A Autism spectrum disorder is a neurobiological disorder that is evident in a person’s behavior. There are currently no medical diagnostic tests, but trained diagnosticians use specific observational tools to determine if an individual meets the criteria. Whenever you are responsible for a student with ASD, it is critical to look at the supports he or she will need in two main areas: social interaction/communication and restricted, repetitive behavior. Approximately 1-2% of the population has autism spectrum disorder. ASD is 4.5 times more common in males, and it is usually diagnosed in early childhood when a parent or professional recognizes that a child is not meeting developmental milestones. Another 25-30% of those later diagnosed made typical developmental progress until ages 12-18 months when they significantly regressed. Approximately 50% also have an intellectual disability. Autism involves significant safety concerns that may need to be addressed at school: one-third of those with ASD develop seizures, and 50% of parents reported wandering or “bolting” to an extent that the students’ whereabouts were unknown for an extended period of time. School performance may also be affected by the eating and sleep difficulties reported by approximately half of families affected by ASD.
What Is Autism Spectrum Disorder?
one person’s lifetime. For example, Brandon may keep trying to play with his classmates but not understand their jokes or how to fit in; Jasmine might show no interest in her peers whatsoever. While individuals with other special needs generally perform at levels consistent with their IQ, those affected by ASD exhibit many highs and lows in their abilities. So they should not be described as being at a certain age-level, such as “Jackson is eleven but is like a six year old.” For some skills he may be at or above his age level and for others slightly or significantly below. In other words, four- year-old Marco may be able to design a complex track layout but not “play trains” with a peer. While science has yielded advances in our understanding of the cause(s) of autism, many questions remained unanswered. Current research strongly suggests that autism is a genetic disorder, possibly triggered by environmental factors yet to be determined. While there is no “cure,” early diagnosis and appropriate, intensive intervention can greatly improve individuals’ abilities and quality of life. Both children and adults with autism can learn new skills through highly structured, specialized educational programs. Teaching must be individualized to the specific needs of the student and delivered in a consistent, comprehensive, and coordinated way. [For more information on these teaching practices, contact us for Applied Behavior Analysis and Autism: An Introduction and other recommended reading.]
The term autism spectrum disorder has recently replaced and encompassed the former diagnoses of autistic disorder (autism), Asperger’s Disorder, Pervasive Developmental Disorder Not Otherwise Specified, and Childhood Disintegrative Disorder. Within the two main deficits (social interaction and restricted behavior), you will see a wide range of characteristics across different individuals as well as over
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