Austism

Definition

Autism is a pervasive developmental disorder. Its symptoms include differences and disabilities in many areas including social communication skills, fine and gross motor skills, and sometimes intellectual skills.

Autism is also a “spectrum disorder.” In basic terms, this means you can be a little autistic or very autistic. At the highest end of the spectrum is Asperger Syndrome, sometimes called “The Little Professor” syndrome. At the lowest end of the spectrum is the disorder that’s most often called “classic autism,” which often includes mental retardardation. In between are a variety of pervasive developmental disorders including Rett syndrome, childhood disintegrative disorder, and pervasive developmental disorder not otherwise specified (PDD-NOS).

Not only is autism a spectrum disorder, but recent studies suggest that there may be more than one type of autism. While some autistic people have additional symptoms such as gastrointestinal issues, seizures and even mental illness, others have no such symptoms. The jury is still out on the question of "many autisms," so for now the term "autism spectrum" covers a very wide set of differences and disabilities.

Teaching Implications

Effective programs for students with autism and other pervasive
developmental disorders include comprehensive communication
assessment and intervention. This typically involves assessment by a
speech and language pathologist as well as informal observation and
classroom-based evaluation. The assessment serves as the basis for the
identification of goals, objectives, and strategies for facilitating
development of receptive language and expressive skills, particularly
with pragmatic skills. Instruction should emphasize paying attention,
imitating, comprehending, and using language in play and social
interaction. Communication goals should emphasize the functional use
of language and communication in various settings.

Students with autism demonstrate qualitative differences in social interaction
and often have difficulty establishing relationships. They may
have limited social interactions or a rigid way of interacting with others.
The difficulties they have with social communication should not be seen
as a lack of interest or unwillingness to interact with others; this lack of
effective communication may result from an inability to distill social
information from the social interaction and use appropriate
communication skills to respond.
Understanding social situations typically requires language processing
and non-verbal communication, which are often areas of deficit for
people with autism. They may not notice important social cues, and
may miss necessary information. People with autism typically have an
impairment in the use of non-verbal behaviors and gestures to regulate
social interaction, and they may have difficulty reading the non-verbal
behavior of others.
People with autism have significant difficulty with any interaction that
requires knowledge of other people and what they think or know. It has
been theorized that people with autism have a social cognitive deficit in
this area. Baron-Cohen has described this as the “theory of mind”:

Technology Service
Any service that directly assists an individual with a disability in the selection, acquisition, or use of an assistive technology device.
Typically, children with autism process visual information easier than auditory information. Any time we use assistive technology devices with these children, we're giving them information through their strongest processing area (visual). Therefore various types of technology from "low" tech to "high" tech, should be incorporated into every aspect of daily living in order to improve the functional capabilities of children with autism.

Visual Representation Systems
It is important to determine which visual representation system is best understood by the child, and in what contexts. Various visual systems, such as objects, photographs, realistic drawings, line drawings, and written words, can be used with assorted modes of technology, as long as the child can readily comprehend the visual representation.
Some children may need different visual representation systems in different situations. This may be dependent upon numerous factors, such as the skill being taught, as well as the unique characteristics of autism: attending, organization, distractibility, etc.
Example: A child may use real objects for his visual schedule, as the objects appear to give him more information as to where he's going and what's coming up next, as well as to help him remain more focused during the transition. However, this same child may use photographs or line drawings in a picture exchange in order to communicate expressively.

Some researchers suggest that, for most children, it is best to start with a visual representation system of line drawings, and move to a more concrete representation system of photographs or objects needed (18). See the line drawings in Mayer-Johnson "Picture Communication Symbols".
The Mayer-Johnson software program, Boardmaker, is a user-friendly program for both adults and children (18). The program offers a 3,000 Picture Communication Symbol (PCS) library in either black/white or color, and can be accompanied by any written word/message. The symbols can be made in any size, and tend to be universally understood. They present a relatively clear, 'uncluttered' representation and remove any ambiguity, which can sometimes arise when using photographs, especially personally-made photographs, as in the following example.

"Low" Technology: Visual support strategies which do not involve any type of electronic or battery operated device - typically low cost, and easy to use equipment. Example: dry erase boards, clipboards, 3-ring binders, manila file folders, photo albums, laminated PCS/photographs, highlight tape, etc.
"Mid" Technology: Battery operated devices or "simple" electronic devices requiring limited advancements in technology. Example: tape recorder, Language Master, overhead projector, timers, calculators, and simple voice output devices.
"High" Technology: Complex technological support strategies - typically "high" cost equipment. Example: video cameras, computers and adaptive hardware, complex voice output devices.

References:
Autism Society of America WebsiteAutism Spectrum Disorders (Pervasive Developmental Disorders) National Institute of Mental Health, 2004Greenspan, Stanley. "The Child with Special Needs." C 1998: Perseus Books.Romanowski, Patricia et al. "The OASIS Guide to Asperger Syndrome." C 2000: Crown Publishers, New York, NY.

http://www.bced.gov.bc.ca/specialed/docs/autism.pdf

http://www.specialed.us/autism/assist/asst10.htm

http://www.asperger.net/
This is a book that specializes in Autsim Spectrum Disorders that offers practical solutions for individuals

Centre for the Study of Autism
http://www/autism.org
This site provides information on autism and related disorders, with
numerous features and links to other sites