Autism Spectrum and Low-Incidence Disorders

Autism Spectrum and Low-Incidence Disorders 

Autism spectrum disorders is a broad term that includes three conditions characterized by limitation and three areas of development: communication, social interaction, and repetitive behaviors or interests. Autism is one of the specific diagnoses included within ASD. In addition to autism, Asperger syndrome and pervasive developmental disorder are included in the group of disabilities called ASD

Explicitly teach preschoolers with autism these skills
  1. Attention: by focusing on the discrete elements of the task being taught
  2. Imitation: by guiding practice and reinforcing each step of a skill copied
  3. Making requests: by insisting that the desire be expressed orally before it is fulfilled
  4. Compliance: by insisting that an adult’s request is followed
  5. Play with objects: by providing opportunities to interact with interesting toys and rewarding preschoolers when they play with the toys
  6. Play with others: by arranging opportunities and toys appropriate for playing with peers and rewarding them when they do so

Creating situations were individuals with ASD participate successfully

Make events predictable
  1. develop a schedule
  2. Make novel experiences predictable
  3. Avoid surprises
  4. Do not make unannounced changes
  5. Provide structure and a routine
  6. Know how well the individual handles free time

Communicate instructions and consequences carefully
  1. seek consistency in everyone’s responses to inappropriate behavior
  2. Use direct statements
  3. Do not use slang or metaphors
  4. Avoid using only nonverbal cues
  5. Use personal pronouns carefully

Foster positive participation
  1. provide feedback about the appropriateness of responses
  2. Remember to tell the individual when behavior is proper
  3. Arrange tasks that the person can perform
  4. Translate time into something tangible or visible
  5. Enhance verbal communications with illustrations or pictures
  6. Use concrete examples

Positive behavior supports
Modify the classroom environment to minimize challenging behavior
  1. carefully identify the inappropriate behavior in observable terms
  2. Analyze events that trigger the problem behavior and change them
  3. Determine events that trigger the problem behavior and change them
  4. Determine substitute behaviors to develop
  5. Teach and reward alternate behaviors
  6. Work with everyone to be sure that there is consistency across all setting such as home and school

The behaviors that define the ASD umbrella make being a parent challenging. Many programs recognize these difficulties and provide supports for families. Some programs offer support groups and information on how to access community services such as respite care. Other programs help parents develop skills they need to raise their children more effectively. Support from professionals, support from other parents of children with ASD, access to information, and access to high-quality comprehensive services are paramount.
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Very low incidence disabilities are disabilities whose prevalence and incidents are very low.
Deaf-blindness, multiple severe disabilities, traumatic brain injury are examples

Guidelines for group instruction
  1. teach same concepts at multiple levels using modified materials
  2. Allow for different ways to answer or participate
  3. Give everyone a short turn
  4. Praise students who listen and watch others during their turns
  5. Include everyone in demonstrations
  6. Keep waiting time to a minimum by keeping group size and teacher talking to a minimum
  7. Encourage cooperation
  8. Discourage competition

Fostering a sense of belonging for students with deaf-blindness
  1.  Gently touch the persons nearest hand to indicate you are nearby
  2. Every time you meet the person, identify yourself, perhaps with a special sign
  3. Help classmates come to feel comfortable interacting with their deaf blind peer
  4. Communicate directly with a deaf blind person; don’t ask someone else what the individual wants 
  5. Have the individual join in class discussions
  6. Create cooperative teams for academic tasks
  7. Encourage classmates to include their peer with deaf blindness in games during recess and free time
  8. Offer assistance only when necessary
  9. Demonstrate respect for the individual
  10. Laugh and play with all students

Accommodating for inclusive environments
The role of the intervener
Interveners facilitate participation of students who are deaf-blind in the general education classroom by the following:
  1. facilitating the access of environmental information usually gained through vision and hearing, but which is unavailable or incomplete to the individual who is deaf-blind
The intervener can present information in ways that match the unique capabilities of the individual with deaf-blindness, so that he or she can detect and interpret it; facilitate opportunities for direct learning in the development of concepts that others learn incidentally
  1. facilitating the development and use of receptive and expressive communication skills
The intervener can provide a consistently responsive environment to the individuals reactions and communicative behaviors; act as a bridge to facilitate communication with others
  1. developing and maintaining a trusting, interactive relationship, which can promote social and emotional well-being
The intervener can increase and strengthen the individuals positive interaction with others; facilitate opportunities for the individual to have control through choice making, problem-solving, and decision making

One key to improving community participation for adults with low incidence disabilities is developing partnerships with community agencies and businesses. Partnerships with local community groups such as Rotary and Kiwanis, churches, and volunteer groups can help develop work sites for students. They can also help identify individuals who might serve as coaches and other natural supports for students after graduation as they seek their places in the community. The idea is to help individuals with significant needs for sustained assistance and their families become independent and function in the community. That focus is on the type and amount of supports that individuals need to remain in the community, living, working, and playing alongside people without disabilities. Professionals and social service agencies can make a difference by providing the safety net the families need and also help individuals with disabilities meet their personal goals.

 

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