Welcome to Week 6's posting on students with autism spectrum disorders/pervasive developmental disorders. An audio of the chapter has been provided. For the chapter audio, ignore references in the audio to week numbers, dates, chapter numbers, page numbers, assignments, the discussion board,names...thank you. The core of the audio speaks to the current chapter topic in your edition of the text book. https://edocs.uis.edu/jherr3/www/TEP224F2010/TEP224Ch6.mp3
According tothe DSM there are five categories of Pervasive Development Disorders (1) Autistic Spectrum Disorder, (2) Rett's Syndrome, (3) Childhood Disintegrative Disorder, (4) Asperger's Disorder, and (5) Pervasive Developmental Disorder Not Otherwise Specified, or PDDNOS (see website on Pervasive Development Disorders).
Autistic Spectrum Disorder has become more prevalent just in the past few years, although there is no documented rhyme or reason why this disorder is on the increase. At least, for parents and educators of such children there is now available concrete information that can be useful in providing the best possible care for them. ASD students usually have already been identified and hopefully intervention methods are already in place by the time they enter public school. Such students have an IEP in place, with assistance provided from special education teachers and paraprofessionals who work with general education classroom teachers. The following website The Camp MakeBelieve Report on Autism provides further insight on the disorder, along with facts vs. myths on frequently asked questions.
Asperger's Syndrome is also referred to as 'highly functioning autism' as most children with Asperger's are highly intelligent but lacking in social skills. The following website The Asperger's Child: The Different Drummer follows that such students may respond to repetitive intervention, needing an IEP in the general education classroom as well.
Characteristics of students with Pervasive Development Disorders: Check the book.
See Autism Speaks ( a series of video clips on uptodate information on Autism)...you will need Windows Media Player or a comparable media player to view these).
So if such students are going to remain in my classroom, what are some strategies for dealing with them?:
Visit the following website: http://www.nichcy.org/pubs/factshe/fs20txt.htm#education .
Pragmatically Speaking - How to use this information in the classroom:
Become familiar with Professional and Parental Support groups in the state of Illinois. Share this information with other educators/parents.
Access as much information as is possible on the IEP of students with PDD; work very closely with the special education teacher and paraprofessionals. If a FBA (functional behavior assessment) has been done on the student, be sure and use it. See website: http://cecp.air.org/fba/default.asp ) .
Visit (pass on) Other Websites -
International Society for AAC
Positive Behavior Interventions and the Law
TEACCH (Treatment and Education of Autistic an d related Communication and handicapped CHildren)
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What are some of your thoughts on the similarities and differences in social skills and behavior problem in children with autism and Asperger's disorders? What do you think would be ways to improve social skills and decrease problematic behaviors? Find and post two website links (not any of the websites already given in this lesson) that support your answers.
