Definition
Autism, or Autism Spectrum Disorder (ASD) is a complex, neurodevelopment disorder. The disorder is classified, in varying degrees, by difficulties with social interaction, verbal and non-verbal communication, and repetitive behaviors. All degrees of this disorder are classified under the umbrella of "Autism Spectrum Disorder" but the characteristics associated with each individual degree vary greatly and further vary from individual to individual. The types of ASD have been determined by guidelines in the diagnostic manual (DSM - IV) of the American Psychiatric Association. According to the CDC, the three main types of ASD are:
http://www.autism-society.org/living-with-autism/treatment-options/
- Asperger's syndrome
- Pervasive developmental disorder, not otherwise specified (PDD-NOS)
- Autistic disorder
The DSM -IV also included two rare but severe autistic-like conditions -- Rett syndrome and childhood disintegrative disorder.
"On the Spectrum"
What does it mean to be "On the Spectrum"? Each "level" on the Autism Spectrum carries with it unique and varying behaviors and symptoms. Based on patient criteria, his/her doctor will diagnose their patient with a specific tenant of the Autism Spectrum. Below are definitions and indicators for each of the main types of Autism identified on the Autism Spectrum:
Asperger's Syndrome
Commonly diagnosed as "Mild Autism," Asperger's is nearly 3 times more common in boys that in girls. Children with Asperger's Syndrome tend to affix all of their energy on a topic of their interest. This often results in the non-stop discussion of their preferred topic. These children are also socially impaired and are often awkward and uncoordinated. Students with Asperger's Syndrome often have normal to above average intelligence but are at high risk for anxiety or depression.
Pervasive Development Disorder, Not Otherwise Specified
The diagnosis Pervasive Development Disorder, Not Otherwise Specified or PDD-NOS is often assigned based on children whose autism is not as mild as Asperger's but not as severe as Autistic Disorder. Overall, children with PDD-NOS have:
- Impaired social interaction (like all children with autistic spectrum disorder)
- Better language skills than children with autistic disorder but not as good as those with Asperger's syndrome
- Fewer repetitive behaviors when compared with children who have Asperger's syndrome or autistic disorder
- A later age of onset
Autistic Disorder
Those children who meet more rigid criteria for Autism will be diagnosed with Autistic Disorder. Their impairments are even more severe regarding social functioning, language functioning, and repetitive behaviors usually in addition to an Intellectual Disability and/or seizures.
Rett Syndrome
Occurring almost exclusively in girls, Rett Syndrome is a unique and rare form of autism. This form, caused by a genetic mutation instead of genetic inheritance, causes the child to lose social responsiveness, wring hands habitually and lose language skills. These indicators usually appear between 6 and 18 months of age where head growth also substantially slows.
Childhood Disintegrative Disorder
Also the most rare form of Autism, Childhood Disintegrative Disorder, or CDD, is the most severe. After age 2 and until age 4 a child with CDD will experience normal development and behavior, however, the child will eventually lose functionality in multiple areas of development, including social and intellectual ability without the option for recovery of these functions. Only two in 100,000 children diagnosed with Autism meet the criteria for Childhood Disintegrative Disorder.
To accommodate those students in your classroom who are diagnosed with Autism, consider their appeal to visual aids as well as their lack of communication and social skills and sensitivity to light and sound. These are some examples of Accommodations which can be made for students with autism:
1. Provide small group instruction, rather than large group instruction. Directions and classroom instruction should be offered in a small group setting so that as much one- to-one and peer interaction is provided as is needed by the student (instruction by peers also).
2. Adapt the physical environment to include:
1. Provide small group instruction, rather than large group instruction. Directions and classroom instruction should be offered in a small group setting so that as much one- to-one and peer interaction is provided as is needed by the student (instruction by peers also).
2. Adapt the physical environment to include:
- Close proximity to materials and instruction
- Limitation of distractions (auditory, visual)
- Development of clear visual boundaries, where appropriate
- Make the key learning centers visually obvious within the classroom (carpet squares, furniture arrangements, masking tape, etc.)
3. Have a set routine for the school day. For younger students, provide a picture schedule. The schedule can be posted for all students to use or a small, desktop version can be created. Some students may do well if tasks are held with Velcro so they can remove them as the task is completed.
4. Provide adequate notice for any change of schedule, except in cases of emergency.
5. Provide an area of the classroom the student can retreat to in times of high stimulation or when overwhelmed.
6. Give directions that are clear and concise, using literal language.
7. Break assignments into small sections or provide specific steps for completing a large assignment.
8. Allow student to enter the classroom a few minutes before other students and to leave a few minutes early to avoid the chaos of the hallway in between classes.
4. Provide adequate notice for any change of schedule, except in cases of emergency.
5. Provide an area of the classroom the student can retreat to in times of high stimulation or when overwhelmed.
6. Give directions that are clear and concise, using literal language.
7. Break assignments into small sections or provide specific steps for completing a large assignment.
8. Allow student to enter the classroom a few minutes before other students and to leave a few minutes early to avoid the chaos of the hallway in between classes.
9. Avoid the use of figurative speech and idioms. Use concrete terms to aid in children with ASD understanding.
10. Be aware of sounds and noise within the classroom. Some children with sound sensitivities may find clapping, yelling out of turn and high frequency sounds extremely distracting and in some cases, painful.
http://www.healthcentral.com/autism/c/1443/156580/accommodate-autism/
