1. Read the Chapter in the textbook.
2. Review the Essential Concepts below.
3. Answer and submit the Chapter Outline and Objectives
Remember to include the assignment or question statement before you write your answer.
Essential Concepts
Autism is the name given to any of five related childhood neurobehavioral syndromes subsumed under the term pervasive developmental disorder (PDD). Most professionals now use the term Autism Spectrum Disorder (ASD). The five subtypes are autistic disorder, Asperger Syndrome, RettŐs syndrome, childhood disintegrative disorder, and pervasive developmental disorder-not otherwise specified. The disorders are differentiated from one another primarily by age of onset and severity of the symptoms. Assessments of overt behavior are commonly used to diagnose ASD.
ASD is characterized by impaired social skills, language impairments, deficits in intellectual functioning, ritualistic and repetitive behavior patterns, and uneven development of skill acquisition. Although popularly portrayed in many movies (e.g., Rain Man) autistic savants are very rare.
Various theories as to causes of the disorder have been proposed through the years, yet the exact cause of the disorder is not known. It was once thought that uncaring parents were to blame. More recently it has been proposed that routine childhood immunizations could be the reason, however, both theories have not survived in light of scientific evidence. Experts now suspect that both biological and environmental factors may be responsible for causing the disorder.
Students with ASD constitute the fastest growing category in special education and are among the most difficult students to teach. Nevertheless, research has shown that carefully planned and delivered instruction together with frequent measurement of progress can improve the skills of children with ASD. Even more encouraging are the results of intensive, behavior analytic based, early intervention for the long-term prognosis of children with ASD.
Because of the characteristics and severity of the disorder, the treatment of ASD has been fraught with unproven treatments and exaggerated claims of treatment effectiveness. Fortunately, there is a growing body of scientifically proven teaching strategies and tactics that are becoming more accessible to parents and teachers.
Chapter Outline and Objectives
DEFINITIONS
1. List the five subtypes of ASD according to the DSM-IV.
2. List the two components of the educational definition in IDEA.
CHARACTERISTICS
1. Describe the academic and social skills deficits associated with ASD.
SCREENING AND DIAGNOSIS
1. List the most commonly used screening devices for ASD.
2. Describe how a child might be given the diagnosis of ASD.
PREVALENCE
1. List the prevalence estimates for children with ASD.
2. Describe the possible reasons why there has been a marked increase in the prevalence of the disorder.
CAUSES
1. List the hypothesized causes of ASD.
2. List the three reasons why educators should not place too much emphasis on theories linking ASD with uncaring parents or to routine immunizations.
EDUCATIONAL APPROACHES
1. Discuss the importance of early intensive behavioral intervention.
2. Describe the important historical events in the education of children with ASD.
3. Define Applied Behavior Analysis.
4. Describe the teaching strategies based on ABA.
5. Describe the teaching strategies to help children with ASD learn to increase their independence in the classroom.
EDUCATIONAL SERVICE ALTERNATIVES
1. Identify and describe the various placement alternatives for students with ASD.
CURRENT ISSUES AND FUTURE TRENDS
1. Describe the possible reasons behind the use of ŇfadÓ educational treatments for children with ASD.
2. Describe why facilitated communication and secretin have been shown to be unproven treatments.