Team Two

Rachel Cradic

Brandi Wesley, Chantelle Battle, Katherine Morgan

Autism

Main Characteristics

ASD presenting in children may include ignoring their name, avoidance of eye contact,

prefers playing alone, no facial reactions, dislikes physical contact, uninterested in what is

going around them, and often children who have ASD will not clap or wave goodbye

("Speech and Occupational Therapy of North Texas," 2022) Behaviors like repeating words,

no response to pointing at objects, no gestures, and lack of imaginative play are common

among children with ASD goodbye ("Speech and Occupational Therapy of North Texas,"

2022)

Federal Definition

According to “IDEA” (n.d.), “(i) Autism means a developmental disability significantly

affecting verbal and nonverbal communication and social interaction, generally evident

before age three, that adversely affects a child’s educational performance. Other

characteristics often associated with autism are engagement in repetitive activities and

stereotyped movements, resistance to environmental change or change in daily routines, and

unusual responses to sensory experiences. (ii) Autism does not apply if a child’s educational

performance is adversely affected primarily because the child has an emotional disturbance,

as defined in paragraph (c)(4) of this section. (iii) A child who manifests the characteristics

of autism after age three could be identified as having autism if the criteria in paragraph (c)

(1)(i) of this section are satisfied.”

Causes of the Exceptionality

Research has not proven there to be a specific cause of autism spectrum disorder; however,

factors like low birthweight, older parents, immediate family members with ASD, fragile X

syndrome, metabolic disparities, contact with heavy metals, and fetal exposures to certain

medications are thought to raise the likelihood of a child having ASD (Cherney, 2005-2022).

Identification Process for the Exceptionality

According to “Centers for Disease Control and Prevention” (n.d.), “Diagnosing autism

spectrum disorder (ASD) can be difficult because there is no medical test, like a blood test, to

diagnose the disorder. Doctors look at the child’s developmental history and behavior to

make a diagnosis.”

History

Eugen Bleuler created the word "autism" in 1908 amid severely inhibited schizophrenic

patients and in 1943 American child psychiatrist Leo Kanner studied 11 children who

presented difficulty interacting during social activities and had the specific trait of

word/phrase repetition (Mandal, 2000-2022). In 1944 Hans Asperger, in a study separate

from Kanner, studied another group of children displaying the same characteristics, but his

group of children did not repeat words or phrases, they spoke like adults (Mandal, 2000-

2022). After Kanner and Asperger conducted their studies, Bruno Bettelheim studied the role

therapy played in these children and concluded that it was due to indifference from their

mothers; however, Bernard Rimland, a psychologist and father of a child with ASD,

disagreed it was a result of his or his wife’s parenting and developed a neural theory related

to Autism (Mandal, 2000-2022). Autism became better known in the 1970’s and by the

1980’s research had picked up motion and shown that parenting was not the cause, but
instead neurological instabilities (Mandal, 2000-2022).

Prevalence

According to “Autism Speaks” (n.d.), “In 2021, the CDC reported that approximately 1 in 44

children in the U.S. is diagnosed with an autism spectrum disorder (ASD), according to 2018

data.”

Learning Characteristics for ASD

Common characteristics of learners with ASD include the students talking to themselves,

they are visual learners, excellent at imitating and benefit from modeling, require

consistency, clear instructions and often have trouble categorizing and require a prompt from

the teacher (Blessing, 2022).

Classroom Accommodations and Modifications

Modifications for students with Autism may include things like low distraction work areas,

schedules, visual cues, and sensory safe places (The Team at Elemy, 2020-2021). Students

learning with autism are easily distracted, things like questions, pencil tapping and students

whispering can easily get them off course and distract them (The Team at Elemy, 2020-

2021). Visual cues like detailed schedules with pictures can help prompt the student

regarding common requests; students with autism also benefit from sensory restricted areas,

like dim lights, calming colors, no overwhelming posters or prints to help the child feel

soothed and calm (The Team at Elemy, 2020-2021).

Suggested Least Restricted Environment (LRE)

According to “Autism Society” (2020), “Once the child’s needs are assessed and necessary

services and supports are determined, the placement options should begin within general

education or the inclusive classroom.” It is best to start students in the general education
classroom and if it does not meet the students’ needs, they are then moved (“Autism

Society,” 2020).

Assistive Technology Resources

Items like weighted vests, sensory balls, visual boards, battery operated toys, timers, and

digital resources are all excellent AT for students with ASD (Rudy, 2022).

Language Demands

According to “National Institute of Deafness and Other Communication Disorders” (n.d.),

“The ability of children with ASD to communicate and use language depends on their

intellectual and social development. Some children with ASD may not be able to

communicate using speech or language, and some may have very limited speaking skills.”

Students with ASD may have poor nonverbal language skills, uneven language development,

and repetitive or rigid language ("National Institute of Deafness and Other Communication

Disorders," n.d.).

https://speechandot.com/signs-and-symptoms-of-autism-spectrum-disorder-in-toddlers/
References:

Autism Speaks. (n.d.). https://www.autismspeaks.org/autism-statistics-asd

Autism Society. (2020). https://www.autism-society.org/living-with-autism/academic-success/

placement/

Blessing, M.

(2022). LoveToKnow. https://autism.lovetoknow.com/Learning_Characteristics_of_Autism

Centers for Disease Control and Prevention.

(n.d.). https://www.cdc.gov/ncbddd/autism/screening.html

Cherney, Kristeen (2005-2022). Healthline. https://www.healthline.com/health/autism#causes

IDEA. (n.d.). https://sites.ed.gov/idea/regs/b/a/300.8/c/1

Mandal, Anaya (2000-2022). News-Medical. https://www.news-medical.net/health/Autism-

History.aspx

Rudy, L. J. (2022). VeryWellHealth. https://www.verywellhealth.com/assistive-technology-

for-autism-5076159

National Institute of Deafness and Other Communication Disorders. (n.d.). Autism Spectrum

Disorder: Communication Problems in Children

Speech and Occupational Therapy of North Texas. (2022). https://speechandot.com/signs-and-

symptoms-of-autism-spectrum-disorder-in-toddlers/

The Team at Elemy. (2020-2021). Elemy.

https://www.elemy.com/studio/autism-and-education/accommodations/