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AUTISM SPECTRUM DISORDER
Lindsey Langer
Michigan State University
CEP 841
Summer Semester 2012
PROBLEM STATEMENT
   Autism has become the most prevalent childhood development
    disorder in the United States.(**12)
      More children will be diagnosed with autism this year than
       AIDS, diabetes and cancer combined. (**3)

   According to the Center for Disease Control and
    Prevention: In the 1990’s, CDC found 1 in 10,000 people
    to be on the autism spectrum. In 2012 it has risen to 1
    in 88.
       This increase can partly be explained by improved diagnosis
        and awareness. (**3)

   In 2005, more than 160,000 school-aged children were
    diagnosed with ASD in the United States. (**4)
                                                           (**#) = resource
                                                     See: Works Cited Page
PROBLEM STATEMENT CONTD.
   Boys are four times more likely to to be diagnosed with
    Autism than girls.
       Not enough evidence to link autism to any one specific factor.

   There is currently no known cause or cure for Autism.

   Early intervention is critical
       It is believed that there are characteristics of the disorder that
        are too late to be treated by as young as 36 months old (**8)

   ASD impairs the ability to communicate, socialize and
    form relationships with people of any age.
       Appears in a very wide range (from low to high) of symptoms
        and verbal and intellectual capacities (**5)
DEFINITION/DESCRIPTION
   ASD is a term that encompasses a range of
    disorders from high functioning with a mild disorder,
    to low functioning with a severe disorder. The
    different symptoms and different ranges of abilities
    fit in under an umbrella of categories known as the
    Autism Spectrum Disorder.
AUTISTIC DISORDER
   Autistic Disorder is the most              Speech developing more slowly, if
    severe form of ASD                          at all
                                               avoiding eye contact,
                                               echoing words or phrases,
   As defined by the Autism Society           hypersensitivity,
    of America, Autism is a complex            insisting on routines being the
    developmental disability that               same,
    typically appears during the first         self-injurious,
    three years of life and is the result
    of a neurological disorder that            inappropriate laughing,
    affects the normal functioning of          repetitive play and movements
    the brain, impacting development            movements such as hand flapping
                                                or drawing the same thing over and
    in the areas of social interaction          over again,
    and communication skills. Both              prefer to be by him/herself,
    children and adults with autism            overall difficulty interacting with
    typically show difficulties in verbal       others
    and non-verbal communication,
    social interactions, and leisure or
    play activities.

   Some characteristics may include,
    but are not limited to:
ASPERGER’S DISORDER
   Often thought of as a high-functioning form of autism,
    Asperger’s syndrome has many of the same
    characteristics as autism but without the delay in
    language.

   Unlike in autism, people with Asperger’s Syndrome do
    not shy away from communicating with other people;
    they have a rich vocabulary and strong cognitive skills.
    However, their problems with social interactions and
    obsessions often lead people with Asperger’s to have
    trouble forming relationships.
     Individuals have an obsessive interest with a specific object
      or set of objects (i.e. weather, cars, bugs)
     They may not understand sarcasm or humor, have unusual
      body language and have difficulty making eye contact.
CHILDHOOD DISINTEGRATIVE DISORDER AND
RETT’S DISORDER
   Childhood Disintegrative Disorder and Rett’s disorder
    are both very uncommon forms of ASD that include
    devloping normally at first followed by a slowing or
    regression in development.

       Childhood Disintegrative Disorder “is a condition in which
        children develop normally through age 3 or 4. Then, over a
        few months, children lose language, motor, social, and other
        skills that they already learned.” (**13)

       Rett’s Disorder is “a neurodevelopmenaldisorder that affects
        girls almost exclusively. It is characterized by normal early
        growth and development followed by a slowing of
        development, loss of purposeful use of the hands, distinctive
        hand movements, slowed brain and head growth, problems
        with walking, seizures, and intellectual disability.” (**10)
PERVASIVE DEVELOPMENTAL DISORDER –
NOT OTHERWISE SPECIFIED (PDD-NOS)
   PDD – NOS is a term used for “children or adults who are on the
    autism spectrum but do not fully meet the criteria for another
    ASD.” (**3)

   The symptoms resemble a mild case of autism disorder meaning
    that the individual may have some, but not all, of the
    characteristics of autism.

   Studies suggest that PDD – NOS can be characterized into 3
    very different subgroups:
    1.   A high-functioning group (around 25 percent) whose symptoms largely
         overlap with that of Asperger syndrome, but who differ in terms of
         having a lag in language development and mild cognitive impairment.
    2.   A second group (around 25 percent) whose symptoms more closely
         resemble those of autistic disorder, but do not fully meet all its
         diagnostic signs and symptoms.
    3.   A third group (around 50 percent) who meet all the diagnostic criteria
         for autistic disorder, but whose stereotypical and repetitive behaviors
         are noticeably mild. (**3)
EARLY WARNING SIGNS
   Researchers believe it is possible for a child as early as
    1 to be diagnosed with an ASD. By diagnosing early,
    children can get early support and interventions. Some
    “red flags” to watch for are:
       “No big smiles or other warm, joyful expressions by six
        months.
       No back-and-forth sharing of sounds, smiles, or other facial
        expressions by nine months.
       No babbling by 12 months.
       No back-and-forth gestures, such as pointing, showing,
        reaching, or waving by 12 months.
       No words by 16 months.
       No two-word meaningful phrases (without imitating or
        repeating) by 24 months.
       Any loss of speech or babbling or social skills at any age”
        (**9)
PREVALENCE OF ASD
   ASD has become an “epidemic”
    because more children are being                       identified
    as having ASDs than ever                     before. (**7)

   According to the CDC, as of 2012,
    1 in 88 children has been identified                         with
    an autism spectrum disorder.

   Are the numbers really on the rise? It is difficult to tell
    for 2 reasons:
    1.   There is still no blood test or brain scan to diagnose ASD. It
         is only characterized by a person’s behavior.
    2.   The data only counts people who are already diagnosed,
         while many children are undiagnosed through adulthood.
         (**1)
CAUSES AND RISK FACTORS
   There are no known cures for ASD and there are
    multiple causes for the different types of ASD.
    There are many different factors that could increase
    the likeliness of a child having an ASD:
        Having specific genes can increase the risk of a child being
         born with an ASD. Many children with genetic or chromosomal
         conditions such as Down Syndrome and Fragile X Syndrome
         are often identified as having an ASD.
        Children who have a sibling or parent with an ASD are at a
         higher risk.
        Some prescription drugs during pregnancy have been linked to

         a greater chance of the child having an ASD.
        There is no conclusive evidence of vaccines causing autism.

        Some evidence suggests that the critical period for developing

         an ASD happens before birth. (**7)
WHAT CAN I DO TO HELP STUDENTS WITH
ASD IN MY CLASSROOM?
   Remember that no two students with an ASD are the
    same. Accommodations you do for one student may not
    be the same accommodations you should use with
    another student just because they are both on the
    spectrum.

   Some things to consider when teaching a student with
    an ASD:
       Model skills, behaviors and strategies.
       Keep the day to day activities and routines as predictable as
        possible. When changes in the routine must happen, explain
        to the child why and what to expect.
       Provide breaks
       Teach the “hidden curriculum” and social skills often and
        explicitly.
       Use picture cues.
       Do not use sarcasm, be direct when speaking.
                                                               contd.
WHAT CAN I DO TO HELP STUDENTS WITH
ASD IN MY CLASSROOM? CONTD.
   Some things to consider when teaching a student with an ASD
    contd.:
      Give extra time for the student to complete a task.
      Differ in the ways you give instruction. Some students on the
       spectrum are visual learners and others may be kinesthetic
       learners. It is likely that an ASD student will lean very heavily to
       one specific learning style.
      Reduce the number of problems or items the student is expected
       to complete. Students with an ASD often find it redundant and
       pointless to do the same type of math problem over and over.
      Allow student to demonstrate understanding in a variety of ways.
       Instead of having the student write a response, give options for
       typing the response, orally responding or illustrate a response.
      Designate an area where the student can pace, stand, walk etc.
       at any time and not distract others.
      Designate an area or place where the student can go to calm
       down. Students with an ASD often feel over-stimulated and need
       a quiet place.
ASSISTIVE TECHNOLOGIES
   Research has shown that students with ASD benefit
    immensely from the use of assistive technology, or AT.
   Some basic AT that may be useful in the classroom are:
       Specialized writing paper and tools
       Writing tool grips
       Tape recorders
       Text-to-Speech and Speech-to-Text software
       Computers
       Visual schedules
       Checklists
       Timers
       iPad (there are MANY apps geared specifically for children with
        autism)
       Bubble seats/exercise ball
       Noise-cancelling head phones
PARENTS AND FAMILIES OF CHILDREN WITH
ASD
   The best thing for an child with ASD is for the
    school and parents to work together.
     Become knowledgeable about your child’s disorder and
      the needs of your child in particular.
     Become active in the education of your child and aware
      of what you can do at home to help your child’s
      development.
     Get involved in the autism community: find other
      families you can relate to and who understand what
      you’re going through.




                               (**6)
SUMMARY
   ASD is a term that encompasses an umbrella of disorders
    ranging from high functioning to low functioning.
   Autism has become an “epidemic” with a child being
    diagnosed with autism in the united states every 16 minutes.
       Boys being four times more likely to have an ASD than girls.
   Early detection is important to receive the support and
    interventions needed to help development from a young age.
       Children as young as 12 months old can be diagnosed.
   It is not 100% clear on the causes or risk factors of ASD
    though it is believed that specific genes and chromosomes
    can increase the risk.
   Teachers and parents need to work together to create a
    consistent and accommodating environment for the student to
    thrive.
ADDITIONAL RESOURCES - BOOKS

   Attwood, T. (1998). Asperger's syndrome, a guide for parents and
    professionals. Jessica Kingsley Pub.
       This book provides professionals and parents with information on
        characteristics, strategies, identification, treatments and care of children
        and adults with Asperger’s syndrome.

   Notbohm, E., &Zysk, V. (2006). Ten things your student with
    autism wishes you knew. Future Horizons Inc.
       A book for educators that gives an insight and understanding of autism
        through the child’s eyes. Learning styles, communication advice and
        achievement is discussed

   Wiseman, N. D. (2009). The first year: Autism spectrum
    disorders. (2009 ed.). Philadelphia, PA: Da Capo Press: A
    Member of the Perseus Books Group.
       A parent’s guide that gives information on medical and lifestyle concerns,
        and how to work with the educational system.
ADDITIONAL RESOURCES - WEBSITES
   Autism Internet Modules. (2012). Retrieved July 23, 2012 from
    http://www.autisminternetmodules.org/
       Modules that walk you through up-to-date information about autism for
        educators, professionals and families.

   Autism Speaks. (2012). Autism and your family. Retrieved July 23, 2012
    from http://www.autismspeaks.org/what-autism/autism-your-family
       Information and tips for families with autistic children.

   BBC. (2011). My Autism and Me. Retrieved July 23, 2012 from
    http://www.youtube.com/watch?v=FeGaffIJvHM&feature=player_embedd
    ed
       A BBC video about what it is like to live with autism, narrated by a young girl
        with autism.

   What you ought to know. (2008) Autism. Retrieved July 23, 2012 from
    http://www.youtube.com/watch?v=TL5GHMEjzt8&feature=player_embed
    ded
       A video discussing the characteristics of autism.
ADDITIONAL RESOURCES - JOURNALS
   Johnson, C. P., & Myers, S. M. (2007). Identification and evaluation of
    children with autism spectrum disorders.American Academy of
    Pediatrics, 120(5), 1183-1215. Retrieved from
    http://pediatrics.aappublications.org/content/120/5/1183.full?sid=9afdffff-
    c580-4bde-86d2-018f4e429f9e

   Myers, S. M., & Johnson , C. P. (2007). Management of children with
    autism spectrum disorders.American Academy of Pediatrics, 120(5),
    1162-1182. Retrieved from
    http://pediatrics.aappublications.org/content/120/5/1162.full?sid=9afdffff-
    c580-4bde-86d2-018f4e429f9e

   Shattuck, P. T., Narendorf, S. C., Cooper, B., Sterzing, P. R., Wagner, M.,
    & Taylor, J. L. (2012). Postsecondary education and employment among
    youth with an autism spectrum disorder. American Academy of
    Pediatrics, 129(6), 1042-1049. Retrieved from
    http://pediatrics.aappublications.org/content/129/6/1042.full?sid=9afdffff-
    c580-4bde-86d2-018f4e429f9e
ADDITIONAL RESOURCES –
NATIONAL ORGANIZATIONS
   Autism Society
       4340 East-West Hwy, Suite 350, Bethesda, Maryland 20814
       (800) 328 – 8476
       http://www.autism-society.org/

   National Autism Center
       41 Pacella Park Drive, Randolph, MA 02368
       (877) 313 – 3833
       http://www.nationalautismcenter.org/about/contact_us.php

   National Autism Association
       20 Alice Agnew Drive, Attleboro Falls, MA 02763
       (877) 622 – 2884
       http://nationalautismassociation.org/about-naa/contact-naa/
WORKS CITED
1.   Anderson, Connie. (2010). Careful Counting: How Many People Have
     an ASD? Retrieved July 23, 2012 from
     http://www.iancommunity.org/cs/understanding_research/prevalence
2.   Athletes for Autism (2012). Retrieved July 23, 2012 from
     http://www.beatautism.org/AboutAutism.asp
3.   Autism Speaks. (2012) Retrieved July 23, 2012, from
     http://www.autismspeaks.org/?utm_source=autismspeaks.org&utm_me
     dium=web&utm_campaign=primarymenu
4.   Autism Web. (2012). A parent’s guide to autism spectrum disorders.
     Retrieved July 23, 2012 from http://www.autismweb.com/
5.   Batchelder, Lisa. (2000). Brain Connection: Autism in the Classroom.
     Retrieved July 23, 2012, from
     http://brainconnection.positscience.com/topics/?main=fa/autism-class
6.   Blogging for Autism (2010). Parental Involvement. Retrieve July 23,
     2012 from http://www.bloggingforautism.com/2010/11/
7.   Centers for Disease Control and Prevention. (2012). Retrieved July 23,
     2012 from http://www.cdc.gov/
WORKS CITED CONTD.
8.    Edutopia. (2008). Educators Deal with the Growing Problem of
      Autism. Retrieved July 23, 2012, from
      http://www.edutopia.org/autism-school
9.    First Signs Inc. (2012). Retrieved July 23, 2012 from
      https://www.firstsigns.org/index.html
10.   National Institute of Neurological Disorders and Stroke. (2011).
      Rett Syndrome Fact Sheet. Retrieved July 23, 2012, from
      http://www.ninds.nih.gov/disorders/rett/detail_rett.htm
11.   Shore, Stephen M. (2012). Nine Domains of Accommodation.
      Retrieved July 23, 2012 from
      http://www.autism.com/index.php/treat_edu_plans
12.   The Southwest Autism Research and Resource Center. (2012).
      Retrieved July 23, 2012, from
      http://autismcenter.org/default.aspx.
13.   U.S. National Library of Medicine. (2010). Childhood
      disintegrative disorder. Retrieved July 23, 2012, from
      http://www.ncbi.nlm.nih.gov/pubmedhealth/PMH0002502/

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ASD project

  • 1. AUTISM SPECTRUM DISORDER Lindsey Langer Michigan State University CEP 841 Summer Semester 2012
  • 2. PROBLEM STATEMENT  Autism has become the most prevalent childhood development disorder in the United States.(**12)  More children will be diagnosed with autism this year than AIDS, diabetes and cancer combined. (**3)  According to the Center for Disease Control and Prevention: In the 1990’s, CDC found 1 in 10,000 people to be on the autism spectrum. In 2012 it has risen to 1 in 88.  This increase can partly be explained by improved diagnosis and awareness. (**3)  In 2005, more than 160,000 school-aged children were diagnosed with ASD in the United States. (**4) (**#) = resource See: Works Cited Page
  • 3. PROBLEM STATEMENT CONTD.  Boys are four times more likely to to be diagnosed with Autism than girls.  Not enough evidence to link autism to any one specific factor.  There is currently no known cause or cure for Autism.  Early intervention is critical  It is believed that there are characteristics of the disorder that are too late to be treated by as young as 36 months old (**8)  ASD impairs the ability to communicate, socialize and form relationships with people of any age.  Appears in a very wide range (from low to high) of symptoms and verbal and intellectual capacities (**5)
  • 4. DEFINITION/DESCRIPTION  ASD is a term that encompasses a range of disorders from high functioning with a mild disorder, to low functioning with a severe disorder. The different symptoms and different ranges of abilities fit in under an umbrella of categories known as the Autism Spectrum Disorder.
  • 5. AUTISTIC DISORDER  Autistic Disorder is the most  Speech developing more slowly, if severe form of ASD at all  avoiding eye contact,  echoing words or phrases,  As defined by the Autism Society  hypersensitivity, of America, Autism is a complex  insisting on routines being the developmental disability that same, typically appears during the first  self-injurious, three years of life and is the result of a neurological disorder that  inappropriate laughing, affects the normal functioning of  repetitive play and movements the brain, impacting development movements such as hand flapping or drawing the same thing over and in the areas of social interaction over again, and communication skills. Both  prefer to be by him/herself, children and adults with autism  overall difficulty interacting with typically show difficulties in verbal others and non-verbal communication, social interactions, and leisure or play activities.  Some characteristics may include, but are not limited to:
  • 6. ASPERGER’S DISORDER  Often thought of as a high-functioning form of autism, Asperger’s syndrome has many of the same characteristics as autism but without the delay in language.  Unlike in autism, people with Asperger’s Syndrome do not shy away from communicating with other people; they have a rich vocabulary and strong cognitive skills. However, their problems with social interactions and obsessions often lead people with Asperger’s to have trouble forming relationships.  Individuals have an obsessive interest with a specific object or set of objects (i.e. weather, cars, bugs)  They may not understand sarcasm or humor, have unusual body language and have difficulty making eye contact.
  • 7. CHILDHOOD DISINTEGRATIVE DISORDER AND RETT’S DISORDER  Childhood Disintegrative Disorder and Rett’s disorder are both very uncommon forms of ASD that include devloping normally at first followed by a slowing or regression in development.  Childhood Disintegrative Disorder “is a condition in which children develop normally through age 3 or 4. Then, over a few months, children lose language, motor, social, and other skills that they already learned.” (**13)  Rett’s Disorder is “a neurodevelopmenaldisorder that affects girls almost exclusively. It is characterized by normal early growth and development followed by a slowing of development, loss of purposeful use of the hands, distinctive hand movements, slowed brain and head growth, problems with walking, seizures, and intellectual disability.” (**10)
  • 8. PERVASIVE DEVELOPMENTAL DISORDER – NOT OTHERWISE SPECIFIED (PDD-NOS)  PDD – NOS is a term used for “children or adults who are on the autism spectrum but do not fully meet the criteria for another ASD.” (**3)  The symptoms resemble a mild case of autism disorder meaning that the individual may have some, but not all, of the characteristics of autism.  Studies suggest that PDD – NOS can be characterized into 3 very different subgroups: 1. A high-functioning group (around 25 percent) whose symptoms largely overlap with that of Asperger syndrome, but who differ in terms of having a lag in language development and mild cognitive impairment. 2. A second group (around 25 percent) whose symptoms more closely resemble those of autistic disorder, but do not fully meet all its diagnostic signs and symptoms. 3. A third group (around 50 percent) who meet all the diagnostic criteria for autistic disorder, but whose stereotypical and repetitive behaviors are noticeably mild. (**3)
  • 9. EARLY WARNING SIGNS  Researchers believe it is possible for a child as early as 1 to be diagnosed with an ASD. By diagnosing early, children can get early support and interventions. Some “red flags” to watch for are:  “No big smiles or other warm, joyful expressions by six months.  No back-and-forth sharing of sounds, smiles, or other facial expressions by nine months.  No babbling by 12 months.  No back-and-forth gestures, such as pointing, showing, reaching, or waving by 12 months.  No words by 16 months.  No two-word meaningful phrases (without imitating or repeating) by 24 months.  Any loss of speech or babbling or social skills at any age” (**9)
  • 10. PREVALENCE OF ASD  ASD has become an “epidemic” because more children are being identified as having ASDs than ever before. (**7)  According to the CDC, as of 2012, 1 in 88 children has been identified with an autism spectrum disorder.  Are the numbers really on the rise? It is difficult to tell for 2 reasons: 1. There is still no blood test or brain scan to diagnose ASD. It is only characterized by a person’s behavior. 2. The data only counts people who are already diagnosed, while many children are undiagnosed through adulthood. (**1)
  • 11. CAUSES AND RISK FACTORS  There are no known cures for ASD and there are multiple causes for the different types of ASD. There are many different factors that could increase the likeliness of a child having an ASD:  Having specific genes can increase the risk of a child being born with an ASD. Many children with genetic or chromosomal conditions such as Down Syndrome and Fragile X Syndrome are often identified as having an ASD.  Children who have a sibling or parent with an ASD are at a higher risk.  Some prescription drugs during pregnancy have been linked to a greater chance of the child having an ASD.  There is no conclusive evidence of vaccines causing autism.  Some evidence suggests that the critical period for developing an ASD happens before birth. (**7)
  • 12. WHAT CAN I DO TO HELP STUDENTS WITH ASD IN MY CLASSROOM?  Remember that no two students with an ASD are the same. Accommodations you do for one student may not be the same accommodations you should use with another student just because they are both on the spectrum.  Some things to consider when teaching a student with an ASD:  Model skills, behaviors and strategies.  Keep the day to day activities and routines as predictable as possible. When changes in the routine must happen, explain to the child why and what to expect.  Provide breaks  Teach the “hidden curriculum” and social skills often and explicitly.  Use picture cues.  Do not use sarcasm, be direct when speaking. contd.
  • 13. WHAT CAN I DO TO HELP STUDENTS WITH ASD IN MY CLASSROOM? CONTD.  Some things to consider when teaching a student with an ASD contd.:  Give extra time for the student to complete a task.  Differ in the ways you give instruction. Some students on the spectrum are visual learners and others may be kinesthetic learners. It is likely that an ASD student will lean very heavily to one specific learning style.  Reduce the number of problems or items the student is expected to complete. Students with an ASD often find it redundant and pointless to do the same type of math problem over and over.  Allow student to demonstrate understanding in a variety of ways. Instead of having the student write a response, give options for typing the response, orally responding or illustrate a response.  Designate an area where the student can pace, stand, walk etc. at any time and not distract others.  Designate an area or place where the student can go to calm down. Students with an ASD often feel over-stimulated and need a quiet place.
  • 14. ASSISTIVE TECHNOLOGIES  Research has shown that students with ASD benefit immensely from the use of assistive technology, or AT.  Some basic AT that may be useful in the classroom are:  Specialized writing paper and tools  Writing tool grips  Tape recorders  Text-to-Speech and Speech-to-Text software  Computers  Visual schedules  Checklists  Timers  iPad (there are MANY apps geared specifically for children with autism)  Bubble seats/exercise ball  Noise-cancelling head phones
  • 15. PARENTS AND FAMILIES OF CHILDREN WITH ASD  The best thing for an child with ASD is for the school and parents to work together.  Become knowledgeable about your child’s disorder and the needs of your child in particular.  Become active in the education of your child and aware of what you can do at home to help your child’s development.  Get involved in the autism community: find other families you can relate to and who understand what you’re going through. (**6)
  • 16. SUMMARY  ASD is a term that encompasses an umbrella of disorders ranging from high functioning to low functioning.  Autism has become an “epidemic” with a child being diagnosed with autism in the united states every 16 minutes.  Boys being four times more likely to have an ASD than girls.  Early detection is important to receive the support and interventions needed to help development from a young age.  Children as young as 12 months old can be diagnosed.  It is not 100% clear on the causes or risk factors of ASD though it is believed that specific genes and chromosomes can increase the risk.  Teachers and parents need to work together to create a consistent and accommodating environment for the student to thrive.
  • 17. ADDITIONAL RESOURCES - BOOKS  Attwood, T. (1998). Asperger's syndrome, a guide for parents and professionals. Jessica Kingsley Pub.  This book provides professionals and parents with information on characteristics, strategies, identification, treatments and care of children and adults with Asperger’s syndrome.  Notbohm, E., &Zysk, V. (2006). Ten things your student with autism wishes you knew. Future Horizons Inc.  A book for educators that gives an insight and understanding of autism through the child’s eyes. Learning styles, communication advice and achievement is discussed  Wiseman, N. D. (2009). The first year: Autism spectrum disorders. (2009 ed.). Philadelphia, PA: Da Capo Press: A Member of the Perseus Books Group.  A parent’s guide that gives information on medical and lifestyle concerns, and how to work with the educational system.
  • 18. ADDITIONAL RESOURCES - WEBSITES  Autism Internet Modules. (2012). Retrieved July 23, 2012 from http://www.autisminternetmodules.org/  Modules that walk you through up-to-date information about autism for educators, professionals and families.  Autism Speaks. (2012). Autism and your family. Retrieved July 23, 2012 from http://www.autismspeaks.org/what-autism/autism-your-family  Information and tips for families with autistic children.  BBC. (2011). My Autism and Me. Retrieved July 23, 2012 from http://www.youtube.com/watch?v=FeGaffIJvHM&feature=player_embedd ed  A BBC video about what it is like to live with autism, narrated by a young girl with autism.  What you ought to know. (2008) Autism. Retrieved July 23, 2012 from http://www.youtube.com/watch?v=TL5GHMEjzt8&feature=player_embed ded  A video discussing the characteristics of autism.
  • 19. ADDITIONAL RESOURCES - JOURNALS  Johnson, C. P., & Myers, S. M. (2007). Identification and evaluation of children with autism spectrum disorders.American Academy of Pediatrics, 120(5), 1183-1215. Retrieved from http://pediatrics.aappublications.org/content/120/5/1183.full?sid=9afdffff- c580-4bde-86d2-018f4e429f9e  Myers, S. M., & Johnson , C. P. (2007). Management of children with autism spectrum disorders.American Academy of Pediatrics, 120(5), 1162-1182. Retrieved from http://pediatrics.aappublications.org/content/120/5/1162.full?sid=9afdffff- c580-4bde-86d2-018f4e429f9e  Shattuck, P. T., Narendorf, S. C., Cooper, B., Sterzing, P. R., Wagner, M., & Taylor, J. L. (2012). Postsecondary education and employment among youth with an autism spectrum disorder. American Academy of Pediatrics, 129(6), 1042-1049. Retrieved from http://pediatrics.aappublications.org/content/129/6/1042.full?sid=9afdffff- c580-4bde-86d2-018f4e429f9e
  • 20. ADDITIONAL RESOURCES – NATIONAL ORGANIZATIONS  Autism Society  4340 East-West Hwy, Suite 350, Bethesda, Maryland 20814  (800) 328 – 8476  http://www.autism-society.org/  National Autism Center  41 Pacella Park Drive, Randolph, MA 02368  (877) 313 – 3833  http://www.nationalautismcenter.org/about/contact_us.php  National Autism Association  20 Alice Agnew Drive, Attleboro Falls, MA 02763  (877) 622 – 2884  http://nationalautismassociation.org/about-naa/contact-naa/
  • 21. WORKS CITED 1. Anderson, Connie. (2010). Careful Counting: How Many People Have an ASD? Retrieved July 23, 2012 from http://www.iancommunity.org/cs/understanding_research/prevalence 2. Athletes for Autism (2012). Retrieved July 23, 2012 from http://www.beatautism.org/AboutAutism.asp 3. Autism Speaks. (2012) Retrieved July 23, 2012, from http://www.autismspeaks.org/?utm_source=autismspeaks.org&utm_me dium=web&utm_campaign=primarymenu 4. Autism Web. (2012). A parent’s guide to autism spectrum disorders. Retrieved July 23, 2012 from http://www.autismweb.com/ 5. Batchelder, Lisa. (2000). Brain Connection: Autism in the Classroom. Retrieved July 23, 2012, from http://brainconnection.positscience.com/topics/?main=fa/autism-class 6. Blogging for Autism (2010). Parental Involvement. Retrieve July 23, 2012 from http://www.bloggingforautism.com/2010/11/ 7. Centers for Disease Control and Prevention. (2012). Retrieved July 23, 2012 from http://www.cdc.gov/
  • 22. WORKS CITED CONTD. 8. Edutopia. (2008). Educators Deal with the Growing Problem of Autism. Retrieved July 23, 2012, from http://www.edutopia.org/autism-school 9. First Signs Inc. (2012). Retrieved July 23, 2012 from https://www.firstsigns.org/index.html 10. National Institute of Neurological Disorders and Stroke. (2011). Rett Syndrome Fact Sheet. Retrieved July 23, 2012, from http://www.ninds.nih.gov/disorders/rett/detail_rett.htm 11. Shore, Stephen M. (2012). Nine Domains of Accommodation. Retrieved July 23, 2012 from http://www.autism.com/index.php/treat_edu_plans 12. The Southwest Autism Research and Resource Center. (2012). Retrieved July 23, 2012, from http://autismcenter.org/default.aspx. 13. U.S. National Library of Medicine. (2010). Childhood disintegrative disorder. Retrieved July 23, 2012, from http://www.ncbi.nlm.nih.gov/pubmedhealth/PMH0002502/