| Key Topics: | Team Membership | Implementation | Autism Resources |
| Early Intervention Program Components | ASD Criteria Checklist |
Autism spectrum disorders (ASD) means a range of pervasive developmental disorders, with onset in childhood, that adversely affect a pupil's functioning and result in the need for special education instruction and related services. ASD is a disability category characterized by an uneven developmental profile and a pattern of qualitative impairments in several areas of development including social interaction, communication, or presence of restricted repetitive and stereotyped patterns of behavior, interests, and activities. These core features may present themselves in a wide variety of combinations that range from mild to severe, and the number of behavioral indicators present may vary. ASD may include Autistic Disorder, Childhood Autism, Atypical Autism, Pervasive Developmental Disorder: Not Otherwise Specified, Asperger's Disorder, or other related pervasive developmental disorders. (M.R.3525.1325)
A multidisciplinary team shall determine that a pupil is eligible and in need of special education instruction and related services if the pupil meets the criteria in items A and B.
An educational evaluation must address all three core features in subitems (1) to (3). The team must document that the pupil demonstrates patterns of behavior described in at least two of these subitems, one of which must be subitem (1)
Behavioral indicators demonstrated must be atypical for the pupil's developmental level. The team shall document behavioral indicators through at least two of these methods: structured interviews with parents, autism checklists, communication and developmental rating scales, functional behavior assessments, application of diagnostic criteria from the current Diagnostic and Statistical Manual (DSM), informal and standardized evaluation instruments, or intellectual testing.
Qualitative impairment in social interaction, as documented by two or more behavioral indicators, for example: limited joint attention and limited use of facial expressions directed toward others; does not show or bring things to others to indicate an interest in the activity; demonstrates difficulties in relating to people, objects, and events; a gross impairment in ability to make and keep friends; significant vulnerability and safety issues due to social naiveté; may appear to prefer isolated or solitary activities; misinterprets others' behaviors and social cues.
Qualitative impairment in communication, as documented by one or more behavioral indicators, for example: not using finger to point or request; using others' hand or body as a tool; showing lack of spontaneous imitations or lack of varied imaginative play; absence or delay of spoken language; limited understanding and use of nonverbal communication skills such as gestures, facial expressions, or voice tone; odd production speech including intonation, volume, rhythm, or rate; repetitive or idiosyncratic language or inability to initiate or maintain a conversation when speech is present.
Restricted, repetitive, or stereotyped patterns of behavior, interest, and activities, as documented by one or more behavioral indicators, for example: insistence on following routines or rituals; demonstrating distress or resistance to changes in activity, repetitive hand or finger mannerism; lack of true imaginative play versus reenactment; overreaction or under-reaction to sensory stimuli; rigid or rule-bound thinking; an intense, focused preoccupation with a limited range of play, interests, or conversation topics.
The team shall document and summarized in an evaluation report that ASD adversely affects a pupil's performance and that the pupil is in need of special education instruction and related services. Documentation must include:
The evaluation of the pupil's present levels of performance and educational needs in each of the core features identified by the team in item A. In addition, the team must consider all other areas of evaluation concern related to the suspected disability;
Observations of the pupil in two different settings, on two different days; and
A summary of the pupil's developmental history and behavior patterns.
At least one professional with experience and expertise in the area of ASD must be included on the team determining eligibility and educational programming, due to the complexity of this disability and the specialized intervention methods. The team must also include a school professional knowledgeable of the range of possible special education eligibility criteria.
Pupils with various educational profiles and related clinical diagnoses may be included as eligible if they meet the criteria of ASD. However, a clinical or medical diagnosis is not required to be eligible for special education services. Due to the wide variation in characteristics and needs, pupils with different educational profiles or a specific clinical diagnosis must also be determined as eligible following the criteria as listed in subpart 3. Following this eligibility determination process it is essential to identify and document individual strengths and weaknesses and the pupil's unique educational needs so that an effective individual educational program may be planned and implemented.
What is the difference between PDD and autism?
Pervasive developmental disorders (PDD) is the umbrella term for a group of disorders. The disorders listed under PDD by the American Psychiatric Association's diagnostic manual are autism, Asperger's Syndrome, Rhett's Syndrome, and childhood disintegrative disorder. Some individuals who do not display all the characteristics listed under autism may be diagnosed as PDD-NOS (not otherwise specified). All of these disorders are also called autism spectrum disorders. These terms are merely labels to determine eligibility for services. They are not predications of future outcomes.
What are the characteristics of autism spectrum disorders?
Difficulty with communication
Speech may be slow to develop; speech may not develop. Sometimes speech develops and then is lost. Often speech is not used for conversational exchanges but rather to obtain objects. Some speech may be echoing speech heard in the past. Understanding of words is often very concrete. Perseveration is common.
Delays in understanding social relationships
Some individuals with autism spectrum disorders avoid eye contact, resist being touched, and seem to "tune out" the world. Children often do not play cooperatively with other children, imitating "grown-ups" and taking turns. Understanding other people's feelings and social rules is often difficult. Friendships may be difficult to develop. There may be a strong attachment to objects.
Inconsistent sensory regulation and response
Young children with autism spectrum disorders often appear deaf. Yet the same child may be very sensitive to everyday sounds. There may be uneven responses to touch, tastes, and sights. Sensory regulation difficulties may result from over-sensitivity. The individual's response will indicate a problem in the area of sensory regulation.
Uneven patterns of intellectual functioning
Individuals with autism spectrum disorders often have peak skills-such as drawing, music, computations in math, or memorization of facts. These skills often reflect strong rote memory skills, visual learning skills, and good visual-spatial learning skills. There may be more difficulty with sequencing, understanding abstract concepts, and complex problem-solving. Determining the unique learning style of an individual can be very challenging.
Motor planning
Although many individuals with autism seem well coordinated, motor planning difficulty may be seen in initiating, regulating, and shifting movements. Some children display difficulty with fine motor skills like buttoning, tying shoes, and catching a ball. Movement routines may develop over time.
Difficulty with attention
Attention skills are very strong, and learning depends upon attention. However, individuals with autism spectrum disorders often have trouble orienting their attention, shifting from one thing to another, and maintaining the joint attention that is necessary to learn from others. These attention skills often needs to be taught so that learning is not compromised.
What causes autism spectrum disorders?
Autism spectrum disorders are brain disorders which occur before birth. Current research suggests that they are complex genetic disorders involving a number of genes which, in turn, influence a variety of brain functions. The cause of autism is still unknown. Researchers suggest that "several causes" will be discovered in time. There is no evidence to suggest that psychological conditions cause autism spectrum disorders.
Do autism spectrum disorders occur in conjunction with other disabilities?
these disorders can occur by themselves or in association with other neurological disorders such as mental retardation, attention deficit disorder, epilepsy, Tourette Syndrome, and obsessive compulsive disorder.
Characteristics of autism spectrum disorders occur on a continuum from mild to severe. Although it is often difficult to distinguish differences in disabilities, it is important to do so. Diagnostic confusion may result in referral to inappropriate and ineffective treatment.
Do children outgrow autism spectrum disorders?
No. They are life-long. Yet they are not progressive. People with autism spectrum disorders live a normal life span. With appropriate treatment and a nurturing environment, people with autism spectrum disorders show significant growth toward independence. They all can learn to communicate, to become more socially responsive, and to learn accommodations needed to control their won behavior.
Information cited in "Early Intervention in Autism"
By Geraldine Dawson and Julie Osterling
Taken from presentation by Laura Tubbs Booth, Esq.
Rider, Bennett, Egan & Arundel, LLP
These common elements should be considered when determining a successful early intervention program for students identified with Autism Spectrum Disorders.
Curriculum Content
The curriculum of successful programs typically emphasize five basic skill domains. The curriculum a district provides should include these elements.
Ability to attend to elements of the environment
Autism is characterized by a failure to pay attention to important social stimuli such as facial expressions, gestures and speech. In order to begin learning, children with autism must be taught to pay attention to other people. Curriculum must address how this need will be met for an individual child.
Ability to imitate others
Imitation is closely linked to the development of representational thought. Imitation also serves many social functions, including providing a context of mutuality in which communication and empathy may develop. All successful programs emphasize both verbal and motor imitation of others.
Ability to comprehend and use language
Children with autism are usually not motivated to communicate information or experiences to others. A successful program should try to tempt the child to communicate by providing immediate and rewarding responses after each communication. Programs should be highly individualized in this area. Speech services should reflect the students communication needs.
Ability to play appropriately with toys
Children with autism play with toys in idiosyncratic, repetitive ways and their imaginary play is often delayed or completely absent. Successful early intervention programs focus on increasing the child's ability to use toys in functionally appropriate ways and promote the use of symbolic play.
Ability to socially interact with others
The ability to interact and play with peers is generally absent in children with autism. Most programs focus on teaching fundamental skills like turn taking and sharing in more structured settings. Once the child has displayed an understanding of the fundamentals of interaction, the child is often exposed to normally developing peers to fine tune the behavior.
Need for Highly Supportive Teaching Environments and Generalization Strategies
Fundamental skills are often first taught in an intensive, highly supportive environment and then are gradually incorporated into more typical natural environments. The successful program will generally have a very low staff-to-child ratio in the early stages.
Need for Predictability and Routine
There is a need for a highly structured environment. Children with autism need strict adherence to specific routines and for sameness in the environment. Studies show that children with autism become more socially responsive and attentive when information is provided in a highly predictable manner and, that behaviors increase when the same information is provided in an unpredictable manner.
A Functional Approach to Problem Behaviors
Children with autism often act out towards staff and peers. This acting out behavior can be addressed in various ways. Problem behaviors may be decreased by increasing the child's interest and engagement in classroom activities. A functional behavioral evaluation may be required to determine the function of the behavior and assist in determining what intervention methods are appropriate.
Transition from Preschool Classroom (or Home program)
It is extremely important to plan for transition between the preschool program and kindergarten or first grade. Much time may need to be devoted to making the transition as successful as possible. The focus is to teach the child to function as independently as possible in the classroom. Survival skills for the classroom such as complying with adult requests, taking turns, sitting quietly during activities, volunteering, raising one's hand and communicating basic needs may need to be directly taught.
Family Involvement
Parents are key to providing an appropriate education for children with autism. By including parents in the planning and interventions with the children, greater maintenance and generalization of skills can be achieved. Including parents in the interventions can also increase their sense of competence in dealing with their child. Because of the stresses that go along with rearing a child with autism, it is important to allow parents to choose how they want to be involved and which skills they want to work on at home.
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