Autistic Disorder (Autism)

Autistic disorder is defined as a presence of marked abnormal and impaired development in social interaction, communication and a markedly restricted repertoire of activity and interests. The autistic disorder must manifest itself before age 3. An autistic disorder adversely affects an individual's performance. The term does not apply if an individual's educational performance is adversely affected primarily because the individual has a serious emotional disturbance.


DIAGNOSTIC CRITERIA FOR INDIVIDUALS WITH AUTISTIC DISORDER

1. A total of six (or more) items from (1), (2), and (3), with at least two from (1) and one each from (2) and (3):

   1. Qualitative impairment in social interaction, as manifested by at least two of the following:

      1. 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

      2. Failure to develop peer relationships appropriate to developmental level

      3. A lack of spontaneous seeking to share enjoyment, interests or achievements with other people

      4. Lack of social or emotional reciprocity

       

   2. Qualitative impairments in communication manifested by at least one of the following:

      1. Delay in, or total lack of, the development of spoken language (not accompanied by an attempt to use alternative modes of communication)

      2. In individuals with adequate speech, marked impairment in the ability to initiate or sustain a conversation with others

      3. Repetitive use of language or idiosyncratic language

      4. Lack of varied, spontaneous make-believe play appropriate to developmental level

       

   3. Restricted repetitive and stereotyped patterns of behavior, interests and activities, as manifested by at least one of the following:

      1. Preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal in intensity or focus

      2. Strict adherence to specific, nonfunctional routines or rituals

      3. Stereotyped and repetitive motor mannerisms (i.e., hand slapping/flapping or twisting or complex whole body movements)

      4. Persistent preoccupation with parts of objects

       

2. Delays or abnormal functioning in at least one of the following areas, with onset prior to age 3 years:

   1. social interaction,

   2. language as used in social communication, or

   3. symbolic or imaginative play.

    

3. The disturbance is not better accounted for by Rett's Disorder or Childhood Disintegrative Disorder.

SPECIAL CONSIDERATIONS AND TEACHING TIPS

Utilize Premack principle with individuals with autism (pairing something liked with something disliked).

Use teaching stations or a similar teaching technique that changes activities regularly.

Teach to the preferred modality.

Eliminate unnecessary external stimuli.

Limit the amount of relevant stimuli presented at one time.

Limit the use of prompts if appropriate for the individuals with autism.

Teach in a game-like environment to facilitate generalization.

Improve motor skill acquisition by using reinforcement, task analysis and physical prompting.

Utilize sensory stimulation to increase attention span and decrease self- stimulation.

Use vigorous aerobic exercise to reduce self-stimulatory and off task behaviors.

Create a highly-structured environment.

Use transitions that depict activities between each activity.

Use the same organization and equipment each day.

Links

Autism and Developmental Disorders: A Developmental Approach

Information Sheet Home

Information on this sheet contains only suggested guidelines. Each person must be considered individually, and in many cases, a physician's written consent should be obtained. Developed by Texas Woman's University Graduate Adapted Physical Education Program in cooperation with Denton ISD (French, 1997).