Autism Spectrum Disorders Exceptionality Report

Introduction
The term autism comes from the Greek word autos meaning self, and was first used in the
early 1900s to describe unique behavioral symptoms of patients with schizophrenia who had
extreme difficulties in the social world. Although autism is thought to have been described first
in the early 1800s, it did not gain much attention until Johns Hopkins University psychiatrist
Leo Kanner wrote his seminal paper describing children with autistic disturbances of affective
contact. Research conducted during subsequent decades focused on etiology, and in some cases
blaming cold, refrigerator mothers for causing their childs autism. In the 1970s, however, the
focus shifted toward education for individuals with autism. With the passage of the Education for
All Handicapped Children Act of 1975, children with autism were permitted a free and
appropriate public education, but because autism was not a distinct educational category, these
students were likely served under disability labels that were then called mental retardation and
seriously emotionally disturbed. The term autism became more widely known after federal law
recognized autism as a disability category in the Individuals with Disabilities Education Act of
1990 (IDEA). In the 1980s and early 1990s, autism began to be viewed as encompassing a
broader range of functioning than in the past, including those with savant syndrome, an
extraordinary focus and gifted skills. The 1981 translation of Hans Aspergers 1944 paper
describing a condition later to be named Aspergers disorder brought greater awareness of the
wide variability of symptoms in autism. Today, autism and Aspergers syndrome are considered
to be autism spectrum disorders, and have received significant attention from both researchers
and the public media (Harman, Drew, & Egan, 2014).

Definition and Prevalence

Autism spectrum disorder (ASD) and autism are both general terms for
a group of complex disorders of brain development. These disorders
are characterized, in varying degrees, by difficulties in social
interaction, verbal and nonverbal communication and repetitive
behaviors. With the May 2013 publication of the DSM-5 diagnostic
manual, all autism disorders were merged into one umbrella diagnosis
of ASD. Previously, they were recognized as distinct subtypes,
including autistic disorder, childhood disintegrative disorder, pervasive
developmental disorder-not otherwise specified (PDD-NOS) and
Asperger syndrome.
ASD can be associated with intellectual disability, difficulties in motor
coordination and attention and physical health issues such as sleep
and gastrointestinal disturbances. Some persons with ASD excel in
visual skills, music, math and art.
Autism appears to have its roots in very early brain development.
However, the most obvious signs of autism and symptoms of autism
tend to emerge between 2 and 3 years of age. Autism Speaks
continues to fund research on effective methods for earlier diagnosis,
as early intervention with proven behavioral therapies can improve
outcomes. Increasing autism awareness is a key aspect of this work
and one in which our families and volunteers play an invaluable role.
Each individual with autism is unique. Many of those on the autism
spectrum have exceptional abilities in visual skills, music and academic
skills. About 40 percent have average to above average intellectual
abilities. Indeed, many persons on the spectrum take deserved pride in

their distinctive abilities and atypical ways of viewing the world.

Others with autism have significant disability and are unable to live
independently. About 25 percent of individuals with ASD are nonverbal
but can learn to communicate using other means. Autism Speaks
mission is to improve the lives of all those on the autism spectrum. For
some, this means the development and delivery of more effective
treatments that can address significant challenges in communication
and physical health. For others, it means increasing acceptance,
respect and support. (Autism Speaks Inc., 2014).

Autism spectrum disorder (ASD) is a developmental disability that can

cause significant social, communication and behavioral challenges.
There is often nothing about how people with ASD look that sets them
apart from other people, but people with ASD may communicate,
interact, behave, and learn in ways that are different from most other
people. The learning, thinking, and problem-solving abilities of people
with ASD can range from gifted to severely challenged. Some people
with ASD need a lot of help in their daily lives; others need less.
A diagnosis of ASD now includes several conditions that used to be
diagnosed separately: autistic disorder, pervasive developmental
disorder not otherwise specified (PDD-NOS), and Asperger syndrome.
These conditions are now all called autism spectrum disorder.
Prevalence

About 1 in 68 children has been identified with autism spectrum

disorder (ASD) according to estimates from CDC's Autism and
Developmental Disabilities Monitoring (ADDM) Network.

ASD is reported to occur in all racial, ethnic, and socioeconomic

groups.

ASD is almost 5 times more common among boys (1 in 42) than

among girls (1 in 189).

Studies in Asia, Europe, and North America have identified

individuals with ASD with an average prevalence of about 1%. A
study in South Korea reported a prevalence of 2.6%.

About 1 in 6 children in the United States had a developmental

disability in 2006-2008, ranging from mild disabilities such as
speech and language impairments to serious developmental
disabilities, such as intellectual disabilities, cerebral palsy, and
autism.

Risk Factors and Characteristics

Studies have shown that among identical twins, if one child has
ASD, then the other will be affected about 36-95% of the time. In

non-identical twins, if one child has ASD, then the other is affected
about 0-31% of the time.

Parents who have a child with ASD have a 2%18% chance of

having a second child who is also affected.

ASD tends to occur more often in people who have certain genetic
or chromosomal conditions. About 10% of children with autism are
also identified as having Down syndrome, fragile X
syndrome, tuberous sclerosis, or other genetic and chromosomal
disorders.

Almost half (46%) of children identified with ASD has average to

above average intellectual ability.

Most recent intelligence quotient (IQ) as of age 8 years among

children identified with autism spectrum disorder (ASD) for
whom test data were available,* by site and sex- Autism and
Developmental Disabilities Monitoring Network, seven sites,
United States, 2010

Children born to older parents are at a higher risk for having ASD.

A small percentage of children who are born prematurely or with

low birth weight are at greater risk for having ASD.

ASD commonly co-occurs with other developmental, psychiatric,

neurologic, chromosomal, and genetic diagnoses. The cooccurrence of one or more non-ASD developmental diagnoses is
83%. The co-occurrence of one or more psychiatric diagnoses is
10%.

Diagnosis

Research has shown that a diagnosis of autism at age 2 can be

reliable, valid, and stable.

On average, children identified with ASD were not diagnosed until

after age 4, even though children can be diagnosed as early as
age 2. When looking at age of first diagnosis by subtype, on

average, those children were diagnosed with Autistic Disorder at

age 4, Pervasive Developmental Disorder-Not Otherwise Specified
at age 4 years and 2 months, and Asperger Disorder at age 6
years and 2 months.

Studies have shown that parents of children with ASD notice a

developmental problem before their child's first birthday. Concerns
about vision and hearing were more often reported in the first
year, and differences in social, communication, and fine motor
skills were evident from 6 months of age.

Economic Costs

It is estimated to cost at least $17,000 more per year to care for a

child with ASD compared to a child without ASD. Costs include
health care, education, ASD-related therapy, family-coordinated
services, and caregiver time. For a child with more severe ASD,
costs per year increase to over $21,000. Taken together, it is
estimated that total societal costs of caring for children with ASD
were over $9 billion in 2011.

Children and adolescents with ASD had average medical

expenditures that exceeded those without ASD by $4,110$6,200
per year. On average, medical expenditures for children and
adolescents with ASD were 4.16.2 times greater than for those
without ASD. Differences in median expenditures ranged from
$2,240 to $3,360 per year with median expenditures 8.49.5 times
greater.

In 2005, the average annual medical costs for Medicaid-enrolled

children with ASD were $10,709 per child, which was about six
times higher than costs for children without ASD ($1,812).

In addition to medical costs, intensive behavioral interventions

cost $40,000 to $60,000 per child per year. (Centers for Disease
Control, 2014).
Characteristics

A diagnosis of ASD now includes several conditions that used to be diagnosed separately: autistic
disorder, pervasive developmental disorder not otherwise specified (PDD-NOS), and Asperger
syndrome. These conditions are now all called autism spectrum disorder.
ASD begins before the age of 3 and last throughout a person's life, although symptoms may improve
over time. Some children with ASD show hints of future problems within the first few months of life. In
others, symptoms may not show up until 24 months or later. Some children with an ASD seem to
develop normally until around 18 to 24 months of age and then they stop gaining new skills, or they
lose the skills they once had. Studies have shown that one third to half of parents of children with an
ASD noticed a problem before their childs first birthday, and nearly 80%90% saw problems by 24
months of age.
It is important to note that some people without ASD might also have some of these symptoms. But
for people with ASD, the impairments make life very challenging.

Possible "Red Flags"

A person with ASD might:

Not respond to their name by 12 months of age

Not point at objects to show interest (point at an airplane flying over) by 14 months

Not play "pretend" games (pretend to "feed" a doll) by 18 months

Avoid eye contact and want to be alone

Have trouble understanding other people's feelings or talking about their own feelings

Have delayed speech and language skills

Repeat words or phrases over and over (echolalia)

Give unrelated answers to questions

Get upset by minor changes

Have obsessive interests

Flap their hands, rock their body, or spin in circles

Have unusual reactions to the way things sound, smell, taste, look, or feel

Social Skills
Social issues are one of the most common symptoms in all of the types of ASD. People with an ASD
do not have just social "difficulties" like shyness. The social issues they have cause serious problems
in everyday life.
Examples of social issues related to ASD:

Does not respond to name by 12 months of age

Avoids eye-contact

Prefers to play alone

Does not share interests with others

Only interacts to achieve a desired goal

Has flat or inappropriate facial expressions

Does not understand personal space boundaries

Avoids or resists physical contact

Is not comforted by others during distress

Has trouble understanding other people's feelings or talking about own feelings

Typical infants are very interested in the world and people around them. By the first birthday, a typical
toddler interacts with others by looking people in the eye, copying words and actions, and using
simple gestures such as clapping and waving "bye bye". Typical toddlers also show interests in social
games like peek-a-boo and pat-a-cake. But a young child with an ASD might have a very hard time
learning to interact with other people.
Some people with an ASD might not be interested in other people at all. Others might want friends,
but not understand how to develop friendships. Many children with an ASD have a very hard time
learning to take turns and sharemuch more so than other children. This can make other children
not want to play with them.
People with an ASD might have problems with showing or talking about their feelings. They might
also have trouble understanding other people's feelings. Many people with an ASD are very sensitive
to being touched and might not want to be held or cuddled. Self-stimulatory behaviors (e.g., flapping
arms over and over) are common among people with an ASD. Anxiety and depression also affect
some people with an ASD. All of these symptoms can make other social problems even harder to
manage.

Communication
Each person with ASD has different communication skills. Some people can speak well. Others cant
speak at all or only very little. About 40% of children with an ASD do not talk at all. About 25%30%
of children with ASD have some words at 12 to 18 months of age and then lose them. 1 Others might
speak, but not until later in childhood.
Examples of communication issues related to ASD:

Delayed speech and language skills

Repeats words or phrases over and over (echolalia)

Reverses pronouns (e.g., says "you" instead of "I")

Gives unrelated answers to questions

Does not point or respond to pointing

Uses few or no gestures (e.g., does not wave goodbye)

Talks in a flat, robot-like, or sing-song voice

Does not pretend in play (e.g., does not pretend to "feed" a doll)

Does not understand jokes, sarcasm, or teasing

People with ASD who do speak might use language in unusual ways. They might not be able to put
words into real sentences. Some people with ASD say only one word at a time. Others repeat the
same words or phrases over and over. Some children repeat what others say, a condition called
echolalia. The repeated words might be said right away or at a later time. For example, if you ask
someone with ASD, "Do you want some juice?" he or she might repeat "Do you want some juice?"
instead of answering your question. Although many children without an ASD go through a stage
where they repeat what they hear, it normally passes by three years of age. Some people with an
ASD can speak well but might have a hard time listening to what other people say.
People with ASD might have a hard time using and understanding gestures, body language, or tone
of voice. For example, people with ASD might not understand what it means to wave goodbye. Facial
expressions, movements, and gestures may not match what they are saying. For instance, people
with an ASD might smile while saying something sad.
People with ASD might say "I" when they mean "you," or vice versa. Their voices might sound flat,
robot-like, or high-pitched. People with an ASD might stand too close to the person they are talking
to, or might stick with one topic of conversation for too long. They might talk a lot about something
they really like, rather than have a back-and-forth conversation with someone. Some children with
fairly good language skills speak like little adults, failing to pick up on the "kid-speak" that is common
with other children.

Unusual Interests and Behaviors

Many people with ASD have unusual interest or behaviors.

Examples of unusual interests and behaviors related to ASD:

Lines up toys or other objects

Plays with toys the same way every time

Likes parts of objects (e.g., wheels)

Is very organized

Gets upset by minor changes

Has obsessive interests

Has to follow certain routines

Flaps hands, rocks body, or spins self in circles

Repetitive motions are actions repeated over and over again. They can involve one part of the body
or the entire body or even an object or toy. For instance, people with an ASD might spend a lot of
time repeatedly flapping their arms or rocking from side to side. They might repeatedly turn a light on
and off or spin the wheels of a toy car. These types of activities are known as self-stimulation or
"stimming."
People with ASD often thrive on routine. A change in the normal pattern of the daylike a stop on
the way home from schoolcan be very upsetting to people with ASD. They might "lose control" and
have a "melt down" or tantrum, especially if in a strange place.
Some people with ASD also may develop routines that might seem unusual or unnecessary. For
example, a person might try to look in every window he or she walks by a building or might always
want to watch a video from beginning to end, including the previews and the credits. Not being
allowed to do these types of routines might cause severe frustration and tantrums.

Other Symptoms
Some people with ASD have other symptoms. These might include:

Hyperactivity (very active)

Impulsivity (acting without thinking)

Short attention span

Aggression

Causing self-injury

Temper tantrums

Unusual eating and sleeping habits

Unusual mood or emotional reactions

Lack of fear or more fear than expected

Unusual reactions to the way things sound, smell, taste, look, or feel

People with ASD might have unusual responses to touch, smell, sounds, sights, and taste, and feel.
For example, they might over- or under-react to pain or to a loud noise. They might have abnormal
eating habits. For instance, some people with an ASD limit their diet to only a few foods. Others
might eat nonfood items like dirt or rocks (this is called pica). They might also have issues like
chronic constipation or diarrhea. People with ASD might have odd sleeping habits. They also might
have abnormal moods or emotional reactions. For instance, they might laugh or cry at unusual times
or show no emotional response at times you would expect one. In addition, they might not be afraid
of dangerous things, and could be fearful of harmless objects. (Centers for Disease Control, 2014).

Classifications

Autism is part of the five pervasive developmental disorders (PDD).

These are characterized by:

abnormalities of social interactions and communication

restricted interests

highly repetitive behavior

Autism has a wide range of severity and symptoms that is often used
to classify the Autism Spectrum disorders. Each of the syndromes

under ASD is different from the other. For example, people with
Asperger syndrome have no substantial delay in language
development.
Autism itself is often called ''autistic disorder'', ''childhood autism'', or
''infantile autism''. In some individuals autism may be silent or
manifest only as a mental disability while in others there are repetitive
movements like hand flapping and rocking.
Some autistic individuals may be normal in all factors of life except for
being awkward socially. They may have narrowly focused interests, and
verbose, pedantic communication. Boundaries between diagnostic
categories are necessarily somewhat arbitrary because of the
overlapping and myriad of features.
Autism diagnosis
Autism can normally be diagnosed in children at around the age of
two. However, it can be difficult to diagnose as the symptoms will often
only become more noticeable as they get older. Some people with ASD
grow up without ever being diagnosed.
Types of ASD
Being a range of disorders autism includes a wide variety of disorders
of varying severity. Some of the types of ASD include:

Autistic disorder, sometimes known as "classic autism". This

manifests as significant language delays, social and
communication challenges, and unusual behaviors. There may be
additional learning difficulties and below-average intelligence as
well.

Asperger syndrome Symptoms are milder than classic autism.

There are social challenges and unusual behaviors. There may be
typically no language problems or intellectual disability. However,
some areas of language development may be affected. They may
typically have problems with understanding humor or figures of
speech. Some children have particular skills in areas that require
logic, memory and creativity, such as maths, computer science
and music.

Pervasive developmental disorder not otherwise specified (PDDNOS), also known as "atypical autism" these individuals meet
some of the criteria for autistic disorder or Asperger syndrome,
but not all. Symptoms may be fewer and milder. There may be
social and communication challenges.

Children with ASD may concomitantly also have other problems such
as attention deficit hyperactivity disorder (ADHD), Tourette's
syndrome or other tic disorders, dyspraxia (developmental coordination disorder), epilepsies etc.
Autism can also be divided into syndromal and non-syndromal autism.
Syndromal autism is associated with severe or profound mental
retardation or a congenital features such as tuberous sclerosis. For
example, those with Asperger syndrome. Aspergers syndrome,
however, is different from other autism syndromes as these individuals
tend to perform better cognitively than those with autism.
Autism may also be of the regressive type. In these children (for it is
seen commonly in children), the diagnosis of autism is made on the
basis of loss of language or social skills, as opposed to a failure to
make progress, typically from 15 to 30 months of age. This could be a
specific subtype. (Mandal, 2012).

Autism is a term commonly used to pertain to all disorders under the

Autism Spectrum Disorder Umbrella. This misconception about autism
often leads to stereotyping. As of 2010, there are 5 classifications of
autism: Autistic disorder, Asperger Syndrome, Pervasive
Developmental Disorder Not Otherwise Specified (PDD-NOS),
Childhood Disintegrative Disorder (CDD) and Rett Syndrome.
Autistic Disorder
Autistic Disorder is commonly called classic autism. It is a
neurological and developmental disorder that is typically seen during
the first three years of life. Individuals diagnosed with this disorder
normally manifest developmental delays in communication, social and
behavior skills. They often display characteristics that set them apart

from others such as the difficulty in engaging in social relationships

and an obsession with behavior patterns.

Asperger Syndrome
Asperger Syndrome is identified as the mildest of all disorders under
the ASD umbrella, specifically because the symptoms present in this
disorder are more manageable and individuals with Aspergers usually
have a better prognosis with the help of constant and proper therapies.
People with Asperger Syndrome often do not have significant language
delay compared to others in the spectrum. They have the urge to
engage in social interactions but may lack the ability to appropriately
initiate one. They also manifest a difficulty in motor coordination such
as walking, running or anything that involves refined motor skills.
Pervasive Developmental Disorder Not Otherwise Specified (PDDNOS)
This disorder under the ASD umbrella classifies individuals that exhibit
some symptoms, but not all, that are associated with classic autism.
Their symptoms are usually not enough to completely classify them
under a specific disorder set by the experts. Some symptoms may be
mild and some symptoms may be worse than others in the spectrum.
Childhood Disintegrative Disorder (CDD)
CDD is disorder under spectrum that allows normal development until
the age of 3 or 4. Then over the course of months children start to
manifest a variety of problems such as language regression, motor and
social skills.
Retts Syndrome
Retts Syndrome is classified under the ASD umbrella and manifests
symptoms such as loss of motor and communication skills after a
period of normal development. Children affected by this disorder often
lose their ability to speak even though they have normally used speech
and language skills normally in the past. They often engage in
stereotype hand movements such as wringing and clapping (NICHD,
2010).

Autism Spectrum Disorders mean that no two individuals diagnosed

with autism will manifest the same exact symptoms and have the
same level of severity. Common autism symptoms such as
communication, social and behavioral difficulties will be present in all
types of autism but will differ in the manner and severity (Special
Learning Inc., 2011).

Diagnostic Assessments
Diagnosing autism spectrum disorder (ASD) can be difficult, since there is no medical
test, like a blood test, to diagnose the disorders. Doctors look at the childs behavior and
development to make a diagnosis.
ASD can sometimes be detected at 18 months or younger. By age 2, a diagnosis by an
experienced professional can be considered very reliable. [1] However, many children do
not receive a final diagnosis until much older. This delay means that children with an
ASD might not get the help they need.
Diagnosing an ASD takes two steps:

Developmental Screening

Comprehensive Diagnostic Evaluation

Developmental Screening
Developmental screening is a short test to tell if children are learning basic skills when
they should, or if they might have delays. During developmental screening the doctor
might ask the parent some questions or talk and play with the child during an exam to
see how she learns, speaks, behaves, and moves. A delay in any of these areas could
be a sign of a problem.
All children should be screened for developmental delays and disabilities during regular
well-child doctor visits at:

9 months

18 months

24 or 30 months

Additional screening might be needed if a child is at high risk for developmental

problems due to preterm birth, low birth weight or other reasons.

In addition, all children should be screened specifically for ASD during regular doctor
visits at:

18 months

24 months

Additional screening might be needed if a child is at high risk for ASD (e.g., having a
sister, brother or other family member with an ASD) or if behaviors sometimes
associated with ASD are present

It is important for doctors to screen all children for developmental delays, but especially
to monitor those who are at a higher risk for developmental problems due to preterm
birth, low birth weight, or having a brother or sister with an ASD.
If your childs doctor does not routinely check your child with this type of developmental
screening test, ask that it be done. If the doctor sees any signs of a problem, a
comprehensive diagnostic evaluation is needed.
Comprehensive Diagnostic Evaluation
The second step of diagnosis is a comprehensive evaluation. This thorough review may
include looking at the childs behavior and development and interviewing the parents. It
may also include a hearing and vision screening, genetic testing, neurological testing,
and other medical testing.
In some cases, the primary care doctor might choose to refer the child and family to a
specialist for further assessment and diagnosis. Specialists who can do this type of
evaluation include:

Developmental Pediatricians (doctors who have special training in child development

and children with special needs)

Child Neurologists (doctors who work on the brain, spine, and nerves)

Child Psychologists or Psychiatrists (doctors who know about the human mind)
(Centers for Disease Control, 2014).

Eligibility Criteria
RULE 41. ELIGIBILITY CRITERIA
511 IAC 7-41-1 Autism spectrum disorder- 67 Sec. 1. (a) Autism spectrum disorder is a lifelong developmental disability that includes autistic
disorder, Asperger's syndrome, and other pervasive developmental disorders, as described in the
current version of the American Psychiatric Association's Diagnostic Statistical Manual of
Mental Disorders. The disability is generally evident before three (3) years of age and
significantly affects verbal, nonverbal, or pragmatic communication and social interaction skills
and results in an adverse effect on the student's educational performance. Other characteristics
often associated include the following:
(1) Engagement in:
(A) repetitive activities; and
(B) stereotyped movements.
(2) Resistance to:
(A) environmental change; or
(B) change in daily routines.
(3) Unusual responses to sensory experiences.
(b) Autism spectrum disorder does not apply if a student's educational performance is adversely
affected primarily by:
(1) an emotional disability;
(2) blindness or low vision;
(3) deaf-blindness; or
(4) a cognitive disability; unless the characteristics of autism spectrum disorder are
demonstrated to a greater degree than is normally attributed to these disabilities.
(c) Eligibility for special education as a student with autism spectrum disorder shall be
determined by the student's CCC. This determination shall be based on the multidisciplinary
team's educational evaluation report described in 511 IAC 7-40-5(e) and 511 IAC 7-40-5(f),
which includes the following:

(1) An assessment of the following:

(A) Current academic achievement as defined at 511 IAC 7-32-2.
(B) Functional skills or adaptive behavior across various environments from
multiple sources.
(C) The student's receptive, expressive, pragmatic, and social communication
skills that must include at least one (1) of the following:
(i) An individually administered norm-referenced assessment when
appropriate for the student.
(ii) If adequate information cannot be obtained via an individually
administered norm-referenced assessment, a criterion-referenced
assessment that:
(AA) has been designed or may be adapted or modified for use
with students who have autism spectrum disorder; and
(BB) is administered by a professional or professionals with
knowledge of assessment strategies appropriate for the student.
(D) An assessment of motor skills and sensory responses.
(2) A social and developmental history that may include, but is not limited to, the
following:
(A) Communication skills.
(B) Social interaction skills.
(C) Motor skills.
(D) Responses to sensory experiences.
(E) Relevant family and environmental information.
(F) Patterns of emotional adjustment.
(G) Unusual or atypical behaviors.
(3) A systematic observation of the student across various environments.
(4) Any other assessments and information, collected prior to referral or during the
educational evaluation, necessary to:
(A) exclude the disabilities listed in subsection (b);
(B) determine eligibility for special education and related services; and
(C) inform the student's CCC of the student's special education and related
services needs (Indiana State Board of Education, 2010).

Strategies, Interventions, and Adaptive Materials

The following tips for working with autistic children are useful to
parents, teachers, and therapists. You can adapt them to any setting to
improve communication, reduce the likelihood of regression and
tantrums, and increase learning potential.

Basic Learning Tips

1. Think and teach visually. Many autistic kids are visual

thinkers and learners, and using pictures and other visual aids
during teaching is helpful. Visual aids are especially effective
when teaching number concepts, directional terms, and word
recognition.
2. Use an area of interest, a fixation, or a special talent to

connect with the child, improve academic skills, and increase

attention. If the child is interested in bugs, incorporate bugs
into your lesson plan or therapy session. For example, you can
count toy bugs or play a video about bugs with subtitles to
improve word recognition. If the child has tactile sensory
problems, searching for bugs outside may be a motivational
tool to encourage acceptance of different textures, such as
grass, sand, or water.
3. Be aware of environmental distractions, such as bright

lights and loud sounds, which may interfere with learning or

comfort. You must consider sensory needs during teaching and
therapy. Some children learn better when moving or using their
hands, while other children may require silence or neardarkness in order to concentrate. Explore a variety of sensory
environments with the child to determine which one is most
conducive to learning.
4. Utilize technology, such as television, CDs, and computers.

Because autistic children usually respond better to visual cues

than verbal or written instructions, software programs such
as Mayer-Johnson's Boardmaker may be beneficial. Some
children find it easier to communicate by typing than by
speaking or writing. Encourage use of the computer and
keyboard to improve communication.
5. Avoid figurative language, and make your expectations

simple and clear. Use only concrete terms, and reinforce those
ideas with pictures or modeling. Avoid lengthy verbal
instructions, and break tasks and instructions into clearly

defined steps. Wait for the child to complete the first step
before moving on to the next one.
6. Be aware of generalizations. Children with autism often

associate a skill or behavior with one specific location. For

example, the child may use a fork and spoon at home without
realizing he must use utensils when away from home. Mastery
of each skill may need to take place at a variety of locations.
Basic Behavior Tips
1. Do not reinforce undesired behavior. If the child asks for

juice, give him juice, even if he really wants milk. Use

prompting to help the child respond appropriately, and then
reward correct responses. Ignore negative behaviors and
incorrect responses, but do not punish the child.
2. Stick to a routine. Kids with autistic disorders need routine to

feel secure. Even the slightest disruption in schedule can cause

regression or tantrums. A daily planner that includes photos or
other visual aids is a helpful tool for many parents and
teachers. Schedule meal times, sleep times, and therapy at the
same time every day. Prepare the child in advance, whenever
possible, for schedule changes or trips away from home.
3. Use repetition to modify behavior, teach new skills, and

improve communication. Autistic children learn and retain

information more easily when given that information repeatedly
and in a variety of settings. Contrary to what some people
believe, repetition will not encourage robotic speech or
behavior in an autistic child.
4. Tackle one problem at a time when attempting to modify

behavior. If the child has multiple behavioral problems, make a

list of these problems and rank them in order of importance or
severity. Address behaviors that place the child or his
caretakers at risk first. Choose one problem at a time, and then
work with the child until that behavior reaches an acceptable

level. Trying to change too many behaviors simultaneously is

rarely effective.
5. Use modeling to improve socialization. Because they have a

difficult time reading and processing social cues, autistic

children require help to know how to act and respond in social
situations. One of the most effective means of teaching social
skills is through modeling. If your goal is to teach the child to
shake hands following a social introduction, you must model
this behavior by shaking hands in front of him when
encountering new people. Alert the child to the behavior as you
do it, so he or she can cue in to what you're doing.
6. Be patient and understanding with yourself and the child.

Working with an autistic child can be frustrating, and it may

take considerable time before you see improvements.
Remember to take frequent breaks, and do not feel discouraged
if your attempts are initially unsuccessful (Cirelli, 2014).

Parents developing educational plans for their autistic children should learn
about teaching techniques for students with autism spectrum disorder. The
right educational plan will include consistent teaching techniques for both
home and school to improve daily life. Autism teaching techniques can help
children with autism learn academics, address autism symptoms, improve
language and communication skill and connect with parents.

Autism Learning Issues

Children with autism require specialized teaching techniques to address
learning difficulties. Students with autism may experience the following
issues that can interfere with the learning process:

Problems understanding verbal instruction

Difficulty focusing on subjects outside of narrow areas of interest

Attention deficit hyperactivity disorder (ADHD)

Sensory issues

Autism teaching techniques must address these issues for the best probable
outcome.

About Teaching Techniques for Students with Autism Spectrum Disorder

When developing a teaching strategy for a child with autism, it is important
to explore the various teaching techniques available to find the right one.
Teaching Techniques For the Classroom and Home
Parents and teachers use a number of teaching techniques to encourage
children with autism to learn language, speech, social skills and academics.
Teaching techniques appropriate for home or the classroom include the
following:

Visual learning aids: Many students with autism learn better with
visual aids due to difficulties understanding verbal instruction. Visual
supports should accompany lessons to help illustrate ideas. In fact,
picture cards, such as the Picture Exchange Communication System,
can help nonverbal children with autism learn how to communicate.

Structured learning environment: A structured learning environment,

similar to the TEACCH method, can help students with autism better
focus and understand lessons. Structured learning environments
have minimal distraction with clearly defined boundaries, and
provide concise step-by-step instructions for tasks with specific
goals.

Sign language: Sign language is an effective method for teaching

nonverbal children with autism because they respond well to hand
motions.

Peer tutoring and inclusion: Many schools practice inclusion, which

educates autistic students in the same classroom as nonautistic
students. The idea is that the student with autism learns faster and
adapts appropriate social behavior by observing her peers. Peer
tutoring is one-to-one teaching method often practiced in inclusion

schools. In a structured environment, a nonaustic student leads an

autistic student through a number of tasks with concise instructions.

Facilitated communication: Facilitated communication (FC) involves a

teacher physically guiding an autistic student to learn and
communicate. The teacher will hold onto the student's arm or hand
to assist them in pushing the keys on the computer to communicate.

Educational Therapy Techniques

Therapists and parents can use educational therapy techniques to teach their
autistic children social, communication and academic skills. The following
educational therapy techniques are used by therapists to teach students with
autism:

Treatment and Education of Autistic and Related

Communication-Handicapped Children (TEACCH): The
University of North Carolina at Chapel Hill's TEACCH method is a
structured teaching program that provides a learning environment
with a strict schedule, succinct instructions and visual aids. TEACCH
techniques are easy to tailor to each student's specific needs.

Applied Behavior Analysis (ABA) and Applied Verbal Behavior

(AVB): ABA and AVB are reward system teaching techniques, which
using positive reinforcement for good behavior. The teacher works
one-on-one with the student and provides short, concise
instructions. A student receives a reward for a correct response. AVB
is a form of ABA that focuses on language development and
encouraging speech with rewards.

Relationship Development Intervention (RDI): RDI is a

relationship building therapy that improves social interaction and
communication skills through one-to-one sessions between the child
with autism and another person. The therapy usually begins with
encouraging interaction between the parent and child and then
moves onto include other people to encourage
relationships. RDI focuses on nonverbal cues, such as facial

expressions and body language, and social interaction, such as

sharing and encouraging empathy.

Sensory Integration Therapy: Sensory integration therapy helps

children with sensory or repetitive behavior issues improve sensory
processing in problem areas. Therapists use games or activities that
help the child better process stimuli, such as swinging or playing in
specially designed sensory rooms.

Developmental, Individual Difference, Relationship Building

Model / Floortime (DIR): DIR or Floortime, developed by Dr.
Stanley Greenspan, is child-led interaction and play with parents or
therapists. Taking cues from the child's actions, the parents
encourage social interaction, communication and language at the
child's current level of development. Floortime helps to develop a
social skills, speech, understanding of other's emotions and foster
intimacy between parents and children.

Reaching Students with Autism

Finding the right teaching technique for each child with autism may take
some time. Here are some helpful tips for parents and teachers to help reach
autistic students:

Incorporate areas of interest into the lesson plan.

Respect sensory issues when developing the learning environment.

Use games, songs and art to teach lessons, when possible.

Use positive reinforcement to encourage correct answers and good

behavior. Praise your child and her know that you are proud of her.

Stick to the child's routine. Children with autism prefer strict

routines.

The right teaching techniques for students with autism spectrum disorder
will produce positive results. However, your child may have good days and
bad days. Keep working with your child and know that you are making
progress (Warber, 2012).

Support/Services Providers
These websites can help someone who deals with an autism spectrum disorder find resources
within our state. They can help with some of the following needs:
- Local Resources
- Information
- Referrals
- Support Groups
Autism Spectrum Disorders (ASD): State Services and Supports for People with ASD
http://www.medicaid.gov/medicaid-chip-program-information/by-topics/long-term-services-andsupports/downloads/asd-state-of-the-states-report.pdf
Indiana Resource Center for Autism
http://www.iidc.indiana.edu/index.php?pageId=3586
Adult Autism Services
http://www.nobleofindiana.org/adult-autism-services

Resources
Website
Autism Speaks: Indiana Resources
http://communities.autismspeaks.org/site/c.ihLPK1PDLoF/b.7512353/k.B108/Indiana_Resource
s.htm
National Organization
U.S. Department of Health and Human Resources
http://www.hhs.gov/autism/
State or Local Organization
Meaningful Day Services
http://meaningfuldays.com/resources/support-resources/
Informational Book for Parents
1001 Great Ideas for Teaching & Raising Children with Autism or Aspergers: Expanded 2nd
Edition By Ellen Notbohm and Veronica Zysk

Childrens Book about Autism Spectrum Disorders

Since We're Friends: An Autism Picture Book by Celeste Shally, David Harrington (Illustrator),
Alison Singer (Foreword by)

References
Autism Speaks Inc. (2014). What Is Autism? Retrieved from Autism Speaks:
http://www.autismspeaks.org/what-autism
Centers for Disease Control. (2014, March 24). Autism Spectrum Disorder: Data & Statistics. Retrieved
from Centers for Disease Control and Prevention: http://www.cdc.gov/ncbddd/autism/data.html

Centers for Disease Control. (2014, March 12). Autism Spectrum Disorder: Screening and Diagnosis.
Retrieved from Centers for Disease Control and Prevention:
http://www.cdc.gov/ncbddd/autism/screening.html
Centers for Disease Control. (2014, March 20). Autism Spectrum Disorder: Signs and Symptoms.
Retrieved from Centers for Disease Control and Prevention:
http://www.cdc.gov/ncbddd/autism/signs.html
Cirelli, C. (2014). Tips For Working With Autistic Children. Retrieved from Love To Know Autism:
http://autism.lovetoknow.com/Tips_for_Working_with_Autistic_Children
Harman, M., Drew, C., & Egan, M. (2014). Human exceptionality: School, community, and family, 11e.
Belmont, CA: Wadsworth-Cengage Learning.
Indiana State Board of Education. (2010, December). Special Education Rules Title 511, Article 7, Rules
32-47. Retrieved from Indiana State Board of Education Center For Exceptional Learners:
http://www.doe.in.gov/sites/default/files/specialed/art7.pdf
Mandal, D. A. (2012, November 29). Autism Classification. Retrieved from News Medical:
http://www.news-medical.net/health/Autism-Classification.aspx
Special Learning Inc. (2011). Autism Classification. Retrieved from Special Learning:
http://www.special-learning.com/article/autism_classification
Warber, A. (2012). Teaching Techniques for Students with Autism Spectrum Disorders. Retrieved from
Love To Know Autism:
http://autism.lovetoknow.com/Teaching_Techniques_for_Students_with_Autism_Spectrum_Diso
rder