initiate communicative acts”, “ increase her capacity to
communicate for engaging in social interaction”, “increase Helen’s single-
word vocabulary through the use of photo/picture communication system”.
• These goals not only help Helen learn the skills to be successful in her
environments, but they lay a foundation to bigger and more developed
skills.
• These goals will help Helen later in life to have positive relationships and
interact in society appropriately.

5. • Stresses the importance of team work and education of all involved.
• The more we become educated on new techniques, assessment tools,
and laws the better we can serve students with ASD.
• Speech is taught as a verbal behavior.
• In the beginning, goals target verbal imitation, one step commands,
receptive discrimination of body parts, name and pictures, and
expressive labels.
• Objective language comes later this includes- prepositions, pronouns,
same and different, and yes and no.

6. • This article supports the beliefs and practices regarding personal
beliefs on communication abilities with students that have ASD.
• Communication skills are very important.
• Ability to communicate can cut down unwanted behaviors.
• Transition plays a big role in day to day activities and being able to be
part of a functional classroom.
• This is a major milestone for many children with ASD.

7. • The Education of the team is the primary form of treatment for children
with ASD.
• Collaborating and effectively communicating within the IEP Team is crucial.
• Early diagnosis and intervention is the best way to set a child with ASD on
the path for success.
• Children are trying to figure out their place in the world and how to live in
the world which makes teaching coping skills at an early age highly
important.
• Children with ASD rely on educators to facilitate and help them maneuver
through life and help strengthen their development.

8. • The brain is more malleable in the first three years of life.
• Most children are not diagnosed until the age of five.
• Autism can be more effectively treated with a more intensely focused
assessment of babies in the age of newborn to 24 months.
• Babies display differences in behaviors when they are first born.
• Klin suspects that autism is a predisposed genetic anomaly in the brain
classifying this as a brain disorder.
• Social growth charts for infants who developed autism showed that they
initially made more eye contact then peers of the same age not affected by
autism.
• Learning path changes as they grow and they become more captivated by
things instead of people.

9. • There are over 100 genes currently associated with autism.
• Klin believes that number will grow with more research.
• If individuals receive interventions earlier they may have the chance
to learn skills that would have been missed if interventions were
started later in life.
• Klin points out that even though students with autism may be
nonverbal, they still are able to make sound.
• If you were to enter a classroom with students who are autistic, you
would hear lots of noise by individuals doing individual things.
• Klin believe this can be impacted by lack of early intervention.

10. • This video implies that in the first three years the brain is more malleable,
yet students are usually not diagnosed until five.
• This proves that there needs to be earlier assessment. Klin argues that
instead of universal screening that we should focus on universal treatment
in the beginning of life.
• The final point that is very insightful into the aim of the video.
• The goal is not to “cure” autism, but to free individuals with autism.
• Free them from the devastating consequences such as not being able to
interact with others, isolation, intellectual disabilities, or the lack of
language.
• Early intervention is crucial in finding new ways to help autistic children
develop the survival skills necessary for life.

11. • Discusses the importance of understanding the needs of children.
• It is highly important for the paraprofessionals, co-teachers, and other
individuals to work together for the child to progress.
• Peer mediation is something to consider as a positive influence for helping
students with autism.
• It helps cognitive communication and social development skills.
• Parental involvement is also crucial- for education and the multiple roles
they play in the child’s life.
• While peer mediation may be highly useful it is essential to have teachers
and supports that are familiar with ASD before utilizing peer mediation.

12. • Children with autism lack responsiveness and are hypersensitive.
• Working with children that are autistic has its challenges.
• Expressive language and cognitive communication need to be taught by
trained professionals.
• Peer mediation is still beneficial. It can assist with adaptive behaviors and
behavior intervention.
• Adaptive behaviors are an important aspect of children with autism.
• It will help with independent performance in their daily life and social
development.
• It is important for teachers to evaluate all possible potential interventions.

13. • Peer intervention is something new and one can be skeptical incorporating such
interventions.
• Peer must have a certain understanding of autism to be effective in teaching and
helping.
• Training peers to assist children with autism may be a good start to help with
other teaching strategies that might prove profitable.
• Knowing more about autism will help teachers train peers for interventions with
the approval of the IEP team and the parent.
• Parents are the first to recognize that their child has ASD and it is essential for
positive growth for the parent to work closely with the teacher.
• This will allow the child to lean and function in their everyday lives more
successfully.
• Cognitive development in children with autism may be complex but working
together to find new intervention will prove beneficial.

14. Klin, A., Chawarska, K., Rhea, P., Rubin, E., et al. (2004). Autism in a 15-month old
child. The American Journal of Psychiatry, 161(11), 1981-1988.
Lord Catherine, McGee James P. (2001) Educating Children with Autism.
Committee on Educational Inventions for Children with Autism
Films Media Group (2012). Challenges of Autism (03:17) From Title: TEDTalks:
Ami Klin-A New Way to Diagnose Autism.
Peer Mediation Approaches for Children and Youth with Autism and
Developmental Disabilities: (1997, January). Focus on Autism and Other
Developmental Disabilities, 12(4),