A guide to autism: Learn how to cope and live with autism.

1. Overview
What is Autism?
Is there more than one type of Autism?
What causes Autism?
How is Autism diagnosed?
What are the characteristics of Autism?
What are the most effective approaches to treating
Autism? Is there a cure?

2. WHAT IS AUTISM?
Very complex, often baffling
developmental disability
First described by Leo Kanner in
1943 as early infantile autism
“Auto” – children are “locked
within themselves.”
For next 30 years, considered to
be an emotional disturbance

3. WHAT IS AUTISM?
3 categories for autism in IDEA?
Today, autism is a severe form of a broader group
of disorders
These are referred to as pervasive developmental
disorders (later)
Typically appears during the first 3 years of life

4. WHAT IS AUTISM?
Very likely neurological in origin – not
emotional, not the refrigerator mom
Prevalence figures vary widely (textbook says
5/10,000, but recent data say as high as 1/1000 or
even 1/500.
4 times more prevalent in boys
No known racial, ethnic, or social boundaries
No relation to family income, lifestyle

5. WHAT IS AUTISM?
Autism impacts normal development of the brain in
areas of social interaction and communication
skills.
Difficult to communicate with others and relate to
the outside world.
Occasionally, aggressive and/or self-injurious
behavior may be present.

6. WHAT ARE THE TYPES?
Actually, the “umbrella” heading is Pervasive
Developmental Disorder (PDD).
Autism is one of the 5 PDDs.
All have commonalities in communication and social
deficits
Differ in terms of severity

7. 1. Autistic Disorder
Impairments in social interaction,
communication, and imaginative play.
Apparent before age 3.
Also includes stereotyped behaviors, interests, and
activities

8. 2. Asperger’s Disorder
Impairments in social interactions, and presence of
restricted interests and activities
No clinically significant general delay in language
Average to above average intelligence

9. 3. Pervasive Developmental Disorder – Not
Otherwise Specified (PDD-NOS)
Often referred to as atypical autism
Used when a child does not meet the criteria for a
specific diagnosis, but there is severe and pervasive
impairment in specified behaviors

10. 4. Rett’s Disorder
Progressive disorder which, to date, has only
occurred in girls.
Period of normal development and then the loss of
previously acquired skills
Also loss of purposeful use of hands, which is
replaced by repetitive hand movements
Beginning at age of 1-4 years

11. 5. Childhood Disintegrative
Disorder
Normal development for at least the first 2 years
Then significant loss of previously acquired skills

12. Conclusions on Types
Autism is a spectrum disorder
This means that symptoms and characteristics
can present themselves in wide variety of
combinations, from mild to severe
Autistic individuals can be very different from
each other
“Autism” is still commonly used to refer to any of
the 5 PDDs

13. What causes (and doesn’t cause)
autism?
Good agreement in general that autism is caused by
abnormalities in brain development, neurochemistry,
and genetic factors
Bettleheim’s theory of psychogenesis?

14. How is Autism Diagnosed?
No definitive medical test
Team uses interviews, observation, and specific
checklists developed for this purpose.
Team might include neurologist, psychologist,
developmental pediatrician, speech/language
therapist, learning consultant, etc.
Must rule out MR, hearing impairment, behavior
disorders, or eccentric habits

15. CHARACTERISTICS
1. Communication/Language
2. Social Interaction
3. Behaviors
4. Sensory and movement disorders
5. Resistance to change (predictability)
6. Intellectual functioning

16. 1. Communication/language
Broad range of abilities, from no verbal
communication to quite complex skills
Two common impairments:
A. Delayed language
B. Echolalia

17. A. Delayed language
50% of autistic individuals will eventually have
useful speech (?)
Pronoun reversal: “You want white icing on
chocolate cake.”
Difficulty in conversing easily with others
Difficulty in shifting topics
Look away; poor eye contact
Facilitated communication??????

18. Elements of Facilitated
Communication
1. Physical Support
2. Initial training/introduction
3. Maintaining focus
4. Avoiding competence testing
5. Generalization
6. Fading

19. B. Echolalia
Common in very young children (Age 3)
Immediate or delayed (even years)
Is there communicative intent with echolalia?

20. 2. Social Interaction
One of hallmarks of autism is lack of social
interaction
1. Impaired use of nonverbal behavior
2. Lack of peer relationships
3. Failure to spontaneously share enjoyment,
interests, etc. with others
4. Lack of reciprocity
Theory of mind?

21. 3. Behaviors
Repetitive behaviors, including obsessions, tics, and
perseveration
Impeding behaviors (impede their learning or the
learning of others)
Will need positive behavior supports
A. Self-injurious behavior
B. Aggression

22. 4. Sensory and movement
disorders
Very common
Over- or under-sensitive to sensory stimuli
Abnormal posture and movements of the face,
head, trunk, and limbs
Abnormal eye movements
Repeated gestures and mannerisms
Movement disorders can be detected very early –
perhaps at birth

23. 5. Predictability
Change in routine is very stressful
May insist on particular furniture arrangement, food
at meals, TV shows
Symmetry is often important
Interventions need to focus on preparing students for
change if possible

24. 6. Intellectual functioning
Autism occurs in children of all levels of intelligence,
from those who are gifted to those who have mental
retardation
In general, majority of individuals with autism are
also identified as having mental retardation – 75%
below 70
Verbal and reasoning skills are difficult
Savant syndrome

25. Interventions
1. Individualization and early intervention are the
keys
2. Include life skills, functional academics, and
vocational preparation
3. Positive behavior support
4. Social stories (music therapy?)
5. Lovaas model

26. Thank you
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