Please enable JavaScript.

Coggle requires JavaScript to display documents.

Students with Autism Spectrum Disorder (Understanding Autism Spectrum…

- - - - Autism was identified as a separate category of disability in the Individuals with Disabilities Education Act (IDEA) beginning in 1990.
  - - - Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, 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.
      - Autism does not apply if a child’s educational performance is adversely affected primarily because the child has an emotional disturbance.
      - A child who manifests the characteristics of autism after age three could be diagnosed as having autism if the criteria in paragraph (c)(1)(i) of this section are satisfied.
    - - Although the previous version of the DSM included a broad category called pervasive developmental disorder (PDD) and within that category included autism disorder, Asperger disorder, and other related conditions, the current manual eliminated the narrow diagnostic labels and adopted the term autism spectrum disorder (ASD) to encompass all of them.
  - - - a risk ratio of 1 means that students are represented in a disability category exactly in the proportion as they are represented in the population, students who are Native Hawaiian/Other Pacific Islander have a risk ratio for autism of 1.25; Caucasian students have a risk ratio of 1.21. In contrast, Hispanic students have a risk ratio of 0.75, and those who are American Indian/Native Alaskan have a risk ratio of 0.88.
  - - - DNA
    - - individuals with autism spectrum disorder have been found to have abnormalities in the cerebellum
    - - In many cases, positive supports, unconditional family love, and similar factors probably have a positive effect on how the symptoms of autism spectrum disorder occur.
    - - There is no connection between immunizations and autism.
- - - - the ability to easily remember things without necessarily knowing what they mean.
    - - people with this disorder do not truly understand that others have their own thoughts and points of view and that people with autism face challenges in understanding others’ beliefs and emotions
    - - Many students with ASD have access to only one problem-solving strategy for a particular situation and use it consistently, regardless of whether it is successful and even if the situation changes.
  - - - Many students with autism spectrum disorder have extraordinary difficulties related to language
      - Students may have problems with proxemics—that is, knowing the socially acceptable distance to maintain between people during conversation.
    - - students often do not communicate in order to obtain the attention of others, and they may not communicate for social purposes
  - - - may involve rocking, hand flapping, and any other repetitive, stereotyped behavior patterns that appear to have no apparent function
    - - difficulty in transferring information to new settings
    - - difficulty with the (a) tactile, (b) vestibular, (c) proprioception, (d) visual, (e) auditory, (f) gustatory, and (g) olfactory senses
- - - - Compliance: Does the student do as requested? With or without prompting? How many prompts?
      - Independence: Which steps of the skills being taught is the student able to complete without adult guidance?
      - Imitation: If given a direction, does the student comply with it? How much support is needed for the student to complete the direction (e.g., physical prompting, verbal prompting)?
      - Work behaviors: Does the student get out the assigned work? Begin it? Persist? Complete it?
- - - - Environmental and curricular modifications and general education classroom support
      - Attitudinal and social support
      - Coordinated team commitment
      - Home–school collaboration
- - - - a place students can go to when they are beginning to feel anxious or upset and need to calm themselves
  - - - when a parent, paraprofessional, teacher, or trusted peer previews with a student actual materials that will be used in a lesson or activity the day, the evening, the morning, or, occasionally, moments before that lesson or activity occurs. This is done as a means of reducing stress and anxiety by increasing student familiarity with the materials
    - - a cue designed to get a student to perform a specific behavior, and it is effective in promoting student achievement
  - - - an individualized text or story that describes a specific social situation from the student’s perspective
    - - Situation: The first step is to have the student identify (or help the student identify) the who, what, where, and when components of the event that occurred.
      - Options: Next, the student brainstorms, with help as needed, options for responding to the situation. All student responses are recorded, whether they seem appropriate or not.
      - Consequences: For each option listed, the student identifies at least one consequence. This sometimes is the most difficult part of the process.
      - Choices: The student rates the option as positive or negative, based on the consequences of each.
      - Strategies: After choosing an option, the teacher assists the student to form a plan for using that option the next time the situation arises.
      - Simulation: This step is designed to provide practice for the student, who could draw the strategy being implemented, role play it, or imagine using it.