Definition: What is Autism?
- Autism is a bio-neurological developmental disability that generally appears before the age of 3. - Autism impacts the normal development of the brain in the areas of social interaction, communication skills, and cognitive function. Individuals with autism typically have difficulties in verbal and non-verbal communication, social interactions, and leisure or play activities. - Individuals with autism often suffer from numerous physical ailments which may include: allergies, asthma, epilepsy, digestive disorders, persistent viral infections, feeding disorders, sensory integration dysfunction, sleeping disorders, and more. - Autism is diagnosed four times more often in boys than girls. Its prevalence is not affected by race, region, or socio-economic status. Since autism was first diagnosed in the U.S. the occurrence has climbed to an alarming one in 150 people across the country. - Autism does not affect life expectancy. Currently there is no cure for autism, though with early intervention and treatment, the diverse symptoms related to autism can be greatly improved. Source: National Autism Association. (n.d.). Definition. In Definition of autism. Retrieved June 10, 2010, from http://www.nationalautismassociation.org/ definitions.php |
Video: Temple Grandin - Reinventing Autism
This 5-min. preview of a 90-minute documentary, will tell the captivating story of Temple's life, and her journey overcoming autism and living life to it's fullest. This project -- which has been a labor of love for Temple and the production team -- who are committed to increasing awareness of autism and helping families emerge from a grim diagnosis to create a full and meaningful life for their children. For more information, visit www.templegrandindoc.com
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Characteristics (Types)
Prevalence: 0.6 percent of the population
Important: The identification rate is much lower Impairment in three areas: - Communication skills - Social interaction - Repetitive and stereotypical behavior Kanner's - an inability to relate to others in an ordinary manner - An extreme autistic aloneness that seemingly isolates the child from the outside world. - An apparent resistance to being picked up or held by parents - Deficits in language including echolalia - Extreme fear reactions to loud noises - Obsessive desire for repetition and maintenance of sameness - Few spontaneous activities such as typical play behavior - Bizarre and repetitive physical movement such as spinning or perpetual rocking source: (Hebert, B. B. (2003). Design guidelines of a therapeutic garden for autistic children (Master's thesis, Louisiana State University and Agricultural and Mechanical College, New Orleans, LA). Retrieved from http://etd.lsu.edu/ docs/available/etd-0127103-211300/unrestricted/Hebert_thesis.pdf, p.31) Asperger's - higher intelligence than children with Kanner's - Channel intellectual pursuits into obsessive preoccupation in narrow areas - Language perceived as normal - Better communication skills - Most of the other characteristics of autism spectrum disorder - Primary difficulties in social interaction (Hallahan, Kauffman & Pullen, 2009) Childhood Disintegrative Disorder - One of five autistic spectrum disorders; normal development for at least two and up to ten years, followed by significant loss of skills; much more prevalent in males. (Hallahan, Kauffman & Pullen, 2009, p. 432) Pervasive Developmental Disorder - One of five autistic spectrum disorders; pervasive delay in development that does not fit into any of the other diagnostic categories (Hallahan, Kauffman & Pullen, 2009, p. 432) Rett Syndrome - One of the five autistic spectrum disorders; normal development for five months to four years, followed by regression and intellectual disabilities (mental retardation); much more prevalent in females. (Hallahan, Kauffman & Pullen, 2009, p. 426) |
Demonstrate by showing (hand over hand)
Source: Der Bundesverband Autismus Deutschland e.V. (2010). Was ist Autismus? Retrieved June 19, 2010, from http://w3.autismus.de/pages/startseite/ was-ist-autismus.php Teaching Methods
Structured teaching addresses challenging behaviors in a proactive manner by creating appropriate and meaningful environments that reduce the stress, anxiety and frustration which may be experienced by children with autism. Challenging behaviors may occur, due to (the following characteristics of autism:
This is how the teacher can help: - Clearly define space and function - Minimize visual and auditory distractions - Develop appropriate instructional, independent, recreation and leisure areas in each physically structured environment. - Provide adequate storage. "Written by Susan Stokes under a contract with CESA 7 and funded by a discretionary grant from the Wisconsin Department of Public Instruction. " http://www.specialed.us/autism/structure/str10.htm |
This clip was produced by Howcast. The complete individual how-to steps of how to recognize a child with autism are outlined in the drop-down menu at:
http://www.youtube.com/watch?v=1VA6Q3vTC_o&feature=channel |
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This clip was produced by Howcast. The complete individual how-to steps of how to help a child with autism are outlined in the drop-down menu at:
http://www.youtube.com/watch?v=nMKQCE5CZK8&feature=channel |
ResourcesClick here or on the picture to connect to local, national and international resources for more information on and assistance with autism.
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In 2002, Victoria Boland and her mother, Viga Boland, wrote "DON'T GIVE UP ON ME" (the autism song) for the Canadian National Autism Association. When the song was originally made available, Victoria was performing in Hong Kong, hence the opening message on this video. On her return, at the formal CD launch in Hamilton, Ontario, Victoria sung this lovely song accompanied by her current songwriting and professional partner, Andrew Rudd. This video is available at the following URL:
http://www.youtube.com/watch?v=qdGGqsQs2LI |