Autism Spectrum Disorders (ASDs) - Asperger’s Syndrome
According to the Strategic Project Branch Autism State Plan, 2009 “Autism Spectrum Disorders (ASDs) are neurodevelopmental disorders that cause substantial impairments in social interaction and communication and are associated with unusual behaviours and interests. Although not officially defined in any international medical classification code, the term ‘Autism Spectrum Disorder’ is commonly used to encompass Autistic Disorder, Asperger’s Syndrome, and Pervasive Developmental Disorder – Not Otherwise Specified (also known as Atypical Autism). Some people with Autistic Disorder with an IQ in the typical range may also be described as having High Functioning Autism (HFA). ASDs are described according to a spectrum, with varying degrees of pervasive impairment that range from mild to severe” (Strategic Project Branch Department of Human Services, 2009, p. 11)
“The cause of ASD is unknown. There is no medical or genetic screening or diagnostic laboratory test for ASDs; diagnosis is based on the presence of particular behavioral patterns. ASDs can be identified from early childhood onwards and affect a person throughout their whole life. Many people with an ASD have unusual ways of learning, paying attention and reacting to different sensations. Their thinking and learning abilities vary, with approximately 80 per cent having an associated intellectual disability and 20 per cent with intelligence within the normal range” (Strategic Project Branch Department of Human Services, 2009, p. 11)
According to the DSM-IV diagnostic criteria for Asperger’s Disorder the student may have impairments in social interactions that can be manifest in non-verbal communication, failure to develop peer relations, lack of spontaneous seeking to share enjoyment, lack of social or emotional reciprocity. Asperger’s Disorder students may also display at least one of the following; a preoccupation with one or more stereotyped patterns of interest that is intense or abnormal in focus or intensity, inflexibility to routines, repetitive motor mannerisms, preoccupation with parts of objects. These disturbances can cause clinically significant impairment in social, occupational or other areas of functioning (American Psychiatric Association, 1994, p. 77)
Characteristics of the special needs group which many impact on their ability to access the curriculum
In addition to the features described above the characteristics of the Asperger Disorder student can display autistic like-tendencies that impact learning could range from:
List of policies and legislation relevant to Asperger’s student
Autism has only been diagnosed since the 1980s. According to Hyde et.al, 2011, Autism is usually identified earlier than Asperger’s Syndrome because Asperger’s syndrome is usually harder to detect and becomes more apparent in social settings at places like schools. Once it has been detected (usually by a psychiatrists, neurologists) the Asperger’s student may qualify for funding assistance and program support group assistance http://vels.vcaa.vic.edu.au/support/disability/psg.html
However, if the parent was to get the student assessed this could take up to years to happen. Usually by high school the student would have normally been assessed.
All relevant legislation and policies already mentioned on the home page also apply to the Asperger’s and ASD student. A relevant policy document is the Autism State Plan written by the Strategic Project Branch of Department of Human Services 2009.
http://www.autismvictoria.org.au/policy/documents/autism_state_plan_000.pdf
The implications for classroom teachers of the findings of recent research about ASDs
(Richow and Vokmar 2010) studied 513 students with high functioning autism and found that for adolescents within this group, that applied behaviour analysis (ABA) techniques whereby parents and teachers were explicit on the instruction of appropriate behaviours and social responses benefited the ASD student. The authors recommended that the use of ABA techniques should continue to be used in practice.
Strategies which would be beneficial to the students with ASDs
Similar to other behavioural conditions that limit the student from accessing the curriculum, the ASD student normally benefits from a direct instruction teaching approach because this approach provides clear rules and expectations about behaviours around what is expected from learning tasks. A behaviourist approach that focuses on rewards/punishments can also benefit the student particularly those students struggling to master appropriate behaviours.
The teacher needs to consider background factors of the student, triggers that cause anxiety/sensory overload that impact learning, behaviours that the student displays as coping mechanisms for when triggered into unhelpful/harmful behaviours and consequences that these behaviours have on the child’s learning. The aim is for the teacher to provide strategies that will:
List of support networks within the schools/school system for students with ASDs
The special needs education coordinator and the parent are invaluable resources for the teacher for students with ASD. The teacher should also be involved in the Parental Support Group supporting the ASD student. In some instances the school may provide an integration aid to support the student.
Teacher Resources on behavioural interventions for ASD children/adolescents
file://localhost/Early intervention strategies – Raising Children - http/::raisingchildren.net.au:articles:asd_early_intervention_video.html:context:933
Autism Help provides advice on working with autistic children/adolescents http://www.autismhelp.info/
List of support networks within the community for students with ASDs
Amaze (Autism Victoria): http://www.amaze.org.au/
Autism Friendly Learning Vic Govt http://www.education.vic.gov.au/about/programs/needs/Pages/autism.aspx
General Resources for special needs students Association for Children with Disabilities http://acd.org.au/inclusive_classroom/index.htm
Office for Disability Bar None Kit for Teachers http://www.officefordisability.vic.gov.au/bar_none_kit_for_schools.htm#tib
Social skills programs and interventions for students with autism
http://www.med.monash.edu.au/spppm/research/devpsych/actnow/
Autism and ASD trained dogs can assist ASD students by providing a calming presence as well as assistance in living more independently http://www.smartpups.org.au/what-we-do
Practical resources for teachers with autistic students
http://www.autismtraining.com.au/public/index.cfm
Generic website on resources for students with disabilities http://www.speldvic.org.au/
Recommendations for the future: Refer to the strategies section
According to the Strategic Project Branch Autism State Plan, 2009 “Autism Spectrum Disorders (ASDs) are neurodevelopmental disorders that cause substantial impairments in social interaction and communication and are associated with unusual behaviours and interests. Although not officially defined in any international medical classification code, the term ‘Autism Spectrum Disorder’ is commonly used to encompass Autistic Disorder, Asperger’s Syndrome, and Pervasive Developmental Disorder – Not Otherwise Specified (also known as Atypical Autism). Some people with Autistic Disorder with an IQ in the typical range may also be described as having High Functioning Autism (HFA). ASDs are described according to a spectrum, with varying degrees of pervasive impairment that range from mild to severe” (Strategic Project Branch Department of Human Services, 2009, p. 11)
“The cause of ASD is unknown. There is no medical or genetic screening or diagnostic laboratory test for ASDs; diagnosis is based on the presence of particular behavioral patterns. ASDs can be identified from early childhood onwards and affect a person throughout their whole life. Many people with an ASD have unusual ways of learning, paying attention and reacting to different sensations. Their thinking and learning abilities vary, with approximately 80 per cent having an associated intellectual disability and 20 per cent with intelligence within the normal range” (Strategic Project Branch Department of Human Services, 2009, p. 11)
According to the DSM-IV diagnostic criteria for Asperger’s Disorder the student may have impairments in social interactions that can be manifest in non-verbal communication, failure to develop peer relations, lack of spontaneous seeking to share enjoyment, lack of social or emotional reciprocity. Asperger’s Disorder students may also display at least one of the following; a preoccupation with one or more stereotyped patterns of interest that is intense or abnormal in focus or intensity, inflexibility to routines, repetitive motor mannerisms, preoccupation with parts of objects. These disturbances can cause clinically significant impairment in social, occupational or other areas of functioning (American Psychiatric Association, 1994, p. 77)
Characteristics of the special needs group which many impact on their ability to access the curriculum
In addition to the features described above the characteristics of the Asperger Disorder student can display autistic like-tendencies that impact learning could range from:
- Anxiety
- Inability to cope with change
- Inflexible black and white thinking
- Fixation with rules
- Sensitivity to criticism
- Irrational Decision making
- Sensory overload
- Physical coordination
List of policies and legislation relevant to Asperger’s student
Autism has only been diagnosed since the 1980s. According to Hyde et.al, 2011, Autism is usually identified earlier than Asperger’s Syndrome because Asperger’s syndrome is usually harder to detect and becomes more apparent in social settings at places like schools. Once it has been detected (usually by a psychiatrists, neurologists) the Asperger’s student may qualify for funding assistance and program support group assistance http://vels.vcaa.vic.edu.au/support/disability/psg.html
However, if the parent was to get the student assessed this could take up to years to happen. Usually by high school the student would have normally been assessed.
All relevant legislation and policies already mentioned on the home page also apply to the Asperger’s and ASD student. A relevant policy document is the Autism State Plan written by the Strategic Project Branch of Department of Human Services 2009.
http://www.autismvictoria.org.au/policy/documents/autism_state_plan_000.pdf
The implications for classroom teachers of the findings of recent research about ASDs
(Richow and Vokmar 2010) studied 513 students with high functioning autism and found that for adolescents within this group, that applied behaviour analysis (ABA) techniques whereby parents and teachers were explicit on the instruction of appropriate behaviours and social responses benefited the ASD student. The authors recommended that the use of ABA techniques should continue to be used in practice.
Strategies which would be beneficial to the students with ASDs
Similar to other behavioural conditions that limit the student from accessing the curriculum, the ASD student normally benefits from a direct instruction teaching approach because this approach provides clear rules and expectations about behaviours around what is expected from learning tasks. A behaviourist approach that focuses on rewards/punishments can also benefit the student particularly those students struggling to master appropriate behaviours.
The teacher needs to consider background factors of the student, triggers that cause anxiety/sensory overload that impact learning, behaviours that the student displays as coping mechanisms for when triggered into unhelpful/harmful behaviours and consequences that these behaviours have on the child’s learning. The aim is for the teacher to provide strategies that will:
- Improve communication providing students with ways to communicate what they want in socially acceptable ways
- Help the student to regulate behaviour and manage stressful situations
- Interventions that support optimal learning (devise learning plans)
- Teacher gives explicit instruction on social skills training
- Structuring daily routine and introduce changes with appropriate scaffolding
- Teacher maintains regular contact with Parents to provide consistent adaptive behaviours that benefit the student.
List of support networks within the schools/school system for students with ASDs
The special needs education coordinator and the parent are invaluable resources for the teacher for students with ASD. The teacher should also be involved in the Parental Support Group supporting the ASD student. In some instances the school may provide an integration aid to support the student.
Teacher Resources on behavioural interventions for ASD children/adolescents
file://localhost/Early intervention strategies – Raising Children - http/::raisingchildren.net.au:articles:asd_early_intervention_video.html:context:933
Autism Help provides advice on working with autistic children/adolescents http://www.autismhelp.info/
List of support networks within the community for students with ASDs
Amaze (Autism Victoria): http://www.amaze.org.au/
Autism Friendly Learning Vic Govt http://www.education.vic.gov.au/about/programs/needs/Pages/autism.aspx
General Resources for special needs students Association for Children with Disabilities http://acd.org.au/inclusive_classroom/index.htm
Office for Disability Bar None Kit for Teachers http://www.officefordisability.vic.gov.au/bar_none_kit_for_schools.htm#tib
Social skills programs and interventions for students with autism
http://www.med.monash.edu.au/spppm/research/devpsych/actnow/
Autism and ASD trained dogs can assist ASD students by providing a calming presence as well as assistance in living more independently http://www.smartpups.org.au/what-we-do
Practical resources for teachers with autistic students
http://www.autismtraining.com.au/public/index.cfm
Generic website on resources for students with disabilities http://www.speldvic.org.au/
Recommendations for the future: Refer to the strategies section