Individuals With Autism

Spectrum Disorders
Chapter 10
Ruby Perez
Assessment of Autism Spectrum
Disorders
• The ability to sit still, pay attention, follow
directions and respond verbally are often
difficult for the individual with ASD.
• Medical test cannot diagnose autism spectrum
disorders
• Medical examination is often helpful in ruling
out specific disabilities such as hearing or vision
loss.
• Intellectual assessment
- Many individuals with ASD exhibit significant cognitive deficits
although a growing number of children with ASD portray typical
cognitive abilities.
- Intellectual assessments are important in determining a child's
eligibility for a special education and other needed services.
• There are two steps that help make an early diagnosis of ASD.
1. The first step is developmental screening which is a brief
assessment designed to identify youngsters who should
receive a more thorough evaluation. And surveillance which is
a process whereby health care professionals monitor children
who may have a developmental disability.
2. The second step is comprehensive evaluation by a
multidisciplinary team of professionals.
- Clinical and educational observations, caregiver interviews,
developmental histories, psychological testing, and speech and
language assessments.
Educational Considerations
• Where are individuals with Autism Spectrum
disorders educated?

Figure 10.2 Regular

Classroom 39.9%

separate class
33.7%

Resource Room
18.10%

Separate School
7.70%

Residential
Facility 0.48%

Homebound
Hospital 0.27%
 Table 10.3: Evidence-Based Interventions for Students with Autism
Spectrum
Intervention Program Description Demonstrated Website
Efficacy

Developmental, individual Through challenging yet child-friendly Increased level of: www.icdl.com
Difference, Relationship play experience, clinicians, parents, and • Social functioning
Based Model educators learn about the strengths and • Emotional functioning
limitations of the child, therefore gaining • Information gathering
the ability to tailor interventions as For ages: Approximately 2-5
necessary while strengthening the bond years.
between the parent and the child and
fostering social and emotional
development of the child.
Time requirements: 14- 35 hrs. per
week.
Discrete Trial Training Intervention that focuses on managing a Increased levels of: www.aba.insightcommerc
(DTT) child’s learning opportunities by • Cognitive skills e.net
teaching specific, manageable tasks • Language skills
until mastery in a continued effort to • Adaptive skills
build upon the mastered skills. • Compliance skills
Time requirement: 20-30 hours per For ages: Approximately 2-6
week across settings. years.
Lovaas Method Intervention that focuses on managing a Increased levels of: www.lovaas.com
child’s learning opportunities by • Adaptive skills
teaching specific, manageable tasks to • Cognitive Skills
build upon the mastered skills. • Compliance Skills
Time requirements: 20-40 hours per • Language Skills
week. • IQ
• Social Functions
For ages: Approximately 2-12
years.
Intervention Program Description Demonstrated Website
Efficacy
Picture Exchange Communication system developed to Increased levels of: www.PECS.com
Communication System assist students in building • Speech and language
(PECS) fundamental language skills, development
eventually leading to spontaneous • Social-communicative
communication. The tiered behaviors
intervention supports the learner in
learning to identify, discriminate
between, and then exchange
different symbols with a partner as a
means to communicate a want.

Social Stories Personalized stories that Increased levels of: www.thegraycenter.org

systematically describe a situation, • Prosocial behaviors
skill, or concept in terms of relevant For ages: Approximately 2-12
social cues, perspectives, and years.
common responses, modeling and
providing a socially accepted
behavior option.
Time requirement: Time
requirements vary per story;
approximately 5-10 minutes prior to
difficult situation.

TEACCH Model Intervention that supports task Increased levels of: www.teacch.com
completion by providing explicit • Imitation
instruction and visual supports in a • Perception
purposefully structured environment, • Gross motor skills
planned to meet the unique task • Hand-eye coordination
needs of the student. • Cognitive performance
Time requirements: Up to 25 hours For ages approximately 6
per week(during the school day) years- adult.
Services for Young Children With
Autism Spectrum Disorders
• Early Intervention Services
- Nutrition Services
- Occupational Therapy
- Parent Counseling
- Recreational Therapy
- School Nursing Services
- Speech and Language Theory
• Preschool Children With Autism Spectrum Disorder
- Preschool children lack communication skills.
- Programs for preschoolers with ASD share the following
representative features
 An emphasis on developing communication and social
skills
 High degree of parent involvement
 Intensive behavioral intervention
 Interdisciplinary interventions
 Low teacher(staff)-student ratios
 Structured/organized learning environment
 Well-planned transition experiences(Levy, Kim, Olive,
2006; Volkmar & Wiesner, 2009)
Transitions Into Adulthood
• IDEA 2004 requires that school personnel assist the
family with planning for transition from school beginning
no later than age 16.
• Transition planning is designed to help facilitate the
movement from school to adulthood.
• One must take into account the students abilities,
preferences and interests.
• It is very important that the individual with ASD
participates in development of his or her transitioning
process.
• Transition plan may include daily living skills,
communication and social skills, living arrangements ,
community participation and the developmental of
vocational competencies, including interpersonal skills
appropriate to the workplace (Hendricks & Wehman,
2009; Schall et al., 2013).
Adults With Autism Spectrum
Disorders
Employment Options
• Two employment options for adults with ASD who
cannot work independently are sheltered workshops
and supported employment.
• Sheltered workshops are supervised, structured settings
that provide training in specific job skills.
• Supported employment, the adult with ASD works at a
job in the community alongside typical coworkers.
• Intensive training, assistance and support are provided
by a job coach or supported employment specialist.
• There is a number of increasing individuals with Autism
who have secure employment in the community.
Employment ranges from food service worker to retail to
custodial and housekeeping possibilities.
Works Cited
Gargiulo, Richard M. "Individuals With Autism Spectrum Disorders." Special Education
in Contemporary Society Interactive Ebook. 5th ed. Thousand Oaks: SAGE
Publications, 2015. 340-352. Print.