Social and Cultural Foundations of American Education/Special Needs/Autism

Teaching Children with Autism Spectrum Disorders by Lakesha M. Pickering

“If a child cannot learn in the way we teach…we must teach in a way the child can learn.” Dr. O. Ivar Lovaas, Developer of the Lovaas Model of Applied Behavior Analysis

Introduction

“If a child cannot learn in the way we teach…we must teach in a way the child can learn.”

Dr. Lovaas' observation is especially true of individuals with Autism Spectrum Disorders (ASDs). According to the CDC, “Many people with ASDs … have unusual ways of learning, paying attention, or reacting to different sensations. The thinking and learning abilities of people with ASDs can vary – from gifted to severely challenged.” This currently serves as something of an obstacle for educators of children with a disorder on the Autism Spectrum... one that they are striving to overcome.

What exactly is an Autism Spectrum Disorder?

The Idea of a Spectrum

The Autistic Spectrum Disorders Fact Sheet on www.autism-help.org states that the “idea of a spectrum is that instead of trying to 'box' individuals into a specific disorder, they are seen as part of a spectrum: from the severe end where a child may have a profound intellectual disability, never communicate, and need full-time care, to a child who will experience some difficulties but be able to attend regular schooling and go on to employment, relationships, and the hallmarks of a typical lifestyle.”

Symptoms of a Disorder on the Spectrum

Autism Spectrum Disorders are developmental disabilities that emerge before the age of three. According to the National Institute of Mental Health, “All children with ASD demonstrate deficits in 1) social interaction, 2) verbal and nonverbal communication, and 3) repetitive behaviors or interests. In addition, they will often have unusual responses to sensory experiences, such as certain sounds or the way objects look. Each of these symptoms runs the gamut from mild to severe.”

AUTISM SPECTRUM DISORDERS Autistic Disorder Characterized by a pattern of impairments of varied severity in: 1) social impairment, 2) language and communication, AND 3) repetitive interests and activities. Asperger’s Syndrome Characterized by: 1) average intelligence without a history of a delay in language development, 2) noticeable impairment in social skills, and 3) restrictive and repetitive interests. Pervasive Disorder- Not Otherwise Specified (PDD-NOS) Often termed “a diagnosis of exclusion,” a diagnosis of PDD-NOS may be applied when a child “does not show all the symptoms required for a diagnosis of Autistic Disorder or if his or her symptoms are milder in nature (Stone 9).” Source: Does My Child have Autism? Wendy L. Stone, Ph.D. with Theresa Foy DiGeronimo, M.Ed.

What are the Different Autism Spectrum Disorders?

The spectrum of Autistic disorders includes: Autistic Disorder, Pervasive Developmental Disorder - Not Otherwise Specified (PDD-NOS, including atypical autism), and Asperger syndrome. Although they are characterized by similar symptoms, these disorders vary in severity, age of onset, and the exact nature of the symptoms. A diagnosis of a condition on this spectrum can, arguably, remain valid throughout a person’s lifetime.

What Causes ASDs, and Is There a Cure?

“What we know about the causes of autism, at this point, is all correlational, and many of the correlations are rather weak (Siegel 18).” ASDs do not affect any one group in particular. According to the Center for Disease Control (CDC), they can “occur in all racial, ethnic, and socioeconomic groups and are four times more likely to occur in boys than in girls.” Although there is no precise “cure” for an individual on the spectrum, various methods are being implemented in homes and schools to address the specific treatments of those with ASDs (for more information on such approaches, please visit one of the links listed below).

The Rise in Children with ASDs

In the General Public

The CDC, together with the American Academy of Pediatrics (AAP) issued an Autism A.L.A.R.M. and “found prevalence rates for ASDs between 2 and 6 per 1,000 children. Therefore, it was summarized that up to 1 in 166 children (6/1,000) have an ASD." In 2007, CDC’s Autism and Developmental Disabilities Monitoring (ADDM) Network published data “that found about 1 in 150 8-year-old children in multiple areas of the United States had an ASD.”

In the Public Special Education System

“Because autism is one of the fastest-growing categories of disability in special education, it presents new challenges to school districts (Cooper 69).” The public schools in America are under pressure to implement innovative teaching methods to address the scope of challenging behaviors and learning difficulties, as more children are being diagnosed with autism. The number of children being served under an ASD classification in public special education programs has greatly increased. According to the CDC, the number of 6 to 17-year-old children classified as having an ASD in public special education programs escalated from 22,664 to 193,637 between the years of 1994 and 2004 .

"In 2005, according to IDEA administrative counts, 6,109,569 children ages 6–21 received services through 13 categories in public special education programs. Specific learning disability was the most frequent education category identified, and speech and language impairment was second... Autism made up about 3% (193,637)."

(http://www.cdc.gov/ncbddd/autism/faq_prevalence.htm#howdoASDrates)

Overcoming the Obstacles in Teaching Children with ASDs

“The picture of autism treatment is further complicated by the fact that there are very different perspectives from which to view treatment: developmental, behavioral, educational, cognitive, and medical. These perspectives overlap, but each emphasizes different things (Siegel 3).” For the purposes of this article, we will focus on the educational components of treating a child on the Autism Spectrum.

Multiple Choice Questions

1. John is reading on an age appropriate level, and he’s never really had any signs of language delay. However, John’s social skills are not very good. He doesn’t seem to respect people’s personal space, and he often flaps his hands repeatedly. John’s mom is taking him to the Developmental Pediatrician. What do you think his diagnosis will be?

 A.Autism
 B.Asperger’s Syndrome
 C.Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS)
 D.Developmental Delay		

2. Sarah has difficulty understanding language. She doesn’t maintain proper eye contact, and has very limited social skills. When she does engage in conversation, she usually is fixated on one topic- trains. Most likely, Sarah

 A.has Asperger’s Syndrome.
 B.wants attention.
 C.has Autistic Disorder.
 D.has PDD-NOS.

3. Mrs. Jacobs has had her son, Thomas, tested for Autism. She recently was informed that Thomas’ diagnosis was PDD-NOS. After weighing their options, she decides that Tommy would be best served in a public Special Education Program. What is her first step?

 A.Run for the hills.
 B.Call the school closest to her home to enroll Tommy.
 C.Set up a meeting within their local school district to construct Tommy’s Individualized
   Education Plan (IEP).
 D.Find the school nearest to their home with a special education program.

4. You are the teacher in a classroom that has the classification Autism. The first day of class approaches. What should you ideally do to prepare for it?

 A.Find out the specific needs of each individual student so that you may prepare the room for them.
 B.Run a mile to prepare for the big day.
 C.Organize and arrange the classroom.
 D.Paint the walls in bright, energetic colors to enthuse your new students.

5. You are aware that one of your new students, Bobby S., is an autistic student that does not handle change very well. Which method should you implement to help him with transitioning?

 A.Verbally explain his schedule for the day.
 B.Physically guide him to each new activity.
 C.Call his mommy each time he needs to transition.
 D.Set up a visual schedule on his desk in the order in which Bobby will have to execute the tasks.

Answers: 1.B 2.C 3.C 4.A 5.D

Essay Question

Because there is currently no "conventional" method for teaching students on the autism spectrum, many teachers are often obliged to implement innovative and often unproven techniques in their special education classrooms. The issue with this practice is that there is no standard Autistic classroom. Should public schools adopt a uniform method to educate children with an Autism Spectrum Disorder?

Construct your own response or select one of the following positions and build upon it:

A) This inconsistency among teachers is not the best practice for children who thrive on structure and stability.

B) Each child on the autism spectrum has individual needs. They should be addressed separately and not based on a standardization in public schools.

Links

PDD-NOS by Lakesha M. Pickering You take it for granted when he looks in your eyes. Her smiles go unnoticed, as do her tears at goodbyes. Think twice about these blessings… some parents would give it all To hear “Mama” or “Daddy,” in place of heads banging on the wall; To play catch with their son, or dress-up with their daughter. They wish for just one sign that she understands what they’ve taught her. So acknowledge each laugh as one another was robbed of. Thank God for each hug and kiss— each little symbol of love. As you wish they’d be quiet, there’s a mother who’s dying To hear three simple words; there’s a father who’s crying Because his son is autistic, and they say there’s no cure. Hearing that your child is disabled is hard for any parent to endure. The questions are numerous; “Why?” and “How?” We parents need answers...And we want them now! “Did I do something wrong?” “Is it my fault?” we wonder. Each day is a challenge with the stress that we’re under. I now have to bear this burden of love, And trust God for guidance directed from above. I just trust my own instincts and do what I can To help my son grow from a special child into a special man.

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