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Autism
Definition: A student who evidences the criteria for autism or other pervasive developmental disorders as determined by a multidisciplinary team, using the definition stated in 34 CFR 300.7 (b)(1) as being a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age 3, that adversely affects a child’s educational performance. Eligibility under this criterion does not apply if a child’s educational performance is adversely affected primarily because the child has a serious emotional disturbance.
Possible Characteristics:
- repetitive activities
- stereotypical movements
- little effective verbal communication, even if child speaks
- lack of interest in others, or interest in unusual aspects (smells, sounds, textures)
- use of objects in ritualistic fashion and/or in a way other than the object was intended (spinning, dropping)
- facial unresponsiveness (unable to get child's attention)
- involvement passively with others but without same goals as others, i.e., running, playing
- absence of normal social give-and-take between people (or if present, only due to compliance)
- uneven patterns of intellectual functioning
- bizarre speech, intonation or echolalia (repetition of others' words)
- catastrophic reaction to minor events or changes in the environmental or routine
- ritualistic behavior
- resistance to environmental changes or changes in daily routines
- appearance of an aloof, standoffish manner
- unusual or inconsistent response to sensory stimuli in one or more of the areas of sight, hearing, touch, pain, balance
- may self-inflict pain or harm
- acting as if deaf
Some Educational Implications:
- use oral directions as specified for speech disabled
- supply extra opportunity to participate in socially meaningful give-and-take play
- communicate assurances that people/events in the enviroment are as predictable as possible
- maintain instruction at concrete level
- remember the student is literal
- give additional emphasis to language arts and curricula
- have consistent routine, structure, and implementation of procedures
- use natural consequences approach to discipline
- use symbol system (pictures or words) for daily events, especially schedule changes
- use of technology, as appropriate
- use visual/picture cues and/or sign language
Devoloped by Region 9 Education Service Center
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