Autism Spectrum Disorders
Research indicates that up to one in every 60 children may be impacted by an Autism Spectrum Disorder. Autism is four times more prevalent in males than females. At this time, there is no clear cause of Autism that has been identified; Autism does have genetic links and risk factors such as parental age, or birth weight may contribute to the risk of developing Autism. Previous research which identified early childhood immunizations as a cause of Autism has been discredited.
Recently, the American Psychiatric Association redefined Autism Spectrum Disorders in the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders.
Previously, the Autism Spectrum was conceived as an umbrella, which included diagnoses such as Autism, Asperger’s Disorder, Pervasive Developmental Disorder (PDD), NOS, Childhood Disintegrative Disorder, and Rhett’s. There was, and continues to be, concern that people with diagnoses such as Asperger’s or PDD would no longer have diagnoses, since the name was no longer being used. In fact, the majority of people who previously met diagnostic criteria for these disorders will and do meet the current diagnostic criteria for an Autism Spectrum Disorder.
The current definition of an Autism Spectrum Disorder is as follows:
1) Persistent deficits in social communication and social interaction across multiple contexts- someone with Autism has difficulty in interacting with others through verbal and/or nonverbal means, including eye contact and understanding facial expressions. Someone with Autism has difficulties in developing and maintaining relationships, and adjusting to and understanding different social situations. Across multiple contexts means that these behaviors occur in many settings, not just at home or just at school, for example.
2) Restricted, repetitive patterns of behavior, interests, or activities- Someone with autism must experience two examples of this trait. Behaviors would include, repetitive motor movements (hand flapping), repeating speech or sounds, lining up objects, inflexible routines, abnormal preoccupations with interests, and unusual sensory experiences.
· Symptoms must be present in early childhood, but can change over time
· Symptoms cause significant impairment
It is also important to remember that every child is unique, and to some degree, behaviors such as social awkwardness or interests in specific topics or hobbies are normal. To have an Autism Spectrum Disorder, an individual must have significant difficulty functioning because of these traits (and Autism must be the most accurate diagnosis rather than for example, a language disorder or anxiety).
If you have concerns that your child may have Autism Spectrum Disorder, please discuss this with your doctor. Diagnoses are able to be made at early ages and early intervention services can have a great impact on a child’s ability to manage their needs and behaviors in the future.
*Impact on School Functioning*
Children with Autism Spectrum Disorders struggle with many skills that come naturally to the majority of people. These struggles impair their ability to function within a school setting.
Skills impacted include:
Theory of Mind
Theory of Mind refers to one’s ability to take the perspective of another person. It relates to understanding that people can have different experiences and knowledge. In a nutshell, someone who struggles with Theory of Mind is unable to interpret the thoughts, emotional states, and intentions of other people. They assume that all people share their awareness of information, which greatly impacts their interpretation of day to day events.
Behavior Regulation
Many children with Autism Spectrum Disorders experience difficulty in managing their emotions and behavioral responses. Children with Autism Spectrum Disorders can become easily frustrated, and frequently lack age appropriate skills of managing their frustration. This can lead to emotional meltdowns.
Social Skills
An inherent part of being diagnosed with an Autism Spectrum Disorder is a significant delay in the area of Social Skills. Students with an Autism Spectrum Disorder will struggle with picking up social cues and norms. They will likely have difficulties understanding figurative language, sarcasm, and humor. Because of these difficulties, children with ASD frequently struggle in developing peer relationships, may appear disrespectful to adults, and react to social situations in unique ways.
Rigidity/Adherence to Routines
Students with an Autism Spectrum Disorder thrive on routines. They are likely to experience difficulty and uncertainty if their routines are changed.
Sensitivity to Environmental Stimuli
Students with Autism frequently perceive their environment differently than typically functioning peers. For example, they may be distracted by lighting, overwhelmed by noises, or upset by the texture of their food. These sensitivities can make settings such as the cafeteria, gymnasium, or large classroom extremely stressful.
Mental Health
Students with Autism Spectrum Disorders frequently have other mental health diagnoses as well. Attention difficulties are frequently seen. As students grow older, they are at an increased risk of developing depression.
*How Can Schools Help?*
Be Understanding
Keep in mind that the child with an ASD has a legitimate medical condition. They struggle at interpreting and participating in our social world and at times have difficulty regulating their own emotional responses. While a child’s actions may appear to be manipulative, they do not always have age appropriate control over their emotional responses or behavior.
Parent Communication
Develop an open line of communication with the student’s parents. No one knows a child better than their parents, therefore, a child’s parent is an incredible source of information regarding what is typical for their child and strategies that are effective.
Consistency
Develop a consistent routine/schedule for the child to follow. If the schedule needs to be changed, let the child know in advance. It may be helpful to provide them with a written or picture schedule.
Functional Behavior Assessment/Positive Behavior Support Plan
School Counselors, Psychologists, Teachers, and other involved staff can work as a team to develop an FBA and PBSP. These tools can help to identify factors influencing inappropriate behaviors and work towards reducing or eliminating their occurrence through the use of environmental and procedural supports.
Social Skills Training
Social Skills Training can be provided by School Psychologists or Counselors; however, the majority of a student’s learning about social situations comes from day to day interactions with peers and adults. Especially within the regular elementary classroom, the use of teachable moments to develop appropriate social behaviors can have a great impact on a child.
Research indicates that up to one in every 60 children may be impacted by an Autism Spectrum Disorder. Autism is four times more prevalent in males than females. At this time, there is no clear cause of Autism that has been identified; Autism does have genetic links and risk factors such as parental age, or birth weight may contribute to the risk of developing Autism. Previous research which identified early childhood immunizations as a cause of Autism has been discredited.
Recently, the American Psychiatric Association redefined Autism Spectrum Disorders in the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders.
Previously, the Autism Spectrum was conceived as an umbrella, which included diagnoses such as Autism, Asperger’s Disorder, Pervasive Developmental Disorder (PDD), NOS, Childhood Disintegrative Disorder, and Rhett’s. There was, and continues to be, concern that people with diagnoses such as Asperger’s or PDD would no longer have diagnoses, since the name was no longer being used. In fact, the majority of people who previously met diagnostic criteria for these disorders will and do meet the current diagnostic criteria for an Autism Spectrum Disorder.
The current definition of an Autism Spectrum Disorder is as follows:
1) Persistent deficits in social communication and social interaction across multiple contexts- someone with Autism has difficulty in interacting with others through verbal and/or nonverbal means, including eye contact and understanding facial expressions. Someone with Autism has difficulties in developing and maintaining relationships, and adjusting to and understanding different social situations. Across multiple contexts means that these behaviors occur in many settings, not just at home or just at school, for example.
2) Restricted, repetitive patterns of behavior, interests, or activities- Someone with autism must experience two examples of this trait. Behaviors would include, repetitive motor movements (hand flapping), repeating speech or sounds, lining up objects, inflexible routines, abnormal preoccupations with interests, and unusual sensory experiences.
· Symptoms must be present in early childhood, but can change over time
· Symptoms cause significant impairment
It is also important to remember that every child is unique, and to some degree, behaviors such as social awkwardness or interests in specific topics or hobbies are normal. To have an Autism Spectrum Disorder, an individual must have significant difficulty functioning because of these traits (and Autism must be the most accurate diagnosis rather than for example, a language disorder or anxiety).
If you have concerns that your child may have Autism Spectrum Disorder, please discuss this with your doctor. Diagnoses are able to be made at early ages and early intervention services can have a great impact on a child’s ability to manage their needs and behaviors in the future.
*Impact on School Functioning*
Children with Autism Spectrum Disorders struggle with many skills that come naturally to the majority of people. These struggles impair their ability to function within a school setting.
Skills impacted include:
Theory of Mind
Theory of Mind refers to one’s ability to take the perspective of another person. It relates to understanding that people can have different experiences and knowledge. In a nutshell, someone who struggles with Theory of Mind is unable to interpret the thoughts, emotional states, and intentions of other people. They assume that all people share their awareness of information, which greatly impacts their interpretation of day to day events.
Behavior Regulation
Many children with Autism Spectrum Disorders experience difficulty in managing their emotions and behavioral responses. Children with Autism Spectrum Disorders can become easily frustrated, and frequently lack age appropriate skills of managing their frustration. This can lead to emotional meltdowns.
Social Skills
An inherent part of being diagnosed with an Autism Spectrum Disorder is a significant delay in the area of Social Skills. Students with an Autism Spectrum Disorder will struggle with picking up social cues and norms. They will likely have difficulties understanding figurative language, sarcasm, and humor. Because of these difficulties, children with ASD frequently struggle in developing peer relationships, may appear disrespectful to adults, and react to social situations in unique ways.
Rigidity/Adherence to Routines
Students with an Autism Spectrum Disorder thrive on routines. They are likely to experience difficulty and uncertainty if their routines are changed.
Sensitivity to Environmental Stimuli
Students with Autism frequently perceive their environment differently than typically functioning peers. For example, they may be distracted by lighting, overwhelmed by noises, or upset by the texture of their food. These sensitivities can make settings such as the cafeteria, gymnasium, or large classroom extremely stressful.
Mental Health
Students with Autism Spectrum Disorders frequently have other mental health diagnoses as well. Attention difficulties are frequently seen. As students grow older, they are at an increased risk of developing depression.
*How Can Schools Help?*
Be Understanding
Keep in mind that the child with an ASD has a legitimate medical condition. They struggle at interpreting and participating in our social world and at times have difficulty regulating their own emotional responses. While a child’s actions may appear to be manipulative, they do not always have age appropriate control over their emotional responses or behavior.
Parent Communication
Develop an open line of communication with the student’s parents. No one knows a child better than their parents, therefore, a child’s parent is an incredible source of information regarding what is typical for their child and strategies that are effective.
Consistency
Develop a consistent routine/schedule for the child to follow. If the schedule needs to be changed, let the child know in advance. It may be helpful to provide them with a written or picture schedule.
Functional Behavior Assessment/Positive Behavior Support Plan
School Counselors, Psychologists, Teachers, and other involved staff can work as a team to develop an FBA and PBSP. These tools can help to identify factors influencing inappropriate behaviors and work towards reducing or eliminating their occurrence through the use of environmental and procedural supports.
Social Skills Training
Social Skills Training can be provided by School Psychologists or Counselors; however, the majority of a student’s learning about social situations comes from day to day interactions with peers and adults. Especially within the regular elementary classroom, the use of teachable moments to develop appropriate social behaviors can have a great impact on a child.