Autism Awareness Month

Autism spectrum disorder (ASD) and autism are both general terms for a group of complex disorders of brain development. These disorders are characterized, in varying degrees, by behavioral deficits in three broad categories: social interaction, communication, and restrictive or repetitive behaviors. They include autistic disorder, Rett syndrome, childhood disintegrative disorder, pervasive developmental disorder-not otherwise specified (PDD-NOS) and Asperger syndrome.

A recent study by the centers for disease control reports the prevalence of autism to be 1 in 88 children. Studies in Asia, Europe, and North America have identified individuals with an ASD with an average prevalence of about 1%. A recent study in South Korea reported a prevalence of 2.6%. Autism is almost 5 times more common among boys (1 in 54) than among girls.

Characteristics of autism spectrum disorders are (1) difficulty interacting with other people in a social context; (2) difficulty communicating with others both verbally and nonverbally; and (3) rigid and restrictive behavioral repertoire, including the need for elaborate routines, insistence on sameness, restricted play patterns or interests, and motor stereotypes such as rocking back and forth. 

Many individuals with autism have deficits in communication intent or conveying the intended meaning. Even if normal language patterns are intact, communication problems can exist. One specific communication characteristic is the tendency for individuals with autism to interpret information very literally. One important social skill that is too often neglected is awareness of the hidden curriculum (unwritten social conventions that peers intuitively comprehend). This includes how to act, how to talk, how to dress and so on that most people take for granted, but may cause difficulties for students with autism spectrum disorders.

The primary behavioral characteristics of autism are repetitive and stereotypic behavior, an extreme need for routine, an unusual preoccupation or interest in certain objects or activities/facts, and abnormal sensory and motor functions. Frequently if a routine is interrupted, it will result in frustration and temper tantrums. Therefore, teachers need to ensure that consistent schedules and routines are used when they have a student with autism in their classroom. 

Since autism affects people differently, it is referred to as a spectrum disorder. Two people with the same spectrum disorder may not act similar or possess the same skill set. Each individual with autism is unique. About 40 percent have average to above average intellectual abilities. Some people on the spectrum take deserved pride in their distinctive abilities and “atypical” ways of viewing the world. Others with autism have significant disabilities and are unable to live independently. About 25 percent of individuals with ASD are nonverbal but can learn to communicate using other means.

Autism is one of the fastest growing special education categories. The number of students receiving services for autism increased from 0.39% of all students receiving special education services in 1993 to 3.20% in 2005 (U.S. Department of Education, 2006). Some of the reasons suggested for this increase include the following:

• Greater awareness of Autism
• Improved methods of identification
• Increased awareness that autism can exist across all IQ levels

The causes of autism are unknown; however, over the years many theories have appeared in the media suggesting they might stem from a host of sources, including exposure to mercury or other environmental toxins. None of these theories have been scientifically proven.