Autism spectrum disorder (ASD) is a neurological and developmental disorder that affects how people

interact with others, communicate, learn, and behave. Although autism can be diagnosed at any age, it is
described as a “developmental disorder” because symptoms generally appear typically before age three
or in the first 2 years of life.

The term autism (from the Greek autos, meaning “self”) was coined in 1911 by Swiss psychiatrist Eugen
Bleuler, who used it to describe withdrawal into one’s inner world, a phenomenon he observed in
individuals with schizophrenia. The use of the word autism to describe the condition as it is known today
originated in 1943, when Austrian-born American psychiatrist Leo Kanner distinguished the disorder
from schizophrenia.

EXPLAIN (IDEA)

1. This refers to autism spectrum disorder (ASD), a condition that profoundly impacts
communication and social interaction skills.
 Example: A child with ASD may struggle to engage in conversations and find it
challenging to establish relationships with peers.
2. The symptoms of this condition manifest before the age of 3.
 Example: A child diagnosed with ASD may display noticeable signs of the disorder, such
as delayed speech development, before reaching their third birthday.
3. ASD has a negative impact on a child's academic performance.
 Example: A student with ASD may face challenges in a traditional classroom setting,
requiring special educational support to address their unique learning needs.
4. The disorder is recognized by repetitive behaviors, resistance to change, and unusual reactions
to sensory stimuli.
 Example: A child with ASD might engage in repetitive hand-flapping, resist alterations to
their daily routine, and react strongly to certain sounds or textures.

EXPLAIN (CLASSIFICATIONS)

In the context of autism classification, individuals categorized as mild and moderate are referred to as
high functioning because, despite facing challenges associated with autism, they demonstrate a
relatively higher level of independence and adaptive functioning in daily life.

The term "savant skills" refers to exceptional abilities, such as hyperlexia, where individuals can read
without formal instruction but may struggle to comprehend the content they read. Another example of
savant skills is prodigious mathematical ability, where individuals can perform complex calculations
effortlessly without explicit training.

EXPLAIN (CHARACTERISTICS) BOOK

EXPLAIN (CAUSES OF AUTISM)

1. According to this theory, if psychological bonds between parents and children are not formed,
the child may struggle to develop relationships with others and experience developmental
setbacks. For example, if a mother is emotionally distant and does not engage with her child, it
might hinder the child's social and emotional growth.
 2. This passage discusses different historical theories about the causes of autism, including the
outdated notion that it might be linked to mothers' behavior or inadequate parenting,
emphasizing that these ideas have been discredited and lack sufficient evidence for testing.
3. The cause of autism is currently uncertain, but research suggests a significant connection to both
genetics and environmental factors. Some individuals have a strong genetic predisposition to
autism, meaning they are more susceptible to developing the condition, and this predisposition
can be inherited from parents. However, the specific gene responsible for autism and the exact
triggering factors within that gene remain unidentified. For example, a family history of autism
may indicate a higher likelihood of the condition in subsequent generations due to genetic
factors.
4. The National Autism Association posits that parental age, particularly when the mother is 40 or
older, increases the likelihood of autism. They also suggest potential links between autism and
factors such as prenatal exposure to cigarettes, alcohol, certain medications, living near
freeways, pesticide, and chemical exposure, as well as poor dietary habits during pregnancy,
though concrete evidence for pollution as a cause is lacking.

PHYSICAL ORGANIZATION EXPLANATION

Physical organization in a classroom is vital for children with autism, given their sensory sensitivities.
Creating clear activity zones helps memory and reduces distractions. For instance, using child-friendly
furniture, keeping materials accessible, and managing visual and auditory elements contribute to a
structured learning environment.

WORK SYSTEM EXPLANATON

This sentence emphasizes the significance of work systems, particularly in the context of supporting
children with autism. Work systems involve guiding students with visual cues to independently perform
and monitor tasks, helping them understand expectations, organize activities, and complete their
assignments. An example could be a visual schedule using pictures, symbols, or numbers to outline and
structure a series of tasks for a child with autism.

TASK ORGANIZATION EXPLANATION

Task organization, as described by Schopler and colleagues, refers to how tasks are structured, impacting
a student's ability to work independently and the methods and outcomes of task completion. In a
project-based setting, clear guidelines on responsibilities and deadlines exemplify effective task
organization.

ALTERNATIVE AND AUGMENTATIVE COMMUNICATION EXPLANATION

Alternative Communication Example:

 Definition: Alternative Communication is a substitute for standard communication
methods.
 Example: A non-verbal individual with autism uses a tablet with a communication app to
express their needs and preferences by selecting images or symbols.
Augmented Communication Example:
 Definition: Augmented Communication enhances existing communication skills.
 Example: A person with limited speech abilities uses a communication device that
synthesizes speech based on their typed inputs, allowing them to express themselves
more fluently.
Picture Exchange Communication System (PECS) Example:
 Definition: PECS involves using pictures for communication.
Example: A teacher works with a non-verbal student with autism, teaching them to
exchange a picture of a desired item (like a snack) to communicate their wants and
needs.
BEHAVIORAL INTERVENTIONS EXPLANATION

Task Analysis ay ang pagbibigay-daan sa guro na hatiin ang isang komplikadong gawain sa maraming
maliit na hakbang. Halimbawa, sa pagtuturo ng pagsulat, maaaring i-break down ang proseso sa mga
hakbang tulad ng paghawak ng lapis, paggawa ng mga maliit na marka, at iba pa. Sa paraang ito, mas
madaling maunawaan at maisagawa ng mag-aaral ang kabuuang gawain.

Ang backward chaining method. Dito, tinutulungan ng guro o therapist ang bata sa buong proseso,
iniwan ang huli o mga huling bahagi para sa kanya na tapusin. Halimbawa, sa pagtuturo ng paghugas ng
kamay, maaaring simulan ng guro ang pagbukas ng gripo at pag-apak ng sabon, at hayaan ang bata na
tapusin ang pagpapahiran at pagmumog.

APPLIED BEHAVIOR ANALYSIS EXPLANATION

Applied Behavioral Analysis (ABA) is a method focusing on assessing and addressing specific behaviors in
children. It involves identifying skills, prioritizing key ones, and using teaching strategies. Positive
reinforcement is employed to strengthen desired behaviors, with adjustments made if needed.

Sa Applied Behavioral Analysis (ABA), kung ang isang bata ay natututunan ang pagsasalita, ang guro ay
nagbibigay ng gantimpala o papuri kapag maayos na nailahad ng bata ang kanyang sarili, upang palakasin
ang inaasam na ugali. Ginagawa ang mga pagbabago kung kinakailangan.

INCIDENTAL TEACHING EXPLANATION

Incidental teaching is a method where teachers leverage everyday situations for spontaneous learning.
When a child shows interest in something, the teacher seizes the moment to create a lesson around that
interest, making the learning experience more engaging and motivating. For instance, if a child is
fascinated by a particular object, the teacher uses that interest to teach a relevant lesson in a natural
context.

DISCRETE TRIAL TEACHING EXPLANATION

Discrete Trial Teaching (DTT) is an instructional approach where a teacher works one-on-one with a
student, presenting structured learning tasks in a step-by-step manner. Instead of teaching an entire skill
at once, the teacher breaks it down into smaller, manageable steps. For instance, the teacher might
show the child shapes, ask them to point to a specific shape, provide positive feedback for a correct
response, and then move on to the next step in a systematic way.