Center of Excellence on Au sm Spectrum Disorders
Au sm Awareness Month
from the
Center of Excellence on
Au sm Spectrum Disorders
April 2017
Center of Excellence on Au sm Spectrum Disorders
General Informa on
about
Individuals with ASD
Center of Excellence on Au sm Spectrum Disorders
Core Challenges for Individuals with ASD
Three psychological theories are at the very core of au sm spectrum
disorders. Understanding the impact on an individual is crucial in order to provide the most effec ve interven ons.
Theory of Mind
is the ability to a ribute mental states—beliefs, intents, desires, pretending, knowledge, etc.—to oneself and others and to understand that others have beliefs, desires, inten ons, and perspec ves that are different from one's own. Central Coherence
The weak central coherence theory (WCC), also called the central coherence theory (CC), suggests that a specific perceptual-cogni ve style, loosely described as a limited ability to understand context or to "see the big picture", underlies the central disturbance in au sm and related au sm spectrum disorders. Execu ve Func oning
Execu ve func oning is the ability to engage in a set of cogni ve skills that help you plan and organize in order to complete tasks and manage your life. Center of Excellence on Au sm Spectrum Disorders
Social Communication
Joint Attention
Deficits in joint attention include
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difficulty orienting to people in a social environment,
limited frequency of shared attention,
impaired monitoring of emotional states,
restricted range of communicative functions to seek engagement and
comfort from others,
limitations in considering another's intention and perspective.
Social Reciprocity
Deficits in social reciprocity include
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difficulty initiating and responding to bids for interaction
limitations with maintaining turn-taking in interactions
problems with providing contingent responses to bids for interaction
initiated by others
Social Cognition
Social cognition refers to the mental processes involved in perceiving, attending to, remembering, thinking about, and making sense of the people in our social world (Moskowitz, 2005).
Deficits in social cognition include
 deficits in social and emotional learning including difficulty
1. managing emotions,
2. appreciating the perspectives of others
3. developing prosocial goals
4. using interpersonal skills to handle developmentally
appropriate tasks (Payton et al., 2000);
 difficulty differentiating one's own feelings from the feelings of
others (i.e., Theory of Mind)
 difficulty integrating diverse information to construct meaning in
context (i.e., central coherence) (Frith & HappÈ, 1994).
Center of Excellence on Au sm Spectrum Disorders
Language and Related Cognitive Skills
Deficits in language and related cognitive skills include
 impaired acquisition of words, word combinations, and
syntax—
initial words are often nouns and attributes, while
words representing social stimuli, such as people's
names (i.e., subjects) and actions (i.e., verbs), are
delayed;
the child may lose words previously acquired
language
 use and understanding of nonverbal and verbal
Communication;
1. facial expressions, body language, and gestures as forms of
communication are delayed in the latter part of the first year
of life and remain unconventional throughout development;
2. unconventional gestures (e.g., pulling a caregiver's hand toward an item) emerge prior to more conventional gestures
(e.g., giving, pointing, and head nods/headshakes);
3. understanding of gaze shifting, distal gestures, facial expressions, and rules of proximity and body language is limited;
4. receptive language appears more delayed than expressive
language;
5. use of immediate echolalia and/or delayed echolalia (scripted
language) is observed;
Center of Excellence on Au sm Spectrum Disorders
Language and Related Cognitive Skills cont.
 symbolic play deficits, including
1. delayed acquisition of functional and
conventional use of objects,
2. repetitive, inflexible play,
3. limited cooperative play in interactive situations
 conversation deficits, including
1. limitations in understanding and applying social
norms of conversation (e.g., balancing turns, vocal volume,
proximity, and conversational timing)
2. provision of inappropriate and unnecessary in
formation in conversational contexts
3. problems taking turns during conversation
4. difficulty initiating topics of shared interest
5. preference for topics of special interest
6. difficulties in recognizing the need for
clarification
7. challenges adequately repairing
miscommunications
8. problems understanding figurative language,
including idioms, multiple meanings, and sarcasm
 literacy deficits, including difficulty
1. reading for meaning (functional use of books)
2. understanding narratives and expository text
genres that require multiple perspectives
(e.g., persuasive and comparative/contrastive),
3. getting the main idea and summarizing,
4. providing sufficient information for the reader when writing;
5. difficulty with anaphoric cueing (pronoun referents)
Center of Excellence on Au sm Spectrum Disorders
Behavior and Emotional Regulation
Deficits in behavior and emotional regulation, including
problems dealing with changes in routine and/or
changing from one activity to the next;
 problems generalizing learned skills;
 using objects in unusual ways and uncommon attachments to objects;
 difficulty sleeping;
 crying, becoming angry, or laughing for no known
reason or at inappropriate times;
 anxiety and/or social withdrawal (possibly due to
factors such as misinterpretation of social events
and failure to identify salient or irrelevant information);
 using early-developing and/or idiosyncratic strategies for self-regulation (e.g., chewing on clothing,
rocking, hand flapping, vocal play);
 using unconventional behavioral strategies and
emotional expressions (e.g., aggression, tantrums,
bolting from situations);
 restricted, repetitive patterns of behavior, interests,
or activities (e.g., immediate echolalia and scripted
language);
 problems with self-management.
Executive functioning deficits, including
 lacking/limited flexibility,
 poor problem solving,
 poor planning and organization,
 lack of inhibition.
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Center of Excellence on Au sm Spectrum Disorders
Quick Facts About Au sm Spectrum Disorders
1. According to the CDC (Center for Disease Control), one in every 68 children is
affected with an au sm spectrum disorder (ASD) (CDC: March 2014).
2. Individuals with Au sm Spectrum Disorders are found throughout the world and
there is no rela on to this disability and an individual’s ethnic origin, economic
status or cultural background.
3. Early iden fica on and interven on is very important in order to insure immediate interven on at a young age.
4. Outcomes for individuals with au sm spectrum disorders vary from individuals
who will always require intensive support to those individuals who can live independently in their community without support.
5. Au sm Spectrum Disorders are primarily social communica on disorders that impact a person’s ability to socially communicate and interact with peers in an effecve manner.
6. There is no single program or interven on that will be effec ve for every child on
the spectrum. Effec ve interven ons are individualized and based upon individual
needs and characteris cs.
7. The ul mate goal of individuals with au sm spectrum disorders is the same as it is
for all individuals; to be as independent as possible in life skills, work, and community par cipa on.
8. There are many unsubstan ated interven ons available for individuals with ASD.
Always look for interven ons that are evidenced-based.
9. The overwhelming majority of scien fic studies do not support the belief that ausm spectrum disorders are caused by poor paren ng, vaccina ons, or
“refrigerator mothers.”
10.Most of the posi ve changes in behavior, learning and quality of life for individuals with Au sm Spectrum Disorders come from behavioral and educa onal interven ons, yet most funding for research is devoted to finding the “cause” of au sm
spectrum disorders.
Center of Excellence on Au sm Spectrum Disorders
Suggested books to increase
understanding of children with
autism spectrum disorders
Center of Excellence on Au sm Spectrum Disorders
K - 1st
It’s Okay To Be Different
by Todd Parr
Each page describes the different ways people and
animals can be different from each other.
Center of Excellence on Au sm Spectrum Disorders
1st - 5th
The Autism Acceptance Book
(there is also a teachers’ guide)
by Ellen Sobin
The Autism Acceptance Book teaches children about
autism, further develops their understanding for the people
around them and encourages them to embrace people’s
differences with respect, compassion and kindness.
In My Mind: The World through the Eyes of Autism
by Adonya Wong
From the perspective of a child with autism, this book
describes how Adonya experiences things in her world.
Ian’s Walk
by Laurie Lears and Albert Whitman
Written from the perspective of a sister.
Since We’re Friends
by Celeste Shally
A book about two boys: one has autism, the other does
not. The story of their friendship provides practical examples of how to make such a unique relationship work.
Center of Excellence on Au sm Spectrum Disorders
Middle School
How the Girl Who Loved Cows Embraced Autism
and Changed the World
by Temple Grandin
Temple Grandin’s story about her success in life and experience
with autism.
What’s Up With Nick?
From the Organization for Autism Research
A story about Nick, a new kid in school with autism. This accordion
booklet includes sections “Meeting a Kid with Autism”, “Hanging Out
With Kids That Have Autism”, “Things to Remember About Autism”
and more!
Center of Excellence on Au sm Spectrum Disorders
4th - 7th
Rules
by Cynthia Lord
Written from the perspective of David’s 12-year-old sister.
(Sibling Story)
Center of Excellence on Au sm Spectrum Disorders
Middle/High School
The Reason I Jump
by Naoki Higashida
The inner voice of a 13-year-old boy with au sm. Al Capone Does My Shirts
by Gennifer Choldenko
From the perspec ve of the brother of a girl with au sm. Set in 1935. (Sibling Story) Center of Excellence on Au sm Spectrum Disorders
High School
The Curious Incident of the Dog in the Night-Time
by Mark Haddon
Narrated from the perspective of a 15-year-old with
autism.
Mockingbird
by Kathryn Erskine
Narrated from the perspective of a girl with autism after
her brother has died.
Cowboy & Wills
by Monica Holloway
The story of how a boy with autism, his family and his
pet dog get along.