Autism

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Calip page 1 of 2 Luke Calip ED-215 Professor J. Fee Disability Grid 11/3/2011 ED215 Introduction to Exceptional Individuals Exceptionality Grid for IDEA’s13 Disabilities Autism Spectrum Disorders Definition(s):  Autism: it is a developmental disability that affects the verbal and nonverbal communication and social interaction.  Asperger syndrome: it is a collection of behavioral characteristics. It is a disorder that will affect the children in the way they social interact with others, or even to maintain interest with others.  Pervasive developmental disorder-not otherwise specified (PDD-NOS): The characteristics are similar to autism and Asperger syndrome, but not entirely. They share common characteristics, but PDD-NOS is distinct from other types of ASD. Classifications(s) and Prevalence:     It is one of the 5 pervasive developmental disorders, that are widespread abnormalities of social interactions, communicating with others. It ranges from sever impairments- some that may be silent, mentally disabled, and locked into hand flapping, rocking for high functioning individuals. ASD is found in 1 in 150 children in the United states In ages 6-21 .34% with Special Education services are identified through IDEA 2004

General Characteristics:  Problems with communication, Limited Social Interaction, Repetitive behaviors or unusual interests.  There are many characteristics of autism, but here are a few. (Please refer to Intro to Special Education “Making a Difference” 7th edition, page 413)  Interaction with peers is rarely observed  Gestures are made as a sign of communication  Imaginative play is usually observed  Unable to share interests Learning Characteristics:  Mainly uses nouns  Restricted vocabulary  Talks about one topic repetitively  Inappropriate interrupting

Calip page 2 of 2 Causation:  It is not caused by bad parenting, but instead more of a Neurological disorder that has a relation to genetics  Possibly toxins, gastrointestinal anomalies, vitamin deficiencies, and vaccines. Prevention:  Prevention is not necessarily the goal for children with ASD, instead, the main focus is on educational interventions.  There is no way to prevent a child from being born with Autism. Assistive Technology:
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Print or picture schedule I Pad Highlight text (e.g. markers, highlight tape, ruler, etc.) Flash cards Voice output communication aids Video taping Touch screen computers Board markers Audio books

Educational Interventions:  TEACCH o This program is to help the child to become independent when doing assignments. o It is from start to finish. The Young Autism Program o It incorporates discrete trial teaching. This teaching method gets the child to be working with incentives. Occupational Therapy Speech Therapy Leisure Education

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Reference: Introduction to Special Education 7th edition, “Making a Difference”. http://www.news-medical.net/health/Autism-Classification.aspx http://www.news-medical.net/health/Autism-Causes.aspx http://www.specialed.us/autism/early/ear11.htm http://www.brighttots.com/Autism/Characteristics_of_autism

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