Kimberly Barnett #2

SPED 5360
Autism (AU) Chapter 7
1. The IDEA (federal) definition of Autism
IDEA definition of Autism: a developmental disability that affects a childs ability to communicate
(both verbally and nonverbally), and interact with others. Communication and social interactions are the
two defining characteristics of Autism, but other common characteristics include, sensitivity to changes
in the environment, sensory problems, and repetitive behaviors/rituals (e.g., rocking back and forth).
*These characteristics and behaviors negatively impact a childs educational performance*
2. Characteristics of a High Functioning (normal or above intellect) Autism identified and explained as:
High Functioning Autism: children who are considered high functioning have normal to above
normal intelligence, which distinguishes them from individuals who are low functioning. Although
children with high function autism do not have any intellectually disability, they do share some of the
same characteristics as a child with low functioning Autism. Areas of difficulty include social skills,
need for routine and sameness, and ability to select their attention on one particular thing.
Specific characteristics seen in individuals who have high functioning Autism include:
Balance and coordination issues (e.g., fall down often) which is a result of problems with motor
skills both gross and fine.
Cannot tolerate any changes to normal routines
Possess rote memory
Struggle to understand other peoples emotions (empathy) - this social skill deficit results in a
childs inability to form relationships with others.
Perfectionistic tendencies
Problems with speech- have trouble understanding the meaning of words, struggle with
understanding context, and have a hard time speaking with certain volumes, inflections, and
rhythms.
Language problems- speech in a formal style or have display speech patterns that are strange.
Display interest in one particular thing that results in their inability to focus on anything else.
Children with high functioning Autism are often misdiagnosed because they have normal to above
normal intelligence and are verbal. A child might receive a diagnosis of ADHD or OCD.
3. Characteristics of Autism Spectrum Disorders include: be specific & include all areas
Not every child who has Autism will share the same characteristics. Some children may have deficits
all domains, while another child might only have one or two deficits. The main characteristics seen in
individuals with Autism Spectrum Disorder include, problems with social interaction, communication
and language deficits, unusual repetitive behaviors, wanting everything to remain the same, sensory
stimulation problems, deficits in intellectual functioning, and problem behaviors.
Impaired Social Interactions: children with Autism may struggle with forming and maintaining
relationships with others. Children with Autism have a hard time recognizing the emotions of others,
which makes it hard for the child to bond and form a relationships with another person. Social gestures
are not typically displayed by a child with Autism (e.g., pointing at something), but sometimes they may
use gestures (e.g., grabbing someones hand to bring them somewhere) but it is merely a way of getting

what they want and lacks any social component. Children with Autism also have a hard time with joint
attention, which is a skill that should be developed during infancy. Joint attention is when two
individuals shift each others focus and attention to something in the environment. Example: when on
individual turns their head to look at something, the other individual will also turn their heads in that
same direction). A child with Autism will not notice if someone turns their heads to look at something
in the room, and therefore will not look in that same direction. This makes it hard for the child to learn
by observing in a school setting.
Communication and Language Deficits: children with Autism have a hard time with language and
communication. Sometimes their communication and language deficits are severe (e.g., a child is
nonverbal) while other times they have a large vocabulary, but do not use their vocabulary in appropriate
ways. Children who are nonverbal display a characteristic called echolalia. Echolalia is when a child
repeats what someone else said. They can repeat phrases from movies or anywhere else. Often times
when they do repeat these phrases, they are out of context and therefore do not serve a purpose for
communicating their needs or engaging in conversation.
Literal interpretation: some children with ASD interpret what others say literally. They have a hard time
with abstract concepts, and struggle to interpret sarcasm and jokes. If someone says its raining cats and
dogs the child will not understand the meaning behind the phase. They will not understand that this
means that it is raining really hard outside. For a child with Autism, raining cats and dogs to them
literally means that cats and dogs are falling from the sky, and they have hard time understanding this.
Repetitive, Ritualistic, and Unusual Behavior Patterns: children with ASD display distracting,
repetitive, and unusual behaviors that make it hard for the child to learn and interact with others.
Common behaviors include, rocking, turning around in circles, flapping their hands, clicking a pen etc.
.which can last for hours.
Insistence on Sameness and Perseveration: children with ASD like routine and consistency. If
there is a sudden change in a normal routine, the child will become distressed and have a meltdown. A
child will want everything in its particular place and that particular object cannot be moved. Children
with ASD may be focused on one particular area of interest and devote all their time and energy into that
specific area of interest. Often times they have very little interest in anything else besides what their
primary focus is. Example: a child that is interested in astronomy will talk about the topic over and over
again even when others seem to not be interested in the topic.
Unusual Responsiveness to Sensory Stimuli: many children with ASD are sensitive to sensory
stimulation and are either overstimulated or under stimulated by the stimuli. Overresponsiveness
(hypertensive) is when a child is very sensitive to certain stimuli sound, smells, tastes, and how
something feels (tactile). Example of overresponsiveness: A child might be sensitive to anything
touching their skin, such as a sweater, which can cause the child to actually feel physical pain when
touched. Underresponsiveness (hyposensitivity) is the opposite of overresponsiveness. A child who is
underresponsive to stimuli may not respond to any form of sensory stimulation, and as a result, they
seek stimulation by self-harming behaviors. Example: a child may jab an object into their skin in order
to feel some kind of stimulation, even if it is physically damaging themselves in the process. Some
children have both forms of responses to stimuli which can vary depending on factors such as their
environment, time of day etc..
Intellectual Functioning: children with ASD often times also meet the criteria for having an
intellectual disability. A child with ASD can either be high or low functioning depending on whether
they meet the criteria for an intellectual disability or not. Some children display talents in one particular
area, but not other areas. Example: a child might be very good at math, and only math. The term,
splinter skills is used to describe a childs extraordinary performance in one area, while lacking in
other areas (e.g., the child might be able to remember certain things that were said in the past, but not be
able to display eye contact). Savant Syndrome is a term used to describe how a child with ASD might
have exceptional knowledge about one particular thing, but are still functioning lower in all other areas.
For example: a child may be able to calculate complex math problems, but still cannot verbally

communicate. Children with ASD display what is called overselectivity, which means a child may overly
attentive to one particular feature of something or someone, but not be able to focus on the whole object
or person. Example: if you show a child a car, they might only focus on the tire of the car, and not look
at other parts of the car or what the overall function of car is, seeing the bigger picture. A child who
has the inability to see the bigger picture because over their overselectivity is said to have a weak
central coherence. Children with ASD can become fixed on one particular object or activity and not
want to do anything else besides that particular object or activity. For Example: a child who directs all
their focus on toy cars, will continue to only be interested in toy cars, and will not want to play with any
other type of toy. Rote memory is common in children with ASD, rote memory means that the child is
able to remember certain things. Example: a child can remember every word from a movie and repeat
those words.
Problem Behavior: some children with ASD engage in problem behaviors that involve aggression
directed at others, hurting themselves intentionally (self-injury), and destroying property. Aggressive
behaviors may include physically hurting someone else (e.g., biting another child), intentionally hurting
themselves (e.g., head banging), or destroying property (e.g., pulling down curtains). Children may
struggle with sleeping and eating. Some dangerous eating behaviors sometimes seen in children with
ASD is disorder called pica. Pica is when a child compulsively eats objected that are not food. They
may eat items such as rocks, hair, paper etc..
4. Identification and Assessment Process
A child can be diagnosed with Autism as early as 18 months. There are certain screenings that can
determine if a child has ASD. Determining if a child has ASD early is crucial to ensuring that early
interventions and treatments are provided. Screenings that are used include, Checklist for Autism in
Toddlers (CHAT), Modified Checklist for Autism in Toddlers (M-CHAT), Social Communication
Questionnaire (SCQ), and Autism Spectrum Screening Questionnaire (ASSQ). In order to diagnose
ASD, there are three assessments used, Childhood Autism Rating Scale (CARS), Autism Diagnostic
Interview (ADI-R), Autism Diagnostic Observation Schedule (ADOS), and Asperger Syndrome
Diagnostic Scale (ASDS).
Screenings
Checklist for Autism in Toddlers (CHAT): this is a screening tool used to identify if a child who is
18 months, is at risk for social-communication disorders. The CHAT is a questionnaire with nine items
that both the parents and a primary health care worker fill out.
CHAT looks at whether the child can do the following:
1. Joint attention: includes point and show which is when the parent will point to something,
then gaze is assessed by observing if the child looks in that direction that the parent is pointing.
2. Pretend play: determines whether the child can use pretend play (e.g., does the child pour tea
during an imaginary tea party).
Passing the CHAT = no action required-although passing the CHAT does not mean that the child will not
potentially develop a social-communication problem somewhere down the line.
Failing the CHAT once = rescreen in a month
Failing the CHAT two times = refer child to specialist
Modified Checklist for Autism in Toddlers (M-CHAT): is similar to the original CHAT, but have
9 additional questions that look areas of communication and social relatedness. These two areas are said
to help accurately differentiate between a child with ASD to a child without ASD.

M-CHAT questions may include:

1. Does your child point to objects of interest?
2. Does your child ever go get an item, and bring it to you to show you the item?
3. Does your child copy what you do? (e.g., make the same facial expression you are
making?
In order to fail the M-CHAT, a child must fail two or more of the items that are considered critical
items or fail 3 items (any items, not just the critical ones). Failing the M-CHAT does not mean the child
is automatically diagnosed with ASD.
Failing M-CHAT = referring child to a specialist
Social Communication Questionnaire (SCQ): is a quick screening for children over the age of 4.
The screening is done by either the parent or another care giver. The questionnaire consists of 40 yes
or no questions that look at a childs behaviors over their entire life (Lifetime Version) or a childs
recent behavior (Current Version).
Autism Spectrum Screening Questionnaire (ASSQ): is a screening tool used to determine if a
child may have Aspergers syndrome/high functioning ASD. The questionnaire is in checklist format and
has a total of 27 items. The childs parents or teachers can administer the screening.
Diagnosis:
Children may receive a complete diagnostic evaluation if they failed any of the assessments or if the
parents and/or teachers feel further evaluation is necessary. Assessments used for diagnosing ASD
include, Childhood Autism Rating Scale (CARS), Autism Diagnostic Interview Revised (ADI-R),
Autism Diagnostic Observation Schedule (ADOS), and the Asperger Syndrome Diagnostic Scale
(ASDS).
Childhood Autism Rating Scale (CARS): this is a diagnostic tool that consists of 15 items that are
rated on a 1-4 scale. Information is gathered from directly observing the child, as well as information
provided by parents and other individuals working with the child.
Autism Diagnostic Interview Revised (ADI-R): is an interview type evaluation in which the
parents/caregivers of the child who might have Autism are asked a series of questions. The questions
look at how the child communicates, their social development, how they play, whether they exhibit any
problem behaviors or repetitive behaviors. The ADI-R is said to be best way to properly diagnose ASD.
Autism Diagnostic Observation Schedule (ADOS): is when a trained individual works with the
child one to one and interacts in a certain way to trigger some behaviors associated with ASD.
Asperger Syndrome Diagnostic Scale (ASDS): is an assessment that is used to determine if a child
between ages 5 and 18 has Asperger syndrome/high functioning autism. There are 50 yes or no
questions that can be answered by anyone who works with the child.
5. Explain Applied Behavior Analysis: What is ABA and how might it relate to students in your class?
Applied Behavior Analysis: is an evidence based approach to understanding behavior, and looks at
how the environment can influence/affect behavior. ABA is a process of defining problem behaviors,
and then through various interventions, teach new and appropriate/positive behaviors to replace those

negative behaviors. ABA is individualized, which means that determining what skills will be taught to
the child is based on that childs unique needs. ABA requires that the child be observed in their natural
environment, and that the target behaviors be recorded to determine if the instruction is working for the
child. The goal is that the child will use the skill in different settings. One example of a technique used
to help a child learn new skills is positive reinforcement. When a child is observed using a new skill they
were taught, the child receives a reward. When a child receives a reward for appropriate behaviors then
the child is more likely to repeat the behavior in the future.
ABA is not just for children with disabilities, ABA can work for any child. This is why ABA can be
used in the general education setting. Teachers can implement ABA interventions in their classroom to
help their students change certain behaviors.
6. Explain Visual Supports
Visual supports can help a child with ASD become more independent and can be a useful tool to
teach social skills. The two visual supports that are used most often are visual schedules and social
stories.
Visual Activity Schedules: this a strategy that can help a child with ASD know what events or
activities will occur during the day. Knowing what exactly will happen during the day and when it will
happen will make transitioning from one task to another easier. Children with ASD like structure and
routine, visual schedules allows the child to know what transitions will occur during the day (e.g., after
lunch you go to math class), and can provide a child with a detailed instruction on how to complete a
specific task. Visual schedules can use pictures only, pictures and words, or just words depending on the
age and skill level of the child.
Social Stories: is a strategy used to help a child with ASD understand social situations though
certain scenarios/stories. Social stories explain certain social situations that the child may encounter
(e.g., introducing themselves to another person) and provide them with step by step instruction on what
to do in that situation. Through the social story, a child will learn appropriate behaviors and appropriate
step by step instruction on how to do something. Social stories are written in a specific way and include
4 types of sentences that written in a format that focuses on the childs perspective. The social story
format includes, descriptive sentences, perspective sentences, directive sentences, and affirmative
sentences.
Descriptive sentences: provide information about the setting the situations/events that will occur in
the story. Descriptive sentences provide specific facts. For example: if the story is about not interrupting
others, a descriptive sentence might state, I cant interrupt someone when they are talking.
Perspective sentences: explain how others will react or feel about that situation. For example:
When I interrupt someone it makes them mad because I stopped them from talking.
Directive sentences: specifically describes what a child should do in that particular situation. For
example: If I really need that persons attention then I will say excuse me and gently touch their
shoulder, otherwise I will stand and wait until they are finished talking.
Affirmative sentences: explains why the child should exhibit that behavior as it relates to cultural
norms and expectations. For example: Everyone person deserves the chance to talk without being
interrupted.
Social stories can include visual pictures of different events in the story to help the child better
understand.
7.

Find a peer-reviewed or evidence-based article regarding students with high functioning autism
as it relates to your major (early childhood, secondary education, therapeutic recreation, and/or
instructional strategies). Attach the complete article with highlights of what you found important or
interesting.

8.

Provide the article citation (APA format), and a brief summary of the journal article (2-3
sentences).

Article: Social Behaviors Increase in Children with Autism in the Presence of Animals Compared
to Toys
Article summary: This study looked at whether children with ASD demonstrated more prosocial
behaviors towards adults and their peers when they were with two Guinea pigs versus toys. The results
found that when the children were in the presence of the guinea pigs, they displayed more prosocial
behaviors than when they were in the presence of the toys. The outcome of the study found that when in
the same room as the guinea pigs, the children displayed more positive affect (e.g., smiled and laughed),
made more eye contact and talked with peers, as well as made more tactile contact with peers (e.g.,
tapped peer on shoulder to get their attention). Negative behaviors (e.g., crying, screaming, hitting
etc.) significantly decreased with the presence of the guinea pigs.
O'Haire, M. E., McKenzie, S. J., Beck, A. M., & Slaughter, V. (2013). Social behaviors increase in
children with autism in the presence of animals compared to toys. Plos ONE, 8(2), 1-10.
9. Website with helpful academic (i.e., science, reading, math, organization, socialization)
information for students with ASD:
1. Parents:
Name: Autism Family Online (AFO)
Link: http://www.autismfamilyonline.com/
Resources:
Information about autism (e.g., behaviors, characteristics, prevalence etc)
Information about supports available (e.g., visual schedules)
Information about treatments available, how to choose the best treatment depending on the
childs unique needs, and links to other websites that explain treatment modalities in more
detail.
Tips on how to deal with negative behaviors at home
2. Teachers:
Name: National Education Association (NEA)
Link: http://www.nea.org
Resources:
General information about ASD (e.g., characteristics, behaviors etc.)
Information about instructional methods and techniques to use in the classroom (e.g., The
Picture Exchange Communication System).
Information about activities and materials that a teacher can implement in their classroom
(e.g., picture cards, social stories, visual schedules etc.)
3. Youth:
Name: The National Collaborative on Workforce and Disability (NCWD)
Link: http://www.ncwd-youth.info/
Resources:
Website is focused on providing youth with information about employment and college
Tips on how a youth with ASD can advocate for themselves
Transition planning (e.g.. transitioning from high school to college and/or a job)
Information about volunteering

Information about participating in internships and work based training.

10. Find and share a fact about students with Autism Spectrum Disorders in other countries/cultures.
For example: Are they recognized? Are they served in schools (segregated or inclusion?)? How do
families deal with the knowledge their child has a learning challenge? Could be a personal story if
you wish.
Article: What We Know About Autism in Africa
Causes:
In Africa, Autism is said to be a result of a child contracting Malaria during the first few years of
their lives.
Prevalence:
The prevalence of Autism is hard to determine because the majority of families are in
underdeveloped areas of Africa and do not have access to services.
Behaviors:
Children with Autism tended to not display certain behavioral characteristics that are seen in
America. In Africa, children with Autism did not typically display hand-flapping, self-injurious
behaviors, or rocking.
Ametepee, L. K., & Chitiyo, M. (2009). What we know about autism in africa: A brief research
synthesis. Journal Of The International Association Of Special Education, 10(1), 11-13.