Autism Spectrum Disorder
|
|
- Emmeline Copeland
- 7 years ago
- Views:
Transcription
1 Autism Spectrum Disorder State Definition A developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child s educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. Autism does not apply if a child s educational performance is adversely affected primarily because the child has an emotional disturbance. A child who manifests the characteristics of autism after age three could be identified as having autism if the criteria in this definition are satisfied. District Eligibility Criteria Autism Spectrum Disorders (ASD) means a range of pervasive developmental disorders, with onset in childhood, that adversely affect a student s functioning and result in the need for special education instruction and related services. ASD is a disability category characterized by an uneven developmental profile and a pattern of qualitative impairments in several areas of development, including social interaction, communication, or the presence of restricted, repetitive, and stereotyped patterns of behavior, interests, and activities. These core features may present themselves in a wide variety of combinations that range from mild to severe. The number of behavioral indicators present may vary. In order to meet eligibility under ASD the child must demonstrate qualitative impairment in: reciprocal social interactions, o The impaired development of reciprocal interpersonal interaction is characterized by a lack of responsiveness to and a lack of interest in people, in addition to a failure to develop normal attachment behavior (i.e. lack of eye contact and facial responsiveness, indifference or aversion to affection). As well as one of the following: qualitative impairments in communication, and/or o Impairment in communication includes both verbal and nonverbal skills. Language may be totally absent. When language does develop it is often characterized by: immature grammatical structure, delayed or immediate echolalia, pronoun reversals, abnormal speech melodies, perseverative jargoning and/or idiosyncratic articulation or usage. Nonverbal communication (gestures, facial expressions, point) may be absent, minimal, or socially inappropriate.
2 restricted range of interests/repetitive behavior. o Atypical responses to the environment or routine may take several forms. There may be resistance and even catastrophic reactions to minor changes in the environment. There may be unusual attachment to, or uses of objects. Ritualistic behavior may involve motor acts such as hand flapping or repetitive peculiar hand posture, inordinate interest in spinning objects, and/or unusual preoccupation with one narrow interest. Likewise, many associated features may be evident as well (e.g. impulsivity, distractibility, echo-praxia, or echolalia). ASD is considered a lifelong developmental disability that adversely affects a student s educational performance. The criteria listed below reflect an educational identification of Autism and related disabilities under the Autism Spectrum Disorder educational category. Students eligible under the category of ASD meet the criteria for one of the following disorders: 1. Autism is defined as the presence of at least two behaviors from Group A, one behavior from Group B, and one behavior from Group C. The descriptors for these groups are as follows: Group A-Failure to Develop Reciprocal Social Interactions Lack of responsiveness to other people Lack of facial responsiveness (e.g., averting gaze, fleeting eye contact, etc.) Lack of awareness of feelings for others Failure to make reciprocal responses to physical or social contact Lack of responsiveness to others stress or distress (e.g. indifference or aversion to affection) Failure to seek comfort from others in time of stress May utilize others as an extension of self Experience difficulty separating self from others Peer relationships may develop but are superficial Absence of imitation or impaired imitation Group B-Qualitative Impairment in verbal and Nonverbal Communication Lack of nonverbal responses (e.g. absent or delayed development of appropriate gestures, failure to assign symbolic meaning to gestures). Immediate echolalia or delayed echolalia without communicative intent. Marked abnormalities in the production of speech (e.g. volume, pitch, articulations, stress, rate, intonation, dysrythmia, monotone speech inflection, melodious speech inflection, high pitch). Immature or disordered grammatical structure (e.g. immature syntax, idiosyncratic jargon). Absence of imaginative activity. Marked abnormalities in the form and content of speech (e.g. pronominal reversal, stereotyped and repetitive speech, idiosyncratic use of words and/or phrases, television and radio commercials disassociated from context). Failure to develop the use of abstract terms, concepts, and reasoning.
3 Group C-Markedly Restricted Repertoire of Activities and Interests Stereotypic body movements (e.g. finger licking, rocking, spinning, head banging) Visual Symptoms: close scrutiny of visual details, staring, prolonged regarding of hands or objects, attention to changing levels of illumination Auditory Symptoms: close attention to self produced sounds, non-response or over-response to varying levels of sound Tactile Symptoms: over-response or under-response to touch, pain, or temperature, prolonged rubbing of surfaces, sensitivity to food textures Vestibular Symptoms: over-reactions or under-reactions to gravity stimuli, whirling without dizziness, and preoccupation with spinning objects Olfactory and Gustatory Symptoms: repetitive sniffing, specific food preferences, mouthing, licking, or swallowing of inedible objects Proprioceptive Symptoms: posturing, darting, lunging movements, hand flapping, gesticulation, and/or grimaces Unreasonable insistence on following routines (e.g. individual may seek consistency in environmental events to the point of exhibiting rigidity in routines). Restricted range of interests 2. Asperger s Syndrome is defined as: Qualitative impairment in social interaction, as manifested by at least two of the following: Marked impairment in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body postures, and gestures to regulate social interaction Failure to develop peer relationships appropriate to developmental level A lack of spontaneous seeking to share enjoyment, interest, or achievements with other people (e.g., by a lack of showing, bringing, or pointing out objects of interest to other people) Lack of social or emotional reciprocity Restricted repetitive and stereotyped patterns of behavior, interests, and activities, as manifested by at least one of the following: Encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus Apparently inflexible adherence to specific, nonfunctional routines or rituals Stereotyped and repetitive motor mannerisms (e.g., hand or finger flapping or twisting, or complex whole-body movements) Persistent preoccupation with parts of objects
4 The disturbance causes clinically significant impairment in social, occupational, or other important areas of functioning. There is no clinically significant general delay in language (e.g., single words used by age 2 years, communicative phrases used by age 3 years). There is no clinically significant delay in cognitive development or in the development of age-appropriate self-help skills, adaptive behavior (other than in social interaction), and curiosity about the environment in childhood. Criteria are not met for another specific Pervasive Developmental Disorder or Schizophrenia. 3. Rett s Disorder is less common than Autistic Disorder and has only been diagnosed in females. The essential feature of Rett s Disorder is the development of multiple specific deficits following a period of normal functioning after birth. Individuals have an apparently normal prenatal and perinatal period with psychomotor development through the first five months of life. Between five to forty-eight months of age, there is a characteristic pattern of head growth deceleration, loss of previously acquired purposeful hand skills with the subsequent development of characteristic stereotyped hand movements (e.g., hand wringing), and the appearance of poorly coordinated gait or trunk movements. There is a loss of social engagement early in the course (although often social interaction develops later). In contrast to Asperger s Syndrome, Rett s Disorder is characterized by severe impairments in expressive and receptive language development and psychomotor degeneration. 4. Childhood Disintegrative Disorder (CDD) has as its essential feature a marked regression in multiple areas of functioning before ten years of age following a period of at least two years of apparently normal development. The child has a clinically significant loss of previously acquired skills in at least two of the following areas: expressive or receptive language, social skills or adaptive behavior, bowel or bladder control, play, or motor skills. Most typically acquired skills are lost in almost all areas. Individuals with Childhood Disintegrative Disorder exhibit the social and communicative deficits and behavioral features generally observed in Autistic Disorder. There is qualitative impairment in social interaction and in communication, and restricted, repetitive, and stereotypical patterns of behavior, interests, and activities. Autistic Disorder differs from Childhood Disintegrative Disorder in that CDD involves a distinctive pattern of regression after the first two years of life (but before age ten) while Autistic Disorder involves developmental abnormalities within the first year of life. CDD has also been termed Heller Syndrome, Dementia Infantitis, or Disintegrative Psychosis.
5 5. PDD-NOS is a diagnostic category that is used when there is a qualitative impairment in the development of reciprocal social interaction or verbal and nonverbal communication skills or when stereotyped behavior, interests, and activities are present. With PDD-NOS not all of the necessary criteria for autism are met. Pervasive impairment in more than one developmental area must be present. Impairment in reciprocal social interaction that is associated with impairment in communication skills or with the presence of stereotyped behaviors, interests, or activities must be present. Students with a medical diagnosis of Autism or related disorders must still meet all of the eligibility criteria, including the disability having an adverse effect on educational performance in order to be eligible for special education services. The characteristics identified as significant enough to validate eligibility for ASD in the school setting must be so different from his/her generally accepted, age appropriate, ethnic or cultural norms that they adversely affect performance in such areas as self care, social relationships, personal adjustment, academic progress, classroom behavior, or work adjustment. Exclusionary Criteria The student s evaluation results can best be explained by another eligibility category (e.g. Cognitive Impairment, Emotional Disability, Traumatic Brain Injury, Speech/Language Impairment, etc.) The disability does not adversely affect educational performance. Exit Criteria The student no longer meets the entrance criteria. The student s disability no longer demonstrates an adverse effect on educational performance. The student has demonstrated adequate functioning over a period of time (nine weeks) in a general education classroom with minimally invasive (monitor and/or consult) special education services. The student has demonstrated adequate functioning with general education supports only.
Fact Sheet 10 DSM-5 and Autism Spectrum Disorder
Fact Sheet 10 DSM-5 and Autism Spectrum Disorder A diagnosis of autism is made on the basis of observed behaviour. There are no blood tests, no single defining symptom and no physical characteristics that
More informationFact Sheet: Asperger s Disorder
Asperger Syndrome or (Asperger's Disorder) is a neurobiological disorder named for a Viennese physician, Hans Asperger, who in 1944 published a paper which described a pattern of behaviors in several young
More informationAutism and Intellectual Disabilities
Autism and Intellectual Disabilities (DSM IV & V) Accessibility Politecnico di Milano Autism (I) A total of six (or more) items from (A), (B), and (C), with at least two from (A), and one each from (B)
More informationRegister of Students with Severe Disabilities
Department of Education Learners first, connected and inspired Register of Students with Severe Disabilities Department of Education Register of Students with Severe Disabilities 1. Eligibility Criteria
More informationAutism Spectrum Disorder in DSM-5. Brian Reichow reichow@uchc.edu
Autism Spectrum Disorder in DSM-5 Brian Reichow reichow@uchc.edu Disclosure / Conflict of Interest Have no conflict of interest with any portion of today s talk. -Do receive royalties from lectures and
More informationADULT ASPERGER ASSESSMENT (AAA)
[ ADULT ASPERGER ASSESSMENT (AAA) PATIENT DETAILS Name: Sex: Date of birth: Appointment: Age (in years): John Airey male 20/09/1965 01/04/2010 44.5 SCREENING INSTRUMENT SCORES Autism-Spectrum Quotient
More informationAutistic Disorder Asperger s Disorder Pervasive Developmental Disorder, Not Otherwise Specified (PDD-NOS)
Medical Policy Manual Topic: Applied Behavior Analysis for the Treatment of Autism Spectrum Disorder Date of Origin: January 2012 Section: Behavioral Health Last Reviewed Date: January 2015 Policy No:
More informationASD Video Glossary - Glossary of Terms
1 ASD Video Glossary - Glossary of Terms Introduction This Glossary of Terms was created to accompany the ASD Video Glossary, an innovative Web-based tool, designed to help parents and professionals learn
More informationSpecial Education Teachers' and Speech Therapists' Knowledge of Autism Spectrum Disorder.
East Tennessee State University Digital Commons @ East Tennessee State University Electronic Theses and Dissertations 12-2002 Special Education Teachers' and Speech Therapists' Knowledge of Autism Spectrum
More informationASSESSMENT OF AUTISM SPECTRUM DISORDERS. Kimberly Hunter, Ph.D. Clinical Psychologist Assistant Professor of Psychiatry at University of Toledo
ASSESSMENT OF AUTISM SPECTRUM DISORDERS Kimberly Hunter, Ph.D. Clinical Psychologist Assistant Professor of Psychiatry at University of Toledo Overview Autism Spectrum Disorders Evidenced Based Assessment
More informationApplied Behavioral Analysis (Lovaas Therapy)*
Subject: Applied Behavioral Analysis (Lovaas Therapy)* Updated: October 27, 2009 Department(s): Utilization Management Policy: Objective: Applied Behavioral Analysis (ABA), also known as Lovaas therapy,
More information43 243.1. Criteria for Entry into Programs of Special Education for Students with Disabilities
Document No. STATE BOARD OF EDUCATION CHAPTER 43 Statutory Authority: Individuals with Disabilities Education Improvement Act of 2004, 20 U.S.C. 1400 et seq. (2004) 43 243.1. Criteria for Entry into Programs
More informationAutism Spectrum Disorders and Applied Behavior Analysis. Elyse W. Bradford, BCBA Behavior Analyst Center for Autism
Autism Spectrum Disorders and Applied Behavior Analysis Elyse W. Bradford, BCBA Behavior Analyst Center for Autism Show of Hands How many Teachers In-home providers SLP OT Parents Goals for Today Gain
More information65G-4.014 Eligibility for Agency Services Definitions. (1) Autism means any condition which is part of the autism spectrum disorder and which meets
65G-4.014 Eligibility for Agency Services Definitions. (1) Autism means any condition which is part of the autism spectrum disorder and which meets the requirements of Florida Statute 393.063, which are
More informationUpcoming changes to autism spectrum disorder: evaluating DSM-5
Upcoming changes to autism spectrum disorder: evaluating DSM-5 ASD disease entity What is ASD? Aims of the talk What changes will be made to the definition of ASD with the publication of DSM-5? Are these
More informationNOTE: Implementation of this policy is contingent upon State Plan and Waiver approval from the Centers for Medicare & Medicaid Services (CMS).
Bulletin Michigan Department of Community Health Bulletin Number: MSA 13-09 Distribution: Practitioners, Local Health Departments, Federally Qualified Health Centers, Rural Health Clinics, Medicaid Health
More informationWhat is Asperger s Syndrome?
What is Asperger s Syndrome? Assessment Service What is Asperger s Syndrome? Asperger s Syndrome (AS) is a newly recognised neurological disorder. Although the disorder was identified in 1944 by Hans Asperger
More informationDISABILITY-RELATED DEFINITIONS
DISABILITY-RELATED DEFINITIONS 1. The Americans with Disabilities Act (ADA) of 1990 is a civil rights law, which makes it unlawful to discriminate on the basis of disability. It covers employment in the
More informationAutism Spectrum Disorder. MAPA Fall Meeting October 9, 2015 Rebecca Klisz-Hulbert, M.D. Assistant Professor
Autism Spectrum Disorder MAPA Fall Meeting October 9, 2015 Rebecca Klisz-Hulbert, M.D. Assistant Professor Learning Objectives Understand the core symptoms that comprise autism spectrum disorder Understand
More informationUnderstanding Pervasive Developmental Disorders. Page 1 of 10 MC5155-09 Pervasive Developmental Disorders
Understanding Pervasive Developmental Disorders Page 1 of 10 MC5155-09 Pervasive Developmental Disorders Page 2 of 10 MC5155-09 Pervasive Developmental Disorders This information is intended to help you
More informationADEPT Glossary of Key Terms
ADEPT Glossary of Key Terms A-B-C (Antecedent-Behavior-Consequence) The three-part equation for success in teaching. Antecedents (A) Anything that occurs before a behavior or a skill. When teaching a skill,
More informationStrategies for Transition Planning for Students with Autism Spectrum Disorder (ASD) August 2003
Strategies for Transition Planning for Students with Autism Spectrum Disorder (ASD) August 2003 Oregon Department of Education Office of Special Education Salem, Oregon Nondiscrimination statement: It
More information3030. Eligibility Criteria.
3030. Eligibility Criteria. 5 CA ADC 3030BARCLAYS OFFICIAL CALIFORNIA CODE OF REGULATIONS Barclays Official California Code of Regulations Currentness Title 5. Education Division 1. California Department
More informationAddressing the Social and Emotional Needs of Young Children with Autism Spectrum Disorders
Addressing the Social and Emotional Needs of Young Children with Autism Spectrum Disorders Pamela Ventola, Ph.D. Yale Autism Program Child Study Center New Haven, CT www.autism.fm pamela.ventola@yale.edu
More informationASPERGER S SYNDROME, NONVERBAL LEARNING DISORDER AND OTHER NEUROCOGNITIVE DISORDERS
ASPERGER S SYNDROME, NONVERBAL LEARNING DISORDER AND OTHER NEUROCOGNITIVE DISORDERS APPROPRIATE PROGRAM DEVELOPMENT Orion Academy Kathryn Stewart, Ph.D. GETA 2007 What is a Neurocognitive Disorder? What
More informationThe Thirteen Special Education Classifications. Part 200 Regulations of the Commissioner of Education, Section 4401(1)
The Thirteen Special Education Classifications Part 200 Regulations of the Commissioner of Education, Section 4401(1) Student With a Disability: A student as defined in section 4401(1), who has not attained
More informationTeaching Students with Autism Spectrum Disorders
Teaching Students with Autism Spectrum Disorders ALBERTA LEARNING CATALOGUING IN PUBLICATION Alberta. Alberta Learning. Special Programs Branch. Teaching students with autism spectrum disorders. (Programming
More informationChapter 4: Eligibility Categories
23 Chapter 4: Eligibility Categories In this chapter you will: learn the different special education categories 24 IDEA lists different disability categories under which children may be eligible for services.
More informationUpdate: Autism Spectrum Disorder
Lewis County Autism Coalition Friday, November 2 nd, 2012 Update: Autism Spectrum Disorder Glenn C. Tripp, M.D. Developmental Behavioral Pediatrics Medical Director, Developmental Services Mary Bridge
More informationSI Eligibility Guidelines for ~ Language with Autism & Language with Intellectual Disability
SI Eligibility Guidelines for ~ Language with Autism & Language with Intellectual Disability Leslie Salazar Armbruster, M.S., CCC-SLP Judy Rudebusch, EdD, CCC-SLP Host: Region 10 ESC Introduction ~ Resources
More informationAUTISTIC SPECTRUM DISORDER INSTRUCTIONAL SUPPORT PLANNING PROCESS. Student s Name. School DOB
AUTISTIC SPECTRUM DISORDER INSTRUCTIONAL SUPPORT PLANNING PROCESS Student s Name Grade School DOB Date DOMAIN STRENGTHS NEEDS Choose one (), se note below* SOCIAL INTERACTION COMMUNICATION BEHAVIOURS/EMOTIONAL
More informationAUTISM SPECTRUM DISORDERS
AUTISM SPECTRUM DISORDERS JAGWINDER SANDHU, MD CHILD, ADOLESCENT AND ADULT PSYCHIATRIST 194 N HARRISON STREET PRINCETON, NJ 08540 PH: 609 751 6607 Staff Psychiatrist Carrier clinic Belle Mead NJ What is
More informationAssessment and diagnosis of Autism. The autistic triad (Lorna Wing) Why do it? BUT? Pervasive developmental disorders. Andrew Lloyd Evans MD
Assessment and diagnosis of Autism Pervasive developmental disorders Communication Socialisation Restriction of interest Andrew Lloyd Evans MD The autistic triad (Lorna Wing) PREVALENCE OF AUTISTIC SPECTRUM
More informationMedical Issues for Children with Autism
Medical Issues for Children with Autism Desiree V. Rodgers, M.P.H., M.D., F.A.A.P February 1, 2013 Diagnostic Center Central California Disclaimer The purpose of this lecture is to provide current medical
More information6/9/2015. M - Mimics, Moody, Manageable. Working with young children with Autism Spectrum Disorder in the regular education preschool classroom
Working with young children with Autism Spectrum Disorder in the regular education preschool classroom Wanda Bruce M.A., Early Childhood Education Ed.S., Special Education A - Alone, Awkward, Amazing U
More informationMarch 26, 2013. Enclosed for your records is an approved copy of the following State Plan Amendment (SPA):
Department of Health & Human Services Centers for Medicare & Medicaid Services 233 North Michigan Avenue, Suite 600 Chicago, Illinois 60601-5519 Stephen Fitton, Medicaid Director Medical Services Administration
More informationEDUCATING THE STUDENT WITH ASPERGER SYNDROME
EDUCATING THE STUDENT WITH ASPERGER SYNDROME Persons with Asperger syndrome (AS) share some of the same characteristics as individuals with autism, and there is debate on whether AS is an independent diagnostic
More informationAutism Spectrum Disorder
Autism Spectrum Disorder Questions from Parents Anne Arundel County Public Schools Office of Psychological Services Autism is the most commonly known condition in a group of developmental disorders collectively
More informationQuick guide to autism
Quick guide to autism What it looks like and how you can help What is autism spectrum disorder (ASD)? ASD is a lifelong neurodevelopmental disorder We don t know what causes ASD but we do know genetics
More informationAUTISM SPECTRUM DISORDERS IN POST- SECONDARY EDUCATION
AUTISM SPECTRUM DISORDERS IN POST- SECONDARY EDUCATION ASERT Inaugural Conference Postsecondary Programs for Students with Autism Spectrum Disorders Keynote Presentation: Carolyn Komich Hare May 22-23,
More informationAutism Spectrum Disorders
Autism Spectrum Disorders Ryan s Story Ryan is a healthy, active twoyear-old, but his parents are concerned because he doesn t seem to be doing the same things that his older sister did at this age. He
More informationNational Academy of Sciences Committee on Educational Interventions for Children with Autism
National Academy of Sciences Committee on Educational Interventions for Children with Autism Conclusion and (The following is an adapted excerpt from Chapter 16, and, ( pp. 211-229), National Research
More informationPromising Practices for Students with Autism. Dr. Heather Duncan
Promising Practices for Students with Autism Dr. Heather Duncan Agenda Autism: An Overview & Diagnostic Criteria A Comprehensive Approach to Intervention Environmental Structure Goal Development FBA Plan
More informationBest Practice Protocol for Early Screening of Young Children for Autism Spectrum Disorders (ASDs) by Pediatric Primary Care Providers
NEW YORK STATE DEPARTMENT OF HEALTH BUREAU OF EARLY INTERVENTION JULY, 2013 Best Practice Protocol for Early Screening of Young Children for Autism Spectrum Disorders (ASDs) by Pediatric Primary Care Providers
More informationHow Early Can Autism Spectrum Disorder Be Diagnosed and Where To Focus Treatment for My Toddler. Tessa VanKirk, MS, BCBA Stormi Pulver White, PsyD
How Early Can Autism Spectrum Disorder Be Diagnosed and Where To Focus Treatment for My Toddler Tessa VanKirk, MS, BCBA Stormi Pulver White, PsyD What is Autism Spectrum Disorder (ASD)? Focus on 2 areas:
More informationAsperger s Syndrome & Nonverbal Learning Disabilities
Asperger s Syndrome & Nonverbal Learning Disabilities Learning Disabilities Association of Canada 15 th National Conference Saskatoon, Saskatchewan Presenter Sharon A. Mitchell www.autismsite.ca questions@autismsite.ca
More informationBehavioral Health and Developmental Disabilities Administration Waiver Conference 11/18/14
Behavioral Health and Developmental Disabilities Administration Waiver Conference 11/18/14 1 Introductions Lisa Grost, Autism Section Manager, MDCH Morgan VanDenBerg, Autism Behavioral Specialist, MDCH
More informationDistrict 196 - Rosemount/Apple Valley/Eagan Revised May 2006 Special Education Department QUICK GUIDE OF EDUCATIONAL DISABILITIES
Autism Spectrum Asperger s Pervasive Developmental (PDD) Rett s An uneven developmental profile and a pattern of qualitative impairments in 2 or 3 areas of development: social interaction, communication
More informationS P E C I A L E D U C A T I O N. Ventura County Special Education Local Plan Area (SELPA) Mary E. Samples Assistant Superintendent
Ventura County Special Education Local Plan Area (SELPA) Mary E. Samples Assistant Superintendent S P E C I A L E D U C A T I O N Fran Arner-Costello Director, Programs and Services farnerco@vcoe.org (805)
More informationA Guide for Enabling Scouts with Cognitive Impairments
A Guide for Enabling Scouts with Cognitive Impairments What cognitive impairments are discussed in this manual? Autism Spectrum Disorder Attention Deficit Hyper Activity Disorder Depression Down Syndrome
More informationKentucky s Family Guide to Autism Spectrum Disorders
Kentucky s Family Guide to Autism Spectrum Disorders!"#$%$%&'()*++,"-'(./0,*"1/0' 2-30(4#++/%$%&(4/"/'!""#$%%&'()*+)&&,-,.(%,.(/0")'1%230(")*4"50)1)16 5/%-*16730(8#9$:7(;*$
More informationSpecial Education Process
Special Education Process Special education is intended to provide services to students who have disabilities, and who, because of those disabilities, need help to make progress in the general education
More informationAutism Spectrum Disorders Diagnosis. March 9, 2009 LEND Training Program Allison D. Brooks, Ph.D. University of Washington Autism Center
Autism Spectrum Disorders Diagnosis March 9, 2009 LEND Training Program Allison D. Brooks, Ph.D. University of Washington Autism Center Autism Spectrum Disorders Communication Social Restricted/ Repetitive
More informationIntroduction to Autism PSYCH 448A Stone & Murray Winter 2016
Introduction to Autism PSYCH 448A Stone & Murray Winter 2016 Origins of the term Autism 1910 Paul Eugen Bleuler, a Swiss psychiatrist, coined the German word autismus to describe a symptom of schizophrenia
More informationDSM-5. Presented by CCESC School Psychologist Interns: Kayla Dodson, M.Ed. Ellen Doll, M.S. Rich Marsicano, Ph.D. Elaine Wahl, Ph.D.
DSM-5 Presented by CCESC School Psychologist Interns: Kayla Dodson, M.Ed. Ellen Doll, M.S. Rich Marsicano, Ph.D. Elaine Wahl, Ph.D. Introduction Lifespan approach to diagnosis Diagnoses occurring in children
More informationDevelopmental Disabilities
RIGHTS UNDER THE LAN TERMAN ACT Developmental Disabilities Chapter 2 This chapter explains: - What developmental disabilities are, - Who is eligible for regional center services, and - How to show the
More informationA-B-C (Antecedent-Behavior-Consequence) The three-part equation for success in teaching.
A-B-C (Antecedent-Behavior-Consequence) The three-part equation for success in teaching. Antecedents (A) Anything that occurs before a behavior or a skill. When teaching a skill, the antecedents include
More informationHow To Teach A Disabled Child
Special Education Services Program/Service Descriptions SES Program/Service Characteristics Specially Designed Instruction Level Class Size Autism (AU) A developmental disability significantly affecting
More informationAutism Spectrum Disorders and Schools
A technical aid packet on Autism Spectrum Disorders and Schools The Center is co-directed by Howard Adelman and Linda Taylor and operates under the auspices of the School Mental Health Project, Dept. of
More informationPervasive Developmental Disorders: Understanding the Spectrum and Long Term Prognosis
Pervasive Developmental Disorders: Understanding the Spectrum and Long Term Prognosis ACLI Medical Section Annual Meeting 2010 Nhung T. Tran, MD, FAAP UTHSCSA Developmental-Behavioral Pediatrics Objectives
More informationPsychiatrists should be aware of the signs of Asperger s Syndrome as they appear in adolescents and adults if diagnostic errors are to be avoided.
INFORMATION SHEET Age Group: Sheet Title: Adults Depression or Mental Health Problems People with Asperger s Syndrome are particularly vulnerable to mental health problems such as anxiety and depression,
More informationNikki White Children s Occupational Therapist Barnet Community Services
Nikki White Children s Occupational Therapist Barnet Community Services What is Occupational Therapy (OT)? An occupation is anything you do in your daily life. Anything meaningful or purposeful Eg. Getting
More informationModels of Best Practice
Models of Best Practice in the Education of Students with Autism Spectrum Disorders May 2011 irginia Department of Education,Office of Special Education and Student Services Models of Best Practice in
More informationHelping children with autism: Evidence-based assessment and treatment a guide for health professionals
Helping children with autism: Evidence-based assessment and treatment a guide for health professionals Contents What is autism spectrum disorder (ASD)? 2 Features of ASD 4 An interdisciplinary approach
More informationSTATE OF FLORIDA DIVISION OF ADMINISTRATIVE HEARINGS ) ) ) ) ) ) ) ) ) ) ) RECOMMENDED ORDER APPEARANCES
STATE OF FLORIDA DIVISION OF ADMINISTRATIVE HEARINGS vs. Petitioner, AGENCY FOR PERSONS WITH DISABILITIES, Respondent. Case No. 08-6337APD RECOMMENDED ORDER A final hearing was conducted in this case on
More informationEMOTIONAL DISTURBANCE
I. DEFINITION "Emotional disturbance" means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child's educational
More informationDeconstructing the DSM-5 By Jason H. King
Deconstructing the DSM-5 By Jason H. King Assessment and diagnosis of autism spectrum disorder For this month s topic, I am excited to share my recent experience using the fifth edition of the Diagnostic
More informationReview Questions for Special Education Eligibility
Review Questions for Special Education Eligibility 1. The federal law that supports special education and related service programming for students and youth with disabilities is called the: a. Vocational
More informationMedical Policy Original Effective Date: 07-22-09 Revised Date: 01-27-16 Page 1 of 5
Disclaimer Medical Policy Page 1 of 5 Refer to the member s specific benefit plan and Schedule of Benefits to determine coverage. This may not be a benefit on all plans or the plan may have broader or
More informationSPECIAL EDUCATION ELIGIBILITY CRITERIA AND IEP PLANNING GUIDELINES
SPECIAL EDUCATION ELIGIBILITY CRITERIA AND IEP PLANNING GUIDELINES CHAPTER 6 INDEX 6.1 PURPOSE AND SCOPE...6 1 6.2 PRIOR TO REFERRAL FOR SPECIAL EDUCATION.. 6 1 6.3 REFFERRAL...6 2 6.4 ASSESMENT.....6
More informationGeneral Therapies for Individuals with Autism
General Therapies for Individuals with Autism Speech and Language Pathology Speech- language therapy entails the assessment, diagnosis, treatment, and helping to prevent speech, language, cognitive, communication,
More informationAutism. Spectrum Conditions. Autism and Asperger Syndrome. Introduction. Clues to Autism. What can I do to reduce anxiety. Why is diagnosis important?
Autism Adult Community Services Spectrum Conditions Autism and Asperger Syndrome Introduction Clues to Autism What can I do to reduce anxiety Why is diagnosis important? Getting a Diagnosis Social Services
More information160-4-7-.05 ELIGIBILITY DETERMINATION AND CATEGORIES OF ELIGIBILITY.
Code: IDDF (5) 160-4-7-.05 DETERMINATION AND CATEGORIES OF. (1) DEFINITIONS. A child or youth from 3 through 21 years of age is considered to have a disability under the Individuals with Disabilities Education
More informationART THERAPY AND AUTISM
ART THERAPY AND AUTISM Overview Artistic development, like speech and language development is necessary for symbolic functioning, social interaction and communication Impairments indicative of autism impact
More informationInformation Sheet 1 Autism and Asperger Syndrome
Information Sheet 1 Autism and Asperger Syndrome In producing this information we recognise that there are a number of terms that different individuals and groups prefer to use, including autism spectrum
More informationAn overview of Intellectual Developmental Disability Functioning levels of Mental Retardation/Intellectual Disability Autism
An overview of Intellectual Developmental Disability Functioning levels of Mental Retardation/Intellectual Disability Autism Intellectual/Developmental Disability (IDD) - indicates an overall intellectual
More informationComponents of an Effective Evaluation for Autism Spectrum Disorder
Components of an Effective Evaluation for Autism Spectrum Disorder Lara M. Mattox, Ph.D. Clinical Psychologist Tulsa Developmental Pediatrics & Center for Family Psychology Why is Evaluation Important??
More informationFUNCTIONAL EEG ANALYZE IN AUTISM. Dr. Plamen Dimitrov
FUNCTIONAL EEG ANALYZE IN AUTISM Dr. Plamen Dimitrov Preamble Autism or Autistic Spectrum Disorders (ASD) is a mental developmental disorder, manifested in the early childhood and is characterized by qualitative
More informationPRACTICES FOR STUDENTS WITH AUTISM SPECTRUM DISORDERS
2 0 0 7 EFFECTIVE EDUCATIONAL PRACTICES FOR STUDENTS WITH AUTISM SPECTRUM DISORDERS A R E S O U R C E G U I D E CONTENTS ABOUT THIS GUIDE 1. FOUNDATIONS 9 Understanding Autism Spectrum Disorders..................
More informationWHAT IS CEREBRAL PALSY?
WHAT IS CEREBRAL PALSY? Cerebral Palsy is a dysfunction in movement resulting from injury to or poor development of the brain prior to birth or in early childhood. Generally speaking, any injury or disease
More informationApplied Behavior Analysis Question to the Defense Health Board 05 Sep 2008
Applied Behavior Analysis Question to the Defense Health Board 05 Sep 2008 CAPT Robert DeMartino, MC, USPHS Director, Behavioral Medicine Division Office of the Chief Medical Officer TRICARE Management
More informationDeafness & Autistic Spectrum Disorder
Deafness & Autistic Spectrum Disorder Sandra Driver Guys & St Thomas NHS Foundation Trust Cochlear Implant Team Principal Speech and Language Therapist Joanna Hoskin South West London and St George s Mental
More informationHow to support people with. repetitive and stuck behavior. Nathan E. Ory, M.A. Ful Lives Conference 24 April 2009 Anchorage, Alaska
How to support people with repetitive and stuck behavior Nathan E. Ory, M.A. Ful Lives Conference 24 April 2009 Anchorage, Alaska Questions to ask about Persistent, repetitive behavior P What is just something
More informationCategories of Exceptionality and Definitions
7. CATEGORIES and DEFINITIONS of EXCEPTIONALITIES Purpose of the standard To provide the ministry with details of the categories and definitions of exceptionalities available to the public, including parents
More informationUNIQUE ATTRIBUTES OF LEARNERS
Autism Autism is a pervasive developmental disorder that can impair an individual s ability to interact socially and form relationships as well as communicate verbally and non-verbally. Children with autism
More informationTeaching Students with Autism
Saskatchewan Education Special Education Unit Definition Diagnosis Characteristics Instruction Communication Behaviour Transition Teaching Students with Autism Resources A Guide for Educators October 1999
More informationTeaching Students with Autism
RB0102 Teaching Students with Autism A Resource Guide for Schools Ministry of Education Special Programs Branch 2000 RB 0102 TEACHING STUDENTS WITH AUTISM A Resource Guide for Schools Ministry of Education
More informationGuidelines for the Educational Evaluation of Autism Spectrum Disorder
Guidelines for the Educational Evaluation of Autism Spectrum Disorder Exceptional Student Services Unit The Office of Special Education June 2015 Acknowledgments Sincere appreciation is extended to the
More informationModules of provision offered by special schools
Modules of provision offered by special schools Schools Residential BESD Need Behaviour and Learning Need Higher functioning severe C&I need Severe C&I needs and Learning Difficulties Combination of ASD
More informationPervasive Developmental Disorders (PDD) A (Brief) History of Autism. Pervasive Developmental Disorders/ Autism Spectrum Disorders
Pervasive Developmental Disorders: Differential Diagnosis, Treatment, & Research Update Julie Miller, Psy.D. Pediatric Neuropsychologist Pervasive Developmental Disorders/ Autism Spectrum Disorders 1 in
More informationROLE OF SCHOOL PSYCHOLOGIST AS A RELATED SERVICE PROVIDER
ROLE OF SCHOOL PSYCHOLOGIST AS A RELATED SERVICE PROVIDER I. Related Services Definition - IDEA According to the Individuals with Disabilities Education Act, psychological services include: Administering
More informationUnusual Responses to Sensory Input in Autism. Jill McCanney Middletown Centre for Autism
Unusual Responses to Sensory Input in Autism Jill McCanney Middletown Centre for Autism Diagnostic Criteria DSM-IV Triad of core symptoms DSM-5 Dyad of core symptoms ( May 2013 Social Communication Social
More informationComprehensive Special Education Plan. Programs and Services for Students with Disabilities
Comprehensive Special Education Plan Programs and Services for Students with Disabilities The Pupil Personnel Services of the Corning-Painted Post Area School District is dedicated to work collaboratively
More informationprodromal premorbid schizophrenia residual what are the four phases of schizophrenia describe the Prodromal phase of schizophrenia
what are the four phases of prodromal premorbid residual describe the Prodromal phase of a period of normal functioning describe the Premorbid phase of there are signs and symptoms existing that precede
More informationOverview of Treatment Approaches for Children with Autism Spectrum Disorders
Overview of Treatment Approaches for Children with Autism Spectrum Disorders There are numerous instructional approaches, treatment protocols, and specialized programs specifically designed for children
More informationSpecial Education Program Descriptions School-Based Program Delivery Model
Special Education Program Descriptions School-Based Program Delivery Model Resource Room Services Resource Room Services, available in all MCPS schools, provide students with disabilities with the support
More informationAUTISM SPECTRUM DISORDER TREATMENTS
AUTISM SPECTRUM DISORDER TREATMENTS Coverage for services, procedures, medical devices and drugs are dependent upon benefit eligibility as outlined in the member's specific benefit plan. This Medical Coverage
More informationParenting a Child with Autism Spectrum Disorder: What is the Latest Research? Lydia Gill and Kimberly Kopko
Parenting a Child with Autism Spectrum Disorder: What is the Latest Research? Lydia Gill and Kimberly Kopko What is Autism? Autism is the common name used to describe autism spectrum disorder (ASD). The
More informationWHY WAS MY CHILD DIAGNOSED WITH AUTISM? WHAT DOES IT MEAN?
CONTACT US... Ask for Help! Contact the Autism Response Team (ART). Our ART team members are specially trained to help families with the day-to-day challenges of living with autism. Contact ART for resources,
More informationDocumentation Requirements ADHD
Documentation Requirements ADHD Attention Deficit Hyperactivity Disorder (ADHD) is considered a neurobiological disability that interferes with a person s ability to sustain attention, focus on a task
More information