AUTISM SPECTRUM DISORDERS A Parent’s Guide A Parent’s Guide Presented by: Pamela Clay Semmes Elementary School 2008-2009.

AUTISM SPECTRUM AUTISM SPECTRUM DISORDERSDISORDERS

A Parent’s Guide A Parent’s Guide Presented by:

Pamela ClaySemmes Elementary School

2008-2009

What is the Autism Spectrum?What is the Autism Spectrum?

• The Autism Spectrum encompasses a number of childhood disorders to include:

– Autistic Disorder– Rett’s Disorder– Degenerative Disorder– Pervasive Developmental Disorder-

Not Otherwise Specified (NOS)– Asperger’s Syndrome

Autistic DisorderAutistic Disorder

• Autistic DisorderAutistic Disorder (Classic) is the most severe form of autism.

• Nearly half half are eventually diagnosed with mental retardation.

• A 2008 study indicated that “classic” autism occurs in about 4 of every 4 of every 10,00010,000 children.

CharacteristicsCharacteristics

• ““Classic”Classic” Autism is characterized extreme difficulty in the following areas:

– Social interaction– Hyper-sensitivity to sensory stimuli– Lack of empathy– Verbal and nonverbal communication– Repetitive behaviors – Narrow interests– Self-injurious behavior– Perception of self

More facts…More facts…

• In infancyinfancy, autistic children tend to be unresponsive to parents and people. Faces are unimportant.

• Older babies and toddlerstoddlers do not respond when their name is called.

• They may show a reduced sensitivityreduced sensitivity to pain and hyper-sensitivityhyper-sensitivity to sounds, smells, lights, touch and taste.

Rett’s DisorderRett’s Disorder

• Rett’s Disorder is a neuro-developmental disorder that affects females females almost exclusively.

• Age of onset and severity of symptoms vary.

• Rett’s Disorder is known to be cause by a specific gene mutationspecific gene mutation. Less than 1% of cases are inherited.

Characteristics of Rett’s DisorderCharacteristics of Rett’s Disorder

• Lack of purposeful use of hands

• Slowed brain and head growth

• Gait abnormalities

• Seizures

• Mental retardation

Progression of Rett’s DisorderProgression of Rett’s Disorder

• Loss of muscle tone

• Hands become floppy and the child is unable to grasp and hold objects.

• Gradual loss of the ability to speak.

• Life expectancy ranges from early to late forties.

Degenerative DisorderDegenerative Disorder

• Degenerative Disorder is similar to Rett’s Disorder in that there is continued and marked deterioration.

• Characterized by normal childhood development for the first two to three years of life followed by significant and rapid regression.

• Cause remains unknown.

CharacteristicsCharacteristics

• Degenerative Disorder is progressiveprogressive and usually sequentialsequential.

– Loss of motor skills– Loss of bladder and bowel control– Loss of receptive language skills– Loss of expressive language skills– Violent behavior– Psychiatric disorders

Pervasive Developmental Disorder-Pervasive Developmental Disorder-NOSNOS

• Children diagnosed with Pervasive Developmental Disorder-NOS possess characteristics that meet most of the criteria for a specific disorder that falls within the Autism Spectrum, but it can not be diagnosed with the highest degree of certainty.

Asperger’s SyndromeAsperger’s Syndrome

• Asperger’s Syndrome is much more common and is believed to occur as many as 20-25 children20-25 children per 10,000.

• Range of the severityRange of the severity of symptoms within

the syndrome. (Mild, moderate, sever)

• Mildly affectedMildly affected children often go undiagnosed and may just be considered odd or eccentric

History of Asperger’s SyndromeHistory of Asperger’s Syndrome

• Identified by a Viennese pediatrician named Hans Asperger in the 1940’s.

• Became officially recognized in the Diagnostic and Statistical Manual of Mental Disorders as for the first time in 1994.

More Asperger’s facts…More Asperger’s facts…

• Asperger’s is much more common in boys than in girls. The ratio is 4:14:1.

• It is the mildest and highest functioning form of autism.

Characteristics of Asperger’s Characteristics of Asperger’s SyndromeSyndrome

• Difficulty with two-way social interactionsocial interaction

• Difficulty with verbal and nonverbal communicationcommunication

• Reluctant to accept changechange

• RigidRigid thought patterns

• Possess “all absorbing” narrow areas of interestnarrow areas of interest

• Appear physically awkwardphysically awkward or clumsy.

• No substantial delayNo substantial delay in language development or vocabulary.

• May possess higher than averagehigher than average IQ.

Socialization in Asperger’sSocialization in Asperger’s

• Inability to interact with peers in an age appropriate way

• Lack of desire for social interaction

• Inability to read social cues

• Display socially and emotionally inappropriate responses

Communication in Asperger’sCommunication in Asperger’s

• Language development is not delayed. Perfect expressive language.

• Odd or peculiar voice characteristics

• Impaired comprehension and misinterpretation of implied and literal meanings.

Nonverbal Communication in Nonverbal Communication in Asperger’sAsperger’s

• Limited use of gestures

• Clumsy body language

• Limited and/or inappropriate facial expressions

• Difficulty with personal space and boundaries

Rigidity in Asperger’sRigidity in Asperger’s

• Limited interests

• Hyper-focus and preoccupation with parts and pieces, toys, subjects, etc.

• Repetitive rituals or routines

• Inability to adjust to change

• Elementary –

– Hyperactivity, inattention aggression and outbursts

– Immature social skills– Underdeveloped fine motor skills – Obsessive areas of interest– Well developed rote learning skills– Academic progress may remain strong

• Middle and upper grades-Middle and upper grades-

– Depression– Behavioral flare-ups– Poor attention and concentration– Lack of organizational skills– Anger and aggression

How to help…..How to help…..

• Keep classroom routines consistent, predictable and structured.

• Prepare student in advance for changes if possible.

• Make sure rules are clearly stated and understood. (Literal verses implied meaning)

More…More…

• Provide explicit, step-by-step instruction.

• Utilize visuals. (charts, schedules, lists, pictures)

• Practice rehearsing and practicing social situations.

• Avoid figurative speech, idioms, sarcasm.

• Keep instruction concrete. Abstract thinking is difficult.

• Assign a non-Asperger peer person.

• Avoid power struggles. Behaviors can escalate quickly.

Lastly…Lastly…

• Head off potential outbursts by taking preventative measures.

• Encourage calmness• Negotiate• Present no more than 2-3 choices• Divert attention elsewhere

Asperger’s Through the YearsAsperger’s Through the Years

• Preschool Preschool

– Difficult to distinguish from “classic” autism

– No evidence of developmental delays with the exception of possible clumsiness

– No delay in language development– Observed difficulty regulating social and

emotional responses

Diagnostic Criteria Diagnostic Criteria Asperger's DisorderAsperger's Disorder

A. Qualitative impairment in social interaction, as manifested by at least two of the following:

marked impairments in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body postures, and gestures to regulate social I

interaction

failure to develop peer relationships appropriate to developmental level

a lack of spontaneous seeking to share enjoyment, interests, or achievements with other people (e.g. by a lack of showing, bringing, or pointing out objects of interest to other people)

lack of social or emotional reciprocity

B. Restricted repetitive and stereotyped patterns of behavior, interests, and activities, as manifested by at least one of the following:

encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus

apparently inflexible adherence to specific, nonfunctional routines or rituals

stereotyped and repetitive motor mannerisms (e.g., hand or finger flapping or twisting, or complex whole-body movements)

persistent preoccupation with parts of objects

C. The disturbance causes clinically significant impairment in social, occupational, or other important areas of functioning

D. There is no clinically significant general delay in language (e.g., single words used by age 2 years, communicative phrases used by age 3 years)

E. There is no clinically significant delay in cognitive development or in the development of age-appropriate self-help skills, adaptive behavior (other than social interaction), and curiosity about the environment in childhood

F. Criteria are not met for another specific Pervasive Developmental Disorder or Schizophrenia

QUESTIONS AND ANSWERS