Special Education

Autism Spectrum Disorders

Definition: A child with an Autism Spectrum Disorder (ASD) is a child with a developmental disability significantly affecting verbal and non-verbal social communication and social interaction, generally evidenced by the age of three. Other characteristics often associated with ASD are engagement in repetitive activities and stereotyped movements, resistance to environmental changes or changes in daily routines, and unusual responses to sensory experiences.  See more at: http://www.cde.state.co.us/cdesped/sd-autism  

Autism Spectrum Disorders (ASD) is a neurological difference affecting millions of individuals.  Currently, the national average is 1 out of every 68 children has ASD. Many individuals with ASD are very successful, yet many others struggle. The word spectrum indicates that there can be a range of characteristics, strengths and difficulties from mild to moderate to severe.

Autism Spectrum Disorder is defined by state and federal law as a developmental disability significantly affecting verbal and non-verbal social communication and social interaction, generally evidenced by the age of three. Other characteristics often associated with ASD are engagement in repetitive activities and stereotyped movements, resistance to environmental changes or changes in daily routines, and unusual responses to sensory experiences. - See more at: http://www.cde.state.co.us/cdesped/sd-autism

Verbal and Non Verbal Communication:  Communication is part of being human. How do we express our ideas, feelings, wants and needs? Typically, as a child develops, he/she learns to use vocal expression-words, with tone of voice, eye contact, facial expression and maybe gestures. This coordinated effort makes getting our desires across more effective. Similarly, a child learns to watch for the facial expression, body language, gestures and the vocal expressions of others.  

Individuals with ASD have difficulty with communicating their needs and understanding the communication of others, this is usually evident before age three. Some individuals with ASD have delayed speech and communication development. Meaning that they speak much later than their peers.  They may be nonverbal or rely on learned phrases from movies or books, or use echolalia - repeating what others say. In others with ASD, speech develops typically, but as they develop, they seem to lose their communication skills. Still others, speech develops typically, but they have difficulty in communicating in a socially appropriate way: coordinating speech with eye contact, varying facial expression, using gestures, engaging in the back and forth of conversation. Often for those individuals with ASD who are verbal, there can be an odd sound quality to their speech, meaning the tone is flat and without expression. These are just some of the aspects of language and communication impairments.

Individuals can have speech and language difficulty without having ASD.

Social Skills: Our social skills develop as we grow and are taught the "Rules of Engagement", e.g., "wave bye-bye, say thank you, use your words". We learn how close to stand next to someone when they are talking to us, how to take turns, how to play well with others.  We learn how to engage in the back and forth of social communication.

However, individuals with ASD have clear difficulties in the area of Social Skills and Reciprocity.  Children who do not have verbal communication skills can be the most isolated because they have the greatest difficulty in communicating their needs. Children who have verbal skills often lack the social skills children typically learn: reading people’s facial expression and body language, knowing how to read and respond to social cues. Children with ASD are often socially awkward, not knowing how to appropriately initiate, maintain and end a social interaction/conversation. They want friends, but are missing the skills to initiate and maintain friendships. They have difficulty understanding the many nuances of social communication, such as how to give or receive a compliment, teasing or sarcasm. Individuals with ASD often have difficulty understanding emotions and therefore have difficulty empathizing with others about their emotional experience.

Many neuro-typical children and adults may have difficulty in social interactions or engaging in social conversation; they can be shy, or struggle with social anxiety. Individuals who have experienced abuse or trauma can be particularly affected. It is critical to determine the true nature of a social difficulty and to examine if the constellation of difficulties associated with ASD are present before assuming social difficulties = ASD.

Finally, the third area of concern for Autism Spectrum Disorder is repetitive activities and stereotyped movements, rigidity in routines, and/or significant preoccupations. Again these symptoms can range from mild to severe.

Individuals with ASD can be rigid about their routines and interest. For example, they become upset if a different route is taken home, or something unexpected happens. They can line up their toys in repetitive rows, rather than play with them. They can be extremely sensitive to light, sounds, being touched, textures of clothing, and odors, such as perfume or food smells. They may have a strong preoccupation with a topic, e.g., dinosaurs or a TV show, such that, that the conversation always seems to come back to their topic of interest. Some individuals can exhibit stereotypic motor movements like repeated rocking, spinning or hand flapping or finger movements. These behaviors can vary but it is the rigidity.

 These descriptions are meant to be informative and define in general terms the characteristics of Autism Spectrum Disorders.  A key factor which needs to be considered is does this disability impact the child’s ability to access education, that is, to receive benefit from general education alone, or are specific teaching and or interventions needed? A team of professionals at your child’s school, including the child and his/her parents participate in the process to determine what strengths and needs a child has, if they meet the state requirements defining a disability and if additional interventions are required for that child to be able to access general education.

 Again greater information can be found at the Colorado Department of Education website: http://www.cde.state.co.us/cdesped/sd-autism

 Other resources for information on Autism Spectrum Disorders are: Please also see our Resource page under Autism for more information.

 Autism Speaks

http://www.autismspeaks.org/

 Autism Speaks was founded in February 2005 by Bob and Suzanne Wright, grandparents of a child with autism. Since then, Autism Speaks has grown into the world's leading autism science and advocacy organization, dedicated to funding research into the causes, prevention, treatments and a cure for autism; increasing awareness of autism spectrum disorders; and advocating for the needs of individuals with autism and their families.

 OCALI: Ohio Center for Autism and Low Incidence

http://www.ocali.org/

Ohio Center for Autism and Low Incidence (OCALI) serves families, educators, and professionals working with students with autism and low-incidence disabilities, including autism spectrum disorders, multiple disabilities, orthopedic impairments, other health impairments, and traumatic brain injuries.OCALI's mission is to build state- and system-wide capacity to improve outcomes through leadership, training and professional development, technical assistance, collaboration, and technology. OCALI sees connection and partnership with families as vital to the success of each individual at school and in the community.

Developmental Communication Classroom (DCC)

The Developmental Communication Classroom (DCC) is designed for students with multiple disabilities: impaired cognitive abilities, limited independent life skills, significant communication and behavioral management needs.

The DCC offers a significantly modified curriculum with focus on practical application of life skills. Students have delayed social skills, adaptive skills, communication and motor delays. Students display significant self-regulation issues, difficulty with transitions, and require behavior intervention plans. Students require constant and consistent adult direction and support in a structured classroom environment.

These students struggle with all academic areas and require research based instruction and functional communication training.

These students need intensive speech, occupational, and physical therapy integrated into the classroom due to safety concerns or given as a pull-out service in a therapy room.

Ongoing behavioral data collection is done to determine readiness for possible inclusion in some general education settings. These are students who are not successful in the I/DD (Level 3) Special Education Classroom. This is the most restrictive placement in the school setting. LRE must be part of the process for placement in this setting.

Resources for Autism Spectrum Disorders

Autism Spectrum Disorders (ASD) are a world wide phenomenon.  In 2012, the Centers for Disease Control estimated that 1 in 88 children had ASD. Currently the estimate is 1 in 68.
There are numerous resources for families and educators to support students with Autism Spectrum Disorders (ASD).  Listed below, you will find websites, books, and strategies that may help learners, families and classrooms. Please email the Exceptional Student Services office if there are resources you know about to help all our students succeed.

Colorado Department of Education

http://www.cde.state.co.us/cdesped/sd-autism

A resource to teachers, administrators, and parents of students with exceptional educational needs due to disability, or learners who are culturally and/or linguistically diverse or have some other special need. Resources and training on all aspects of education and special needs in Colorado.

Autism Speaks

http://www.autismspeaks.org/

Autism Speaks was founded in February 2005 by Bob and Suzanne Wright, grandparents of a child with autism. Since then, Autism Speaks has grown into the world's leading autism science and advocacy organization, dedicated to funding research into the causes, prevention, treatments and a cure for autism; increasing awareness of autism spectrum disorders; and advocating for the needs of individuals with autism and their families.

OCALI: Ohio Center for Autism and Low Incidence

http://www.ocali.org/

Ohio Center for Autism and Low Incidence (OCALI) serves families, educators, and professionals working with students with autism and low-incidence disabilities, including autism spectrum disorders, multiple disabilities, orthopedic impairments, other health impairments, and traumatic brain injuries.OCALI's mission is to build state- and system-wide capacity to improve outcomes through leadership, training and professional development, technical assistance, collaboration, and technology. OCALI sees connection and partnership with families as vital to the success of each individual at school and in the community.

How Does Your Engine Run:  http://www.alertprogram.com

Books

Baker, J. (2008) No More Meltdowns. Arlington, TX: Future Horizons, Inc.

Buron, K.. Curtis, M. (2012) The Incredible 5 Point Scale: The Significantly Improved and Expanded Second Edition; Assisting Students in Understanding Social Interactions and Controlling their Emotional Responses. Shawnee, Missouri:  AAPC Publishing.

Cardon, T. (2008) 10 Top Tips: A Survival Guide for Families with Children on the Autism Spectrum.  Shawnee Mission, Kansas: AAPC Publishing.

Higashida, N. (2013) The Reason I Jump: The Inner Voice of a Thirteen Year Old Boy with Autism. New York: Random House. (translated from the 2007 Japanese version).

Kluth, P. (2010) You’re Going to Love This Kid: Teaching Students with Autism in the Inclusive Classroom. Baltimore: Brookes Publishing.

Kranowitz, Carol Stock (1998) The Out of Sync Child: Recognizing and Coping with Sensory Integration Dysfunction. New York, NY: Skylight Press (also The Out of Sync Child Has Fun)

McAfee, J (2002). Navigating the Social World: A Curriculum for Individuals with Asperger’s Syndrome, High Functioning Autism and Related Disorders. Arlington, Texas: Future Horizons, Inc.

Myles, B.S., Trautuman, M.L., Schelevan, R.L. (2004). The Hidden Curriculum: Practical Solutions for Understanding Unstated Rules in Social Situations. AAPC Publishing.

Moyes, R. A. (2002). Addressing the Challenging Behavior of Children with High Functioning Autism/Asperger Syndrome in the Classroom. London: Jessica Kingsley Publishers.

Notbohm, E. (2005). Ten Things Every Child with Autism Wishes You Knew. Arlington, Texas: Future Horizons, Inc.