Autism Spectrum Disorder

What is it?

Autism Spectrum Disorder (ASD) is an umbrella term in which a number of disorders fall under. ASD includes Autism, Asperger's Syndrome, Childhood Disintegrative Disorder, and Rett's Disorder.

Autism is a neurodevelopmental disability that can have a significant impact on a student's ability to communicate, socially interact, and behavior. Students that are severely impacted may exhibit any of the following behaviors at a young age: repetitive behavior, self stimulation, resistance to change and atypical responses to sensory input.

Asperger's Syndrome have more spoken language than those with autism but can exhibit difficulty with pragmatic aspects of social interactions. This can result in difficulty maintaining a job or living independently.

Childhood Disintegrative Disorder is a regression in specific areas of functioning following a period of two years in which development appears to be typical.

Rett's Disorder has many of the same symptoms of autism but is not considered to truly be autism. While autism can occur in both males and females, Rett's Disorder occurs primarily in females. It is also considered to be progressively degenerative.

Student's that fall under the umbrella of ASD can all exhibit significantly different symptoms. For example, a student with autism may seek constant attention from their peers while another student with autism may avoid contact with peers altogether. It is important to remember that each student is different and may exhibit different behaviors or levels of severity.

What does this look like in the classroom?

Autism as well as other disorders under the ASD umbrella can be challenging in the classroom. Each individual, specifically students with autism, have their own set of challenges and strengths that can require individual interventions. Teachers must be aware of the characteristics of autism and more specifically their students to develop an effective instructional program that will best support their unique population of students. The organization, instructional materials, and delivery of material must reflect the learning of their student that has autism. Luckily, many of the best practices that can be used in supporting students with autism will also help support all students in the classroom.

Teachers should create instructional materials that have visual cues as many students with autism have better visual processing skills than auditory processing skills. Indications of changes in routine are also necessary for students with autism. Instructional goals that can be practiced multiple times and that follow a general theme or are part of an integrated curriculum are encouraged in supporting learners with autism. Another strategy in supporting students with autism is forming a relationship with the parents of the student. Parents play a big part in developing goals and skills as many skills learned to be practiced at home as well.

Assistive technologies can also play a part in supporting students with autism. A communication system may be needed such as sign language, picture symbols, electronic communication devices, computer programs, or video modeling. Assessment may be needed to determine the best communication system for a specific learner. A one-on-one is another potential accommodation that can be made for a student with autism.