Au sm Awareness Month from the Center of Excellence on Au sm Spectrum Disorders April 2017
General Informa on about Individuals with ASD
Core Challenges for Individuals with ASD Three psychological theories are at the very core of au sm spectrum disorders. Understanding the impact on an individual is crucial in order to provide the most effec ve interven ons. Theory of Mind is the ability to a ribute mental states beliefs, intents, desires, pretending, knowledge, etc. to oneself and others and to understand that others have beliefs, desires, inten ons, and perspec ves that are different from one's own. Central Coherence The weak central coherence theory (WCC), also called the central coherence theory (CC), suggests that a specific perceptual-cogni ve style, loosely described as a limited ability to understand context or to "see the big picture", underlies the central disturbance in au sm and related au sm spectrum disorders. Execu ve Func oning Execu ve func oning is the ability to engage in a set of cogni ve skills that help you plan and organize in order to complete tasks and manage your life.
Social Communication Joint Attention Deficits in joint attention include difficulty orienting to people in a social environment, limited frequency of shared attention, impaired monitoring of emotional states, restricted range of communicative functions to seek engagement and comfort from others, limitations in considering another's intention and perspective. Social Reciprocity Deficits in social reciprocity include difficulty initiating and responding to bids for interaction limitations with maintaining turn-taking in interactions problems with providing contingent responses to bids for interaction initiated by others Social Cognition Social cognition refers to the mental processes involved in perceiving, attending to, remembering, thinking about, and making sense of the people in our social world (Moskowitz, 2005). Deficits in social cognition include deficits in social and emotional learning including difficulty 1. managing emotions, 2. appreciating the perspectives of others 3. developing prosocial goals 4. using interpersonal skills to handle developmentally appropriate tasks (Payton et al., 2000); difficulty differentiating one's own feelings from the feelings of others (i.e., Theory of Mind) difficulty integrating diverse information to construct meaning in context (i.e., central coherence) (Frith & HappÈ, 1994).
Language and Related Cognitive Skills Deficits in language and related cognitive skills include impaired acquisition of words, word combinations, and syntax initial words are often nouns and attributes, while words representing social stimuli, such as people's names (i.e., subjects) and actions (i.e., verbs), are delayed; the child may lose words previously acquired language use and understanding of nonverbal and verbal Communication; 1. facial expressions, body language, and gestures as forms of communication are delayed in the latter part of the first year of life and remain unconventional throughout development; 2. unconventional gestures (e.g., pulling a caregiver's hand toward an item) emerge prior to more conventional gestures (e.g., giving, pointing, and head nods/headshakes); 3. understanding of gaze shifting, distal gestures, facial expressions, and rules of proximity and body language is limited; 4. receptive language appears more delayed than expressive language; 5. use of immediate echolalia and/or delayed echolalia (scripted language) is observed;
Language and Related Cognitive Skills cont. symbolic play deficits, including 1. delayed acquisition of functional and conventional use of objects, 2. repetitive, inflexible play, 3. limited cooperative play in interactive situations conversation deficits, including 1. limitations in understanding and applying social norms of conversation (e.g., balancing turns, vocal volume, proximity, and conversational timing) 2. provision of inappropriate and unnecessary in formation in conversational contexts 3. problems taking turns during conversation 4. difficulty initiating topics of shared interest 5. preference for topics of special interest 6. difficulties in recognizing the need for clarification 7. challenges adequately repairing miscommunications 8. problems understanding figurative language, including idioms, multiple meanings, and sarcasm literacy deficits, including difficulty 1. reading for meaning (functional use of books) 2. understanding narratives and expository text genres that require multiple perspectives (e.g., persuasive and comparative/contrastive), 3. getting the main idea and summarizing, 4. providing sufficient information for the reader when writing; 5. difficulty with anaphoric cueing (pronoun referents)
Behavior and Emotional Regulation Deficits in behavior and emotional regulation, including problems dealing with changes in routine and/or changing from one activity to the next; problems generalizing learned skills; using objects in unusual ways and uncommon attachments to objects; difficulty sleeping; crying, becoming angry, or laughing for no known reason or at inappropriate times; anxiety and/or social withdrawal (possibly due to factors such as misinterpretation of social events and failure to identify salient or irrelevant information); using early-developing and/or idiosyncratic strategies for self-regulation (e.g., chewing on clothing, rocking, hand flapping, vocal play); using unconventional behavioral strategies and emotional expressions (e.g., aggression, tantrums, bolting from situations); restricted, repetitive patterns of behavior, interests, or activities (e.g., immediate echolalia and scripted language); problems with self-management. Executive functioning deficits, including lacking/limited flexibility, poor problem solving, poor planning and organization, lack of inhibition.
Quick Facts About Au sm Spectrum Disorders 1. According to the CDC (Center for Disease Control), one in every 68 children is affected with an au sm spectrum disorder (ASD) (CDC: March 2014). 2. Individuals with Au sm Spectrum Disorders are found throughout the world and there is no rela on to this disability and an individual s ethnic origin, economic status or cultural background. 3. Early iden fica on and interven on is very important in order to insure immediate interven on at a young age. 4. Outcomes for individuals with au sm spectrum disorders vary from individuals who will always require intensive support to those individuals who can live independently in their community without support. 5. Au sm Spectrum Disorders are primarily social communica on disorders that impact a person s ability to socially communicate and interact with peers in an effec- ve manner. 6. There is no single program or interven on that will be effec ve for every child on the spectrum. Effec ve interven ons are individualized and based upon individual needs and characteris cs. 7. The ul mate goal of individuals with au sm spectrum disorders is the same as it is for all individuals; to be as independent as possible in life skills, work, and community par cipa on. 8. There are many unsubstan ated interven ons available for individuals with ASD. Always look for interven ons that are evidenced-based. 9. The overwhelming majority of scien fic studies do not support the belief that au- sm spectrum disorders are caused by poor paren ng, vaccina ons, or refrigerator mothers. 10. Most of the posi ve changes in behavior, learning and quality of life for individuals with Au sm Spectrum Disorders come from behavioral and educa onal interven ons, yet most funding for research is devoted to finding the cause of au sm spectrum disorders.
Suggested books to increase understanding of children with autism spectrum disorders
K - 1st It s Okay To Be Different by Todd Parr Each page describes the different ways people and animals can be different from each other.
1st - 5th The Autism Acceptance Book (there is also a teachers guide) by Ellen Sobin The Autism Acceptance Book teaches children about autism, further develops their understanding for the people around them and encourages them to embrace people s differences with respect, compassion and kindness. In My Mind: The World through the Eyes of Autism by Adonya Wong From the perspective of a child with autism, this book describes how Adonya experiences things in her world. Ian s Walk by Laurie Lears and Albert Whitman Written from the perspective of a sister. Since We re Friends by Celeste Shally A book about two boys: one has autism, the other does not. The story of their friendship provides practical examples of how to make such a unique relationship work.
Middle School How the Girl Who Loved Cows Embraced Autism and Changed the World by Temple Grandin Temple Grandin s story about her success in life and experience with autism. What s Up With Nick? From the Organization for Autism Research A story about Nick, a new kid in school with autism. This accordion booklet includes sections Meeting a Kid with Autism, Hanging Out With Kids That Have Autism, Things to Remember About Autism and more!
4th - 7th Rules by Cynthia Lord Written from the perspective of David s 12-year-old sister. (Sibling Story)
Middle/High School The Reason I Jump by Naoki Higashida The inner voice of a 13-year-old boy with au sm. Al Capone Does My Shirts by Gennifer Choldenko From the perspec ve of the brother of a girl with au sm. Set in 1935. (Sibling Story)
High School The Curious Incident of the Dog in the Night-Time by Mark Haddon Narrated from the perspective of a 15-year-old with autism. Mockingbird by Kathryn Erskine Narrated from the perspective of a girl with autism after her brother has died. Cowboy & Wills by Monica Holloway The story of how a boy with autism, his family and his pet dog get along.