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Instructor’s Manual 11-1

11

AUTISM SPECTRUM DISORDERS

INSTRUCTOR OVERVIEW

Although most people nowadays know or have interacted with someone with an autism spectrum

disorder (ASD), this widespread awareness is a relatively recent phenomenon. Chapter 11

focuses on autism, one of the most visible and discussed disability categories of the 21st century.

Although autism has a more than 60-year history as a disability label and is included as a

CHAPTER-AT-A-GLANCE

DETAILED

OUTLINE

TRADITIONAL

LEARNING

ONLINE

LEARNING

CEC

STANDARDS

11–1 A CHANGING ERA

IN THE LIVES OF

PEOPLE WITH AUTISM

SPECTRUM DISORDERS

p. 262–264

Learning Objectives:

11-1

Snapshot:

Diagnosing “C”

PowerPoint Slides:

Ch. 11

Test Bank:

Ch. 11

MindTap for Human

Exceptionality

• Chapter 11 Quiz: Did You

Get It?

• Chapter 11 Quiz:

Wrapping It Up

1 Learner

Development

and Individual

Learning

Differences

11–2 DEFINITIONS AND

CLASSIFICATION OF

AUTISM SPECTRUM

DISORDERS

p. 265–268

11–2a Definitions of Autism

Spectrum Disorders /

11–2b Educational

Classification of Autism

Spectrum Disorders

Learning Objectives:

11-2

PowerPoint Slides:

Ch. 11

Test Bank:

Ch. 11

MindTap for Human

Exceptionality

• Chapter 11 Video Case:

Autism Spectrum

Disorder: Using Behavior–

Related Data to Support a

Young Child with ASD

• Chapter 11 Quiz: Did You

Get It?

• Chapter 11 Quiz:

Wrapping It Up

1 Learner

Development

and Individual

Learning

Differences

Instructor’s Manual 11-2

DETAILED

OUTLINE

TRADITIONAL

LEARNING

ONLINE

LEARNING

CEC

STANDARDS

11–3

CHARACTERISTICS

AND PREVALENCE OF

AUTISM SPECTRUM

DISORDERS

p. 268–274

11–3a Characteristics of

Autism Spectrum Disorders /

11–3b Other Conditions

Associated with Autism

Spectrum Disorders /

11–3c Unique Strengths /

11–3d Prevalence of Autism

Spectrum Disorders

Learning Objectives:

11-3

Case Study on Embracing

Diversity:

Identifying Culturally and

Linguistically Diverse

Children with ASD

Reflect on This:

Donald T.: First Child

Diagnosed with Autism

Snapshot:

Krista: A Girl with Asperger’s

Syndrome

PowerPoint Slides:

Ch. 11

Test Bank:

Ch. 11

MindTap for Human

Exceptionality

• Chapter 11 Quiz: Did You

Get It?

• Chapter 11 Scenario

(6 options):

o Pre–K Seiji A

o Pre–K Seiji B

o Pre–K Seiji C

o Grades 4–6 Jose A

o Grades 4–6 Jose B

o Grades 4–6 Jose C

• Chapter 11 Quiz:

Wrapping It Up

1 Learner

Development

and Individual

Learning

Differences

11–4 CAUSES AND RISK

FACTORS OF AUTISM

SPECTRUM DISORDERS

p. 275

Learning Objectives:

11-4

PowerPoint Slides:

Ch. 11

Test Bank:

Ch. 11

MindTap for Human

Exceptionality

• Chapter 11 Quiz: Did You

Get It?

• Chapter 11 Scenario

(6 options):

o Pre–K Seiji A

o Pre–K Seiji B

o Pre–K Seiji C

o Grades 4–6 Jose A

o Grades 4–6 Jose B

o Grades 4–6 Jose C

• Chapter 11 Quiz:

Wrapping It Up

1 Learner

Development

and Individual

Learning

Differences

11–5

IDENTIFICATION

AND ASSESSMENT OF

AUTISM SPECTRUM

DISORDERS

p. 275–276

Learning Objectives:

11-5

PowerPoint Slides:

Ch. 11

Test Bank:

Ch. 11

o Pre–K Seiji A

o Pre–K Seiji B

MindTap for Human

Exceptionality

• Chapter 11 Quiz: Did You

Get It?

• Chapter 11 Scenario

(6 options):

o Grades 4–6 Jose B

o Grades 4–6 Jose C

• Chapter 11 Quiz:

Wrapping It Up

4 Assessment

7 Collaboration

Instructor’s Manual 11-3

DETAILED

OUTLINE

TRADITIONAL

LEARNING

ONLINE

LEARNING

CEC

STANDARDS

11–6 INTERVENTIONS

AND TREATMENTS

FOR AUTISM

SPECTRUM DISORDERS

p. 276–289

11–6a Early Childhood

Education / 11–6b

Elementary Education /

11–6c Adolescent Education

and Transition to Adulthood

/ 11–6d Evidence–Based

Practices / 11–6e

Psychological and Medical

Interventions

Learning Objectives:

11-6

Assistive Technology:

Apps for Autism

Community Support For

Lifelong Inclusion:

People with Autism Spectrum

Disorders

Learning Through Social

Media:

Assessing and Treating ASD

Snapshot:

My Thoughts about the

Education of High–

Functioning Individuals with

Autism

PowerPoint Slides:

Ch. 11

Test Bank:

Ch. 11

MindTap for Human

Exceptionality

• Chapter 11 Video Case:

Autism Spectrum

Disorder: Using Behavior–

Related Data to Support a

Young Child with ASD

• Chapter 11 Quiz: Did You

Get It?

• Chapter 11 Scenario

(6 options):

o Pre–K Seiji A

o Pre–K Seiji B

o Pre–K Seiji C

o Grades 4–6 Jose A

o Grades 4–6 Jose B

o Grades 4–6 Jose C

• Chapter 11 Quiz:

Wrapping It Up

1 Learner

Development

and Individual

Learning

Differences

2 Learning

Environments

4 Assessment

5 Instructional

Planning and

Strategies

7 Collaboration

LOOKING TOWARD A

BRIGHT FUTURE p. 294

PowerPoint Slides:

Ch. 11

Test Bank:

Ch. 11

LEARNING OBJECTIVES

After completing this chapter, your students should be able to:

11-2 Explain the various definitions and classification of ASD.

11-4 List the causes and risk factors associated with ASD.

11-5 Describe the assessment procedures used to identify ASD in children and youth.

11-6 Describe the different interventions for children and youth with ASD from early

childhood through adulthood.

Instructor’s Manual 11-4

CHAPTER/LECTURE OUTLINE

• 11-1 A CHANGING ERA IN THE LIVES OF PEOPLE WITH AUTISM

SPECTRUM DISORDERS

o Autism spectrum disorders are among the most complicated disabilities in our

field.

• 11-2 DEFINITIONS AND CLASSIFICATION OF AUTISM SPECTRUM

DISORDERS

o 11-2a Definitions of Autism Spectrum Disorders

! The term autism comes from the Greek word autos meaning “self” and

was first used in the early 1900s to describe unique behavioral symptoms

o 11-2b Educational Classification of Autism Spectrum Disorders

! The IDEA definition of autism is:

Autism means a developmental disability significantly affecting verbal and

nonverbal communication and social interaction, generally evident before

age three that adversely affects educational performance. Other

• 11-3 CHARACTERISTICS AND PREVALENCE OF AUTISM SPECTRUM

DISORDERS

o 11-3a Characteristics of Autism Spectrum Disorders

! Social Communication and Social Interaction Skills: Persistent deficits in

social skills involving communication and interactions with others. These

social impairments are hallmark features of individuals with ASD.

! Restricted, Repetitive Patterns of Behavior, Interests, or Activities: This is

another hallmark feature and can include repetitive speech, motor

movements, and use of objects; certain rituals and routines; and restricted,

fixated movements.

• Repetitive Speech, Motor Movements, or Use of Objects: Children

o 11-3b Other Conditions Associated with Autism Spectrum Disorders

Instructor’s Manual 11-5

! Developmental Conditions: The most frequently co-occurring condition

with ASD. Most commonly, these include language disorders, ADHD, and

o 11-3c Unique Strengths

! Some individuals with ASD have savant syndrome, including splinter skill

o 11-3d Prevalence of Autism Spectrum Disorders

! Although prevalence rates vary from study to study, a thorough analysis of

recent epidemiological surveys estimates the prevalence of autism to be 22

• 11-4 CAUSES AND RISK FACTORS OF AUTISM SPECTRUM DISORDERS

o It is well accepted that neither is there one cause nor one cure for ASD.

• 11-5 IDENTIFICATION AND ASSESSMENT OF AUTISM SPECTRUM

DISORDERS

o Parents are often the first to notice symptoms of ASD in infants and toddlers.

o Pediatricians usually perform the first evaluation.

o Diagnosis of ASD typically happens between 3 to 10 years of age, although the

age has decreased over time.

• 11-6 INTERVENTIONS AND TREATMENTS FOR AUTISM SPECTRUM

DISORDERS

o 11-6a Early Childhood Education

! Children with ASD can receive early intervention through a provider of

services to children with disabilities or delays ages newborn to 3. Some

o 11-6b Elementary Education

! By age 5, children with ASD receive services as determined on their IEP.

Services often include speech, physical, and occupational therapy.

o 11-6c Adolescent Education and Transition to Adulthood

! Changes that occur naturally during adolescence may be increasingly

o 11-6d Evidence-Based Practices

! Collaborative Communication Services: The most critical and frequently

used approach. The use of AAC strategies is common:

Instructor’s Manual 11-6

• Augmentative and alternative communication (AAC): The use

of aided and unaided strategies (such as a communication device,

! Visual Structure and Support: This approach capitalizes on the student’s

visual strengths. It may include visual posting of rules and expectations,

daily posting of schedule, video modeling, and labeling.

! Social Skill Development: Interventions that focus on enhancing positive

social relationships are based upon developmental theory and can be

provided in many settings.

o 11-6e Psychological and Medical Interventions

! Various medical treatments have been used for individuals with ASD, but

the primary purpose is not to cure autism, but to alleviate or eliminate

• LOOKING TOWARD A BRIGHT FUTURE

o Autism spectrum disorders (ASD) have received substantial attention in the

popular press during the past decade. A brighter picture is emerging due to this

DISCUSSION QUESTION STARTERS

1. What common perceptions of individuals with autism as portrayed in popular media and

how are these perceptions aligned with current knowledge?

2. What tips for family members would you consider sharing with parents of children in

your class?

3. How have the changing terms to describe ASD influenced perceptions?

4. In what ways is the future brighter for people with ASD than it has in the past?

5. What is there a difference between medical and educational classifications for ASD?

6. How does misdiagnosis affect people with ASD?

7. Why does research in the area of ASD sometimes seem contradictory?

Instructor’s Manual 11-7

IN-CLASS OR ONLINE ACTIVITY SUGGESTIONS

ACTIVITY 1

INTRODUCTION: Autism has received increased attention during the past several years by both

researchers and the media. Talk shows, movies, newspaper articles, and books are commonly

used to inform the public about this complex disability.

ACTIVITY: Gather examples of these media, and show them to class members. Discuss with class

members the image of people with autism depicted in the media. Does this image present an

accurate picture of this challenging disability?

ACTIVITY 2

INTRODUCTION: Individuals with autism have great difficulty with both expressive and receptive

communication skills. Augmentative communication devices have been extremely helpful in

assisting these individuals in expressing their needs, wants, and desires. Communication systems

can also provide information about their daily routines to students with autism. For example,

ACTIVITY 3

INTRODUCTION: Researchers theorize that self-injurious or aggressive behaviors by individuals

with autism may be their most efficient means of communication. When appropriate or less

aggressive behaviors are ignored, people with autism may use problem behaviors to gain

attention, escape an unpleasant situation, or request something. Actually, most of us use

inappropriate behaviors at times to get our needs met. For example, children learn that pouting

ACTIVITY 4

INTRODUCTION: Education for students with autism requires a full range of instructional options,

ranging from segregated to integrated settings. Unfortunately, the presence of challenging

Instructor’s Manual 11-8

behaviors and stereotypes about people with autism has resulted in many of these individuals

being placed in very restricted settings.

ACTIVITY: Invite a special education representative from a local school district to discuss

placement options and concerns for individuals with autism. Ask class members to prepare

questions before, such as the following:

• Where are the majority of students with autism served in your school district?

• What types of supports and services are necessary to facilitate their participation in the

school community?

ACTIVITY 5

INTRODUCTION: Behavior management for individuals with autism requires a precise operational

definition, observation, and recording of data on behaviors that are viewed as appropriate or

inappropriate. Consistently defining and identifying autism across observers can be difficult.

ACTIVITY 6

INTRODUCTION: The Autism Society of America (www.autism-society.org) provides a great deal

ACTIVITY 7

INTRODUCTION: Having a child with autism in the family can place great demands on the other

members.

ACTIVITY: Invite parents to discuss their son or daughter with autism. Questions to discuss might

include:

• What was your initial reaction to discovering that your child had autism?

• How did you obtain an accurate diagnosis?

• What type of program is your child currently involved in?

ACTIVITY 8

INTRODUCTION: Children may experience a number of problems coping with their brother or

sister with autism.

Instructor’s Manual 11-9

ACTIVITY: Organize a panel of siblings to discuss their reactions to growing up with a brother or

sister with autism. Ask class members to prepare questions such as:

• What was it like to grow up with a sibling with autism?

• Did you feel comfortable inviting your friends to your home?

• In the future, what role will you play in the life of your brother or sister?

• Where would you prefer that your sibling with autism live or work as an adult?

VIDEO ACTIVITIES

ACTIVITY 1

VIDEO: The Boy Inside

VIDEO URL: http://www.theboyinside.com/index.php?q=node/29

ACTIVITY: “I have no clue really. Is my voice weird? Do I sound annoying? Am I retarded?

That’s how kids make me feel. I don’t like having Aspergers. I don’t like being considered

different.”—Adam, age 12. Watch a clip from The Boy Inside, a documentary by filmmaker

Marianne Kaplan as she shares her own son’s challenges with an autism spectrum disorder.

ACTIVITY 2

VIDEO: Echoes of Autism

VIDEO URL: http://echoes2.org

DEBATE FORUM

Self-Stimulation as a Reinforcer?

Reinforcers as behavioral treatments are sometimes difficult to find for some children who have

autism. Teachers must often take what the student gives them to work with and remain flexible

in designing an intervention program.

Many individuals with autism do not respond to the same types of rewards that others do; social

rewards may not provide reinforcement or have any effect on these children, at least in the initial

stages of a treatment program. Research has also shown that, in some cases, tangible reinforcers

may produce desired results, but they often seem to lose their power for individuals with autism.

Instructor’s Manual 11–10

POINT

Because reinforcers are often difficult to identify for children with autism, it is important to use

whatever is available and practical in teaching these youngsters. Self-stimulation has been

recognized as providing strong reinforcement for those who engage in it. Although typically

COUNTERPOINT

Using inappropriate behavior as a reinforcer carries with it certain serious problems and, in fact,

may be unethical. The use of self-stimulation as a reinforcer may cause an increase in this

behavior, making it an even more pronounced part of the child’s inappropriate demeanor. Should

TAKE A STAND

1. Do you think that self-stimulation as a reinforcer is appropriate to use with some

children who have autism spectrum disorder, at least initially in the treatment program?

Explain your answer.