Autism Spectrum Disorder (Part 1): An Overview for Educators

Assessment

Take some time now to answer the following questions. Please note that the IRIS Center does not collect your Assessment responses. If this is a course assignment, you should turn them in to your professor using whatever method he or she requires. If you have trouble answering any of the questions, go back and review the Perspectives & Resources pages in this module.

1. Identify the two major characteristics of ASD. For each characteristic, provide at least two examples of how a child with ASD might display them.
2. Watch the video of a mother interacting with her twins, Nathan and Benjamin (time: 1:20).
   1. View the video below.
      Source: Centers for Disease Control and Prevention

      Review Description

      In this video, an adult plays with each of a pair of identical twins. In the first segment, Benjamin, who is one year and seven months old, plays with a toy truck. The adult pushes the truck toward him, and Benjamin pushes it back. making engine sounds as he does so. When he accidentally pushes it off the small table, he acknowledges it and waits for the adult to reset the toy, at which point their play resumes as before.

      In the second segment, Benjamin’s brother Nathan plays with the truck. However, this time, when the adult pushes the truck toward him, Nathan lifts it off the table and turns it upside down. Several times, he turns away from the adult or tries to leave his chair. His gaze wanders, and he seems uninterested in the play.

      The third segment splits the screen and shows both twins playing at once, so that their styles of play and interaction with the adult can be more easily observed and compared.

   2. Identify the twin who demonstrates early signs of ASD and describe the characteristics.
   3. Compare the behavior of the twin who demonstrates early signs of ASD to that of his brother.
3. There are two ways that children can be identified as having ASD.
   1. Compare and contrast the two methods of identification.
   2. Explain why having both diagnoses is important for a child and her or his family.
4. Pick one of the scenarios below (from the Challenge) and answer the questions.

   Scenario: Jaquese
   This is Jaquese, a 10-year-old student in an inclusive fourth-grade classroom. Jaquese loves mathematics and science and is above grade level in both subjects. Because of this, his teachers have a hard time keeping him engaged during mathematics and science instruction. On the other hand, Jaquese has difficulty with reading and writing. He also struggles with reading comprehension, both when a story is read to him and when he reads it independently. He’s obsessed with superheroes and will often quote and act out scenes from their comic books or films. This is often frustrating for the teacher, because no matter how she tries to distract him from his imaginary superheroics, he always comes back to them. In fact, he often cannot begin his work until he has finished acting out an entire scene. Further, most students do not understand his obsession; they find Jaquese annoying and do their best to avoid him.

   Scenario: David
   This is David, a two-and-a-half-year-old with autism spectrum disorder and intellectual disabilities. He is not interested in other children, and he does not play with toys as they were designed to be played with. For example, instead of pushing toy cars around on the floor, he flips them over and spins their wheels. On the other hand, David loves to play in the water and listen to music. At night, he remains awake for extended periods, something that is exhausting for his parents. Mealtimes are a struggle as well. David eats only a few specific foods and avoids others with textures or consistencies he doesn’t like. He is non-verbal and lacks a systematic way to let his teachers and parents know what he wants. Often, when he is not successful at communicating what he wants, David throws himself on the floor, hits his parents, and throws objects. He has recently been introduced to the Picture Exchange Communication System, often referred to as PECS, but has not yet learned enough to communicate his needs.

   1. Would this child or student have an IFSP team or an IEP team? Explain.
   2. Who are the required members for this team?
   3. Identify at least two additional team members that might be on this team and explain why?
5. Cherith is a single parent of six-year-old twins who have ASD. Both have cognitive impairments, language deficits, and behavior issues. Additionally, one child requires almost total assistance for daily living skills in areas such as feeding, dressing, and toileting and the mom reports that the other child does not sleep. Both children receive services and supports in school and in clinic settings.

   Identify and explain four struggles or difficulties this mom might face.

6. Recall Jaquese from the Challenge. Jaquese is a 10-year-old student in an inclusive fourth-grade classroom. Jaquese loves mathematics and science and is above grade level in both subjects. Because of this, his teachers have a hard time keeping him engaged during mathematics and science instruction. On the other hand, Jaquese has difficulty with reading and writing. He also struggles with reading comprehension, both when a story is read to him and when he reads it independently. He’s obsessed with superheroes and will often quote and act out scenes from their comic books or films. This is often frustrating for the teacher, because no matter how she tries to distract him from his imaginary superheroics, he always comes back to them. In fact, he often cannot begin his work until he has finished acting out an entire scene. Further, most students do not understand his obsession; they find Jaquese annoying and do their best to avoid him.

   Imagine you are Jaquese’s general education teacher. Using what you know about Jaquese, select three strategies discussed in this module that you could implement to increase his success in the classroom. Explain why you chose each and how it will benefit him.

To learn about strategies to implement with children and youth with autism, proceed to the following IRIS Module:

• Autism Spectrum Disorder (Part 2): Evidence-Based Practices