The word ‘autism’ derives from the Greek word ‘autos’, meaning self. Indeed, the child seems to exist in his or her own world, a place characterized by repetitive routines and profound difficulty in communicating with others.
Autism is complex
neurological developmental disability that typically appears during the
first three years of life. It effects the functioning of the brain
and presents itself in behaviors such as withdrawal from human contact,
ritualistic behaviors, and impaired social and communication abilities.
Is there more than one type of Autism?
Autism is one of the “pervasive developmental disorders”. The Diagnostic and Statistical Manual of the American Psychiatric Association (DMS-IV), a diagnostic handbook, lists specific criteria to diagnose Pervasive Developmental Disorder (PDD). Children who are diagnosed under the PDD umbrella exhibit similar characteristics in communication and social skills, but differ in terms of specific characteristics and severity. Within the subcategory known as Autism there are different levels from mild to severe. Some children are very bright and do well at school, but have problems with social adjustment. Those children may be able to live independently when they grow up. However, at the other end of the scale mental retardation is commonly accompanies with autism.
Below are some of the PDD categories and their distinguishing characteristics.
Autistic Disorder
Impairments in
social interactions; communication deficits; lack of imaginative play;
characteristics present themselves prior to three years of age.
Asperger’s Disorder
Impairments in
social interactions; limited interests and activities; no significant language
delays; range of average to above average intelligence.
Rett’s Disorder
A progressive
disorder that occurs only in girls. There is a period of normal development
before loss of gained skills, and loss of purposeful use of hands, replaced
with repetitive hand movements beginning at 1-4 years of age.
What causes Autism?
The causes of the
autism are unknown, although they are related to neurological and biological
abnormalities in brain functioning. There is no cure for autism,
but appropriate treatments can have a positive impact on the child’s development.
It is not a progressive disorder (such
as Rett’s disorder) that worsens as the child grows. Autism is
four times more prevalent in boys than girls and knows no racial, ethnic,
social, or economic boundaries. Within the areas of commonality,
children with autism exhibit an individualized and distinctive combination
of strengths and needs.
What are the often-seen symptoms
of Autism?
- Repeated body movements such as hand
flapping (moving hands rapidly up and down, bending at the wrist),
rocking back and forth, spinning objects, etc.
- An obsessive need to maintain order
and sameness: Resistance to change in routines.
- Difficulty in making and maintaining
eye contact.
- Walking on one’s toes.
- Hyper sensitivity in one or more
of the five senses.
- Echolalia (repeating another
person’s words like an echo).
- Referring to oneself in the third
person (‘he’, ‘Bill’) or use of peculiar language.
- Deficits in verbal communication
-Deficits in non-verbal communication:
Difficulty understanding the emotion displayed in the actions of others.
- An inappropriate attachment to material
objects.
- Insensitivity to pain.
- No apparent fear of real danger.
Who diagnoses Autism?
A diagnostic evaluation
is based on the observation of the child’s skills in all areas, especially
in communication, interaction with others, and developmental skill levels.
The diagnosis is made by examinations conducted by medical and mental
health professionals in conjunction with input from occupational therapists,
speech and language clinicians, teachers, and parents. The diagnosis
requires many assessments and cannot be completed during a single behavioral
observation.
| Click here to see the criteria used to label individuals as having autism |
How is Autism treated?
Autism is a disorder
rather than a disease. It can be treated, and some characteristics
of autism can be modified, lessened, or even eliminated. Early diagnosis
and intervention tend to result in greater progress and allow youngsters
to take a more active role in society. Many treatment programs
work on improving communication skills, teaching functional living skills,
structuring the schedules of activities, and implementing parent and staff
training. To enhance effectiveness, any approach should be based
on positive reinforcement for appropriate behavior and be re-evaluated
on daily basis (minimum).
What strategies can teachers
use in classrooms?
- Teach specific life skills in the social, behavioral, communicational,
academic, functional,
and problem solving realms.
- Present information visually and verbally. Use cards and pictures to
present a concept.
- Give clear and short directions.
- Structure the environment so that the child has minimal distractions.
- Develop schedules using visual cues of pictures along with verbal clues.
- Be consistent and structured in creating and presenting activities.
- Reinforcement during and after each accomplished task.
- Verbally praise the child for every effort made.
- Teach behavioral expectations. Each expectation should be presented so
that the student knows
exactly what is expected of him/her.
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Summary
Autism and other
PDD diagnoses are complex conditions. This article provided a general
overview. For more information, locate the resources listed below.
Resources for more information
Print
Tony Atwood (1998). Asperger's syndrome: A guide for parents and
professionals. New York, Jessica Kingsley Publishers (www.jkp.com)
Shirley Cohen (1998). Targeting autism: What we know, don't know, and can do to help young children with autism and related disorders. Berkeley, CA: University of California Press.
Jan Handleman and Sandra Harris (Eds.) (2001). Preschool education programs for children with autism. Austin, TX: Pro-Ed.
DeAnn Hyatt-Foley & Matthew Foley (2002). Getting services for your child on the autistic spectrum. New York, Jessica Kingsley Publishers (www.jkp.com)
Strategies to help students with autism.’ Today Volume 8, Issue 8 (April/May) 2002.
Luke Jackson (2002). Greaks, geeks and Asperger Syndrome: A user guide to adolescence. New York, Jessica Kingsley Publishers (www.jkp.com)
Mickey Keenan, Ken Kerr, and Karola Dillenburger (1999). Parents'
education as autism therapists: Applied behaviour analysis in context.
New York, Jessica Kingsley Publishers (www.jkp.com)
Rebecca Moyes (2002). Addressing the challenging behavior of children with high-functioning Autism/Asperger Syndrome in the classroom: A guide for teachers and parents. New York, Jessica Kingsley Publishers (www.jkp.com)
Ashley Stanford (2002). Asperger syndrome and long-term relationships. New York, Jessica Kingsley Publishers (www.jkp.com)
William Stillman (2002) Demystifying the autistic experience: A humanistic introduction for parents. New York, Jessica Kingsley Publishers (www.jkp.com)
Turnbull, Rud, et al. (2002). Exceptional Lives: Special Education in Today’s Schools. Upper Saddle River: Pearson Education.
Green & Stephen (1996). Behavioral Interventions for Young Children with Autism: A Manual for Parents and Professionals. Austin, Texas: Pro Ed.
Peter Vermeulen (2000). I am special: Introducing children and young people to their autism spectrum disorder. New York, Jessica Kingsley Publishers (www.jkp.com)
Liane Holliday Willey (2001). Asperger syndrome in the family: Redefining normal. New York, Jessica Kingsley Publishers (www.jkp.com)
Liane Holliday Willey (2003). Asperger syndrome in adolescence: Living with the ups, the downs, and the things in between. New York, Jessica Kingsley Publishers (www.jkp.com)
Matt Winter (2003). Asperger Syndrome: What teachers need to know.
New York, Jessica Kingsley Publishers (www.jkp.com)
Web Sites
http://www.autism-society.org/
http://www.aacap.org/publications/factsfam/autistic.htm
http://www.dotolearn.com/welcome/areas/autism.htm
| Fetch Dr. Mac's Home Page |
Dorota Koczewska is a former graduate student in the Department of Special
Education at Hunter College. She is a teacher of students with emotional
and behavioral disorders in Brooklyn, NY.
Thanks
Dorota!
5/25/04 Source: www.BehaviorAdvisor.com