Autism Spectrum Disorders, Strength-Based, & Systems AssessmentEDSP 306December 8, 2007AgendaClass Business8:00 to 8:15FBA Project Reflections8:15 to 8:30Autism Spectrum Disorders8:30 to 9:30Break9:30 to 9:45Autism Spectrum Disorders9:45 to 11:30Lunch11:30 to 12:00Strengths-Based12:00 to 1:30Break1:30 to 1:45Systems-Assessment1:45 to 3:15Resource Fair3:15 to 4:00FBA Project ReflectionsWhat did you learn?How might it be helpful for student?What were some of the challenges?123Autism Spectrum DisordersControversyAutism Speaks (www.autismspeaks.org) Parent advocacy group seeking cure for AutismAutism Every Day Video: http://206.252.155.61/media/d_200603_EveryDay16x9_512k.wmvAutism Network International (http://ani.autistics.org/)Advocacy group for adults with autismautism is not a disorder, but a healthy variation in neurological hard-wiringCritical of Applied Behavior AnalysisDr. Temple Grandinhttp://templegrandin.com/January 11, 2005 Interview on NPR’s Fresh Airhttp://www.npr.org/templates/story/story.php?storyId=4278538456What about your experiences?www.livingtheautismmaze.comSome MythsAll kids with autism are the sameAnyone with autism must be a genius or savantEveryone with autism has cognitive deficitsPeople with autism cannot feel or form relationships789DSM-IV Criteria for AutismImpairments in social interactionImpairments in communicationRestricted repetitive and stereotyped patterns of behavior, interests, and activitiesDelays or abnormal functioning prior to age 3 IDEA Criteria"a developmental disability significantly affecting verbal and nonverbal communication and social interaction, usually evident before age 3, that adversely affects a child's educational 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."Most often identified around age 2 Often gradual improvements with age, but likely to continue to experience many problemsUsually a chronic and lifelong conditionIQ and language development are the strongest predictors of adult outcomesDevelopmental Course101112Prevalenceestimated 1 in 150 (CDC: http://www.cdc.gov/ncbddd/dd/addmprevalence.htm)Occurs in all social classes and cultures3-4 times more common in boys; when girls are affected they tend to have more severe intellectual impairmentsVermont Interagency White Paper on Autism Spectrum Disorders (2006)http://education.vermont.gov/new/pdfdoc/pgm_sped/pubs/autism/interagency_autism_white_paper_06.pdf Pervasive Developmental Disorders In VT Community Mental Health & Developmental Services Programs: 1990- 2005 Number Diagnosed by Program01002003004005006001990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005OtherChildDS Other= Adult Mental Health, Child= Children’s Mental Health, DS= Developmental Services (adults & children) Program 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 DS 15 19 27 27 33 36 53 79 96 123 156 172 185 190 186 243 Child 18 30 32 35 34 40 54 66 59 82 106 107 139 189 207 245 Other 2 5 9 8 7 14 18 21 24 24 26 27 32 43 29 39 13 131415Autism as a Spectrum DisorderThe symptom patterns and characteristics of autism are expressed in many different combinations and degrees of severityThree factors contribute to the spectrum nature of autism:children with autism may possess any level of intellectual abilitychildren with autism vary in the severity of their language problemsthe behavior of children with autism changes with ageCore CharacteristicsSocial ImpairmentsCommunication ImpairmentsRepetitive Behaviors & InterestsCore CharacteristicsSocial impairments include deficits in:social imitationmake-believe playsocial expressivenessorienting to social stimuliresponsiveness to othersprocessing of emotional information or sharing emotions with othersjoint social attentionability to see others as social agents161718Core CharacteristicsCommunication impairments include:may use protoimperative, but not protodeclarative gesturesmay use instrumental, but not expressive gesturesabout 50% of children with autism do not develop any useful languageuse qualitatively deviant forms of communicationimpairments in the pragmatic use of languagedifficulty communicating emotion and engaging in narrative discourse(Mash & Wolfe, 2005)(Mash & Wolfe, 2005)Difficulties with Pragmatic Language192021Core CharacteristicsRepetitive Behaviors and Interests include:perseveration or abnormal preoccupationsritualistic behaviorstereotyped body movementsinsistence of samenessself-stimulatory behaviorChildren with intellectual disabilities but not autism do not display deficits in joint attention or theory of mind, and are often able to display social behaviors appropriate for their mental ageCompared to children with developmental language disorders, children with autism use more deviant forms of language, display less spontaneous social conversation, and show greater impairments in nonverbal communication Differential DiagnosisIntellectual Deficits and Strengthsabout 70% of autistic children have intellectual disabilities, with particular weaknesses in verbal IQabout 25% have splinter skills and 5% have savant abilitiesSensory and Perceptual Impairmentsoversensitivities or undersensitivities to certain stimulisensory dominancestimulus overselectivityAssociated Characteristics222324Cognitive Deficitsdifficulty understanding social situationsimpairments in the ability to understand others’ and their own mental states (Theory of Mind)deficits in executive functionslack of drive for central coherencePhysical Characteristicsdevelopment of epilepsy in 25%abnormally large head circumference in 20%Associated CharacteristicsAutism & Intellectual Disabilities30%30%40%Severe IDMild to ModerateAverage or AboveAccompanying Disorders and Symptoms most often associated with MR and epilepsyother common co-occurring symptoms include