Download Autism Spectrum Disorder (ASD) - School Based Behavioral Health

Connecting the Pieces
Understanding Autism Spectrum Disorders
Presented by: Sarah Boyles
Participants who complete this
seminar will be able to:

Define Autism Spectrum Disorders
(ASD)

Describe possible indicators of ASD

Identify treatment options for
individuals with ASD
What is an
Autism Spectrum Disorder (ASD)?

ASD is defined by specific behaviors that can range
from a mild form called Asperger syndrome to a
severe from called autistic disorder.

All individuals with ASD exhibit difficulty with social
interactions, communication, and have some form of
repetitive behaviors or interests.

Each person diagnosed with ASD will exhibit
individual behaviors but fit into the overall diagnosis.
(Strock, 2004)
DSM IV-TR Diagnostic Criteria
The American Psychiatric
Association has written an
extensive list of diagnostic
criteria for Autism Spectrum
Disorders in the latest
edition of the Diagnostic and
Statistical Manual of
Developmental Disorders.
Types of
Autism Spectrum Disorders
Autism Spectrum Disorder (ASD): also called
Pervasive Developmental Disorders; a complex
developmental disability encompassing difficulties
with social interactions, communication, and
repetitive behaviors or interests.
Asperger syndrome: mild form of of autism;
problems in areas of social interaction and
communication, but have normal intelligence and
verbal skills.
(Strock, 2004)
Types of
Autism Spectrum Disorders cont.
Rett Syndrome: after a period of normal development between
6-18 months, autism-like symptoms appear; child regresses in
mental and social development; mostly diagnosed in girls
Childhood Disintegrative Disorder (CDD): after a period of
normal development between 3-4 years; autism-like symptoms
appear; pronounced losses in motor, language, and social skill
development; mostly diagnosed in boys
Pervasive Developmental Disorders not otherwise
specified (PDD-NOS): also called atypical autism;
symptoms of autistic disorder or Asperger syndrome, but does
not meet the specific criteria for either
(Strock, 2004)
Prevalence

1 in 150 individuals is diagnosed with autism

More common if there are siblings with
autism

Occurs in all racial, ethnic, and social groups

4 times more likely to be diagnosed in boys
then in girls
(Autism Speaks Inc., 2007)
Common Signs of ASD







Difficulty and
understanding language
Poor eye contact
Repeated actions over
and over again
Trouble with changes in
routine
Lack of smiling
Repeat sounds or
words said to them
Prefer not be held




Does not know how to
play with toys
Unusual reactions to
the way things sound,
taste, feel, smell, or
look
Trouble understanding
feelings of other people
Loss of social or
language skills once
they have been learned
(National Center on Birth Defects and
Developmental Disabilities, 2007)
Biological Factors that may
coincide with ASD

Sensory problems

Mental retardation

Seizures

Fragile X syndrome

Tuberous Sclerosis
(Strock, 2004)
Treatment Options for ASD
While there is no cure for ASD, there are some
treatments and forms of intervention that can help.
Each plan should be designed specifically for each
individual under the supervision and direction of
professionals including doctors, therapists, and
psychologists.
Treatment options are continuously evolving and
changing. Most of the treatments fall into one of
three categories:



learning approaches,
biomedical and dietary approaches
complementary approaches
(Autism Society of America, 2007)
Treatment Options Cont.
Learning
Approaches
Treatment
and
Education of
Autistic and
Related
Communication
Handicapped
Children
Biomedical and
Dietary
Approaches
Complementary
Approaches
Medications
Art
Vitamins
Music
Minerals
Dietary
and
Interventions
Therapy
Therapy
Animal
Therapy
Picture
Exchange
Communication
Systems
Pivotal Response
Treatments
(Autism Society of
America, 2007)
Schools Can Help




Learning environments should provide the child with
structure, direction, and organization.
Interventions should be individualized and focus on
each child’s specific strengths and weaknesses.
Children should be provided with peer models that
portray appropriate language, social, and behavioral
skills.
Schools should involve parents in the educational
plan so that the skills learned will be utilized outside
the school environment as well.
(National Dissemination Center for Children with Disabilities, 2007)
Families Can Help




Stay informed about Autism Spectrum Disorders.
Be aware of your child’s strengths and weaknesses.
Maintain a highly structured environment with
consistent schedules and routines
Work with your child’s teachers and doctors to form
the best approach to meeting your child’s individual
needs.
(National Dissemination Center for Children with Disabilities, 2007)
Info for Parents
Take a few minutes to
review the brochure
for parents in your
packets.
Ways to Help
-Do’s and Don’tsDO CONSULT...
professionals who are
experienced with working
with individuals with ASD
DO LEARN…
as much information as
possible about ASD
DON”T WAIT!
If a child exhibits signs of
autism, contact a physician
for an evaluation. Early
intervention is KEY!!!
Legal safeguards in
Pennsylvania
The Individuals with Disabilities Education Act (IDEA)
states that children with autism spectrum disorders
are eligible for:
 Early intervention services for children ages birth to
age 3.
 Chapter 15 agreement including an Individualized
education plan (IEP) appropriate to the specific
needs of the child from ages 3 to 22.
 Additional special educational programs focusing on
improving communication, social, and behavioral
skills.
(National Dissemination Center for Children with Disabilities, 2007)
Local and National Resources

Autism Research Institute (ARI)
-
provides parents and professionals around the world with
research-based information on autism
www.autism.com

Autism Speaks
- a foundation dedicated to changing the future of all people
with autism spectrum disorders
www.autismspeaks.org

National Autism Association
- designed to empower and educate families affected by autism
www.nationalautismassociation.org
Local and National
Resources Cont.

Advisory Board On Autism and Related
Disorders (ABOARD)
- provides support for families with children with autism
www.aboard.org

Autism Society of America-Pittsburgh Chapter
- provides support for volunteers, families, and professionals
working with children with autism
www.autismsocietypgh.org/

Autism Link
- provides information, news, and support for families and
individuals working with individuals with autism
www.autismlink.com
Joshua’s Story
Read the case study
in your packet. Take
a minute to discuss
the case. Answer
the questions to
follow with a
colleague.
References
1. American Psychiatric Association. (2000) Pervasive
developmental disorders. In Diagnostic and statistical manual
of mental disorders (Fourth edition-text revision (DSM-IVTR). Washington, DC: American Psychiatric Association, 6970.
2. Autism Speaks, Inc., (2007). What is autism? An overview.
Retrieved September 23, 2007, Web site:
http://www.autismspeaks.org
3. Autism Society of America (2007). Autism society of america:
The voice of autism. Retrieved from the Web September 16,
2007. Web site: http://www.autism-society.org/site/
References Cont.
4. National Center on Birth Defects and Developmental Disabilities
(2007). Centers for disease control and prevention: Autism
information center. Retrieved from the Web September 16,
2007. Web site: http:/www.cdc.gov/ncbddd/autism/
5. National Dissemination Center for Children with Disabilities,
(2007). Autism and Pervasive Developmental Disorder.
Retrieved from the Web September 16, 2007, Web site:
http://www.nichcy.org/pubs/factshe/fs1txt.htm
6. Strock, Margaret (2004). Autism Spectrum Disorders (Pervasive
Developmental Disorders). NIH Publication No. NIH-04-5511,
National Institute of Mental Health, National Institute of
Health, U.S. Department of Health and Human Services,
Bethesda, MD, 40 pp.
http://www.nimh.nih.publicat/autism.cfm
Contact Information
Presented by:
Sarah Boyles
Graduate Student in Applied Developmental Psychology
at the University of Pittsburgh
E-mail address:
[email protected]