by Naseem Smith

The following post briefly discusses the condition known as Autism Spectrum Disorder which continues to mystify educators and intrigue researchers. Although we can categorize these students for educational purposes and medical benefits, I welcome the discourse on international access to preschool screening as such prognosis can heighten the commencement of early intervention which in turn will improve the child’s overall outcome.

Autism falls under the category of Developmental and Behavioral Disorders.

Diagnosis

The DSM-V (Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition) uses the term ‘Autism Spectrum Disorder’ (ASD) as an umbrella diagnosis to describe children who meet certain criteria. Autism is classified as a neurological disorder that can be recognized by:

• Impairments in Communication: Delayed speech; Echolalia; Monotone type; Inability to initiate/ sustain conversation.
• Impairments in Establishing Social Relationships: Difficulty with direct eye contact (and often avoids it); Failure to empathize; Trouble establishing relationship with same aged peers; Unable to read body language and respond to non-verbal cues.
• Restricted, Repetitive and Stereotypical Behavior : Covers ears to loud noises; Repetitive motor movements; Restricted food preference; Hyper/hypo sensitivity to any of the senses; Annoyed with deviation from routine.

In order to be diagnosed with ASD, the condition must meet the following criteria: 1). Be Present in Early Childhood, 2). Limit daily functioning, 3).Cannot be explained by intellectual impairment.

The prevalence has increased significantly and it is estimated that 1 in 68 children are diagnosed with more boys than girls being affected: 1 in 42 boys while 1 in 189 girls. The prevalence rates in China are similar to that of the United States. See https://www.autismspeaks.org/what-autism/prevalence

Etiology

There is no single known cause of ASD. Because of its complexity and uniqueness, different factors are linked to the multiple types of ASD: Neurological factors; Genetics; Environmental interaction; Roles of other system including health factors. Detailed information is available at:

http://www.nhs.uk/Conditions/Autistic-spectrum-disorder/Pages/Causes.aspx

Educational Intervention

One educational intervention technique known as the TEACCH method which was developed by the University of North Carolina is a structured teaching technique based on the learning characteristics of individuals with ASD which describes the conditions under which these individuals should be taught. It utilizes:

Physical Structure: This describes how the physical environment is set up. The physical environment consists of the location, design or layout (classroom or home).

Teaching Component: This aspect tells what is expected of the student during an activity; how much work should be done; when the task ends and shows cues for what happens next.

Visual schedule: This tells what activities will occur and in what sequence using photographs, drawings, or words. Visual scheduling can be arranged from “top-to-bottom” or “left-to-right” format. In addition to the general classroom scheduling, individualized schedules are often necessary for individuals with ASD.

Various instructional interventions can be incorporated into structured teaching programs. These include sensory integration, Picture Exchange Communication System- PECS, and Greenspan’s Floortime.

Other intervention strategies can be found at:

http://www.specialed.us/autism/index2.htm

Research aimed at improving the quality of life for persons with ASD is funded by an advocacy organization called Autism Speaks. Updated research can be viewed at www.autismspeaks.org

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Watch the ITEN Webinar “Dyslexia: Discovering and Tapping into the Potential” by Naseem Smith here.

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Naseem Smith is a teacher with over 20 years experience in the field of special educational needs. She has taught students with exceptionalities and currently heads a public school for students with special educational needs on the island of St. Vincent and the Grenadines. Naseem is currently pursuing her PhD with the University of the West Indies (UWI), Cave Hill campus.