Autism Spectrum Disorders

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Autism Spectrum Disorders

• Brenda Smith Myles

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Prevalence of Individuals with ASD

• 1 in 91 (US)
• 1 in 58 boys
• 1 in 64 (UK)

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Diversity of Individuals with ASD
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This Is Autism
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And This Is Autism
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Parents of Children with ASD

• Are well informed
• Self-determined
• Represent 11-12 of due process cases

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(No Transcript)
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What We Know About Adults with ASD

• Prevalence of ASD among adults
• 1 in 100
• Rate of full-time employment
• 6 in 100 for those with classic ASD
• 12 in 100 for those with HFA or AS
• Rate of independent living
• 12 to 20 in 100
• Cost to society
• 3.2 million (Ganz, 2007)

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If my child graduates from high school and he
cannot read, it would be against the law to
discriminate against him. However, if he
graduates and is not able to live or work next to
other people without hurting or scaring them,
society will not tolerate him. As a result, he
will most likely lose his freedom to move about
his community independently, impacting his
long-term quality of life. - Quote from a very
wise parent in Using the 5-Point Scale and
Anxiety Curve Poster by K. Dunn Buron and M.
Curtis (2008) AAPC
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And you are charged with ensuring that .
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The Purpose of Special Education (IDEA)
all children with disabilities have available
to them a free appropriate public education that
emphasizes special education and related services
designed to meet their unique need and prepare
them for further education, employment, and
independent living. 300.1 (emphasis added)
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Summary of SPP Indicators from Parts B and C

• Graduation
• Dropout rate
• Statewide assessment
• Suspension/expulsion
• LRE placement
• Preschool skills
• Social emotional, appropriate behavior
• Parent involvement
• Disproportionate representation

• Child find
• Part C to B transition
• Secondary transition with IEP goals
• Post school outcomes
• Competitive employment, school
• Monitoring, complaints, hearings
• Written complaints
• Due process, hearings, mediations

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Do the SPP Indicators meet the needs of students
with ASD?
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Core Needs of Students with ASD

• Early identification
• Accurate assessment
• Social competence
• Regulation
• Emotions, behavior, sensory
• Communication supports
• Structure/modifications
• Adaptive behavior skills

• Reinforcement
• Direct and intensive instruction
• Protection from bullies
• Executive function

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The Secret of School Success

• one of several findings in the growing body of
  research on self-regulation -- peoples ability
  to stop, think, make a plan and control their
  impulses. it turns out that these are really
  the same skills you need to do well in school
  and potentially in life.
• Professor Megan McClelland
• Oregon State University

USA Today, Sept 2, 2009. http//blogs.usatoday.com
/oped/2009/09/column-the-secret-of-school-success.
html
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Research Shows That

• Individuals with soft skills, including good
  social skills, sociability, good work habits,
  punctuality, conscientiousness and those who
  participated in extra curricular activities are
  more likely to make more money, be employed, and
  attain high levels of education than those with
  good grades and high standardized test scores.

University of Illinois at Urbana-Champaign (2009,
March 26). Social Skills, Extracurricular
Activities In High School Pay Off Later In Life.
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Evidence-Based Practices (EBP)

• What are EBP?
• What criteria are used to define them?
• How were these criteria identified?
• Have they stood the tests of time?
• Given the diversity of students with ASD, EBP may
  be those who are effective for a particular child

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Training Outcomes Related to Training Components Training Outcomes Related to Training Components Training Outcomes Related to Training Components Training Outcomes Related to Training Components
Training Components Training Outcomes Training Outcomes Training Outcomes
Knowledge of Content Skill Implementation Classroom Application
Presentation/ Lecture
Plus Demonstration
Plus Practice
Plus Coaching/ Admin Support Data Feedback
10 5
30 20
60 60

95 95

Joyce Showers, 2002
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Training Outcomes Related to Training Components Training Outcomes Related to Training Components Training Outcomes Related to Training Components Training Outcomes Related to Training Components
Training Components Training Outcomes Training Outcomes Training Outcomes
Knowledge of Content Skill Implementation Classroom Application
Presentation/ Lecture
Plus Demonstration
Plus Practice
Plus Coaching/ Admin Support Data Feedback
10 5
0
30 20
0
60 60

5
95 95

95
Joyce Showers, 2002
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Critical to ASD -- Beneficial to All

• Individuals with ASD are each unique and have
  myriad challenges
• Research has shown that what is critical for
  children with ASD benefits all children
• Interventions/strategies
• Collaboration
• Teaming/Co-planning

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Your commitment to ASD is why we are here

• Thank you!
• Kathy Gould, Lee Grossman, Shawn Henry, Sherry
  Moyer, Brenda Myles,
• Sam Odom, Lee Stickle

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Question 1

• What are the biggest successes in ASD that each
  of your organizations has to build on?

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Question 2

• What are the biggest challenges in ASD that each
  of your organizations has to meet?

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Question 3

• ASD requires a vision of leadership that crosses
  agencies and spans years from infancy to
  adulthood. What role can state leaders play in
  making these connections more likely?