Autism Spectrum Disorder

(ASD) Code 44
Definition:
Autism is a neurological disorder that effects the functioning of the
brain in different ways and severities for individuals, thus being ASD is
classified on a spectrum.
This developmental disability that can impact how these individuals:
understand, see, hear, and otherwise sense.
The Diagnostic and Statistical Manual of Mental Disorders, DSM-IV (American
Psychiatric Association, 1994) defines autism spectrum disorders as pervasive
developmental disorders characterized by:
o Qualitative impairment in social interaction
o Qualitative impairment in communication
o Restricted, repetitive and stereotypic patterns of behaviour, interests and
activities.
Prevalence of ASD in Alberta are in line with those reported elsewhere, Manitoba and
Prince Edward Island in 2002 put the prevalence among 5- to 9-year-olds at 3.8 to 4.1
per 1000^8 (to the power of 8)
Boys have a prevalence 5 times higher than girls.

Observable Behaviors:
All people with autism spectrum disorders display difficulties with social interaction and
behaviour, but the extent and type of difficulty varies. the pattern and extent of difficulties may
change as individuals grow older.
There are common characteristics associated with autism spectrum disorders but it is important
to combine this information with knowledge of the specific interests, abilities and personality of
each individual.
Common characteristics include (but are not limited to):
inappropriate play behaviour with toys
Inability to relate to others
Hyperactivity or Passiveness
Inappropriate laughing or crying
Over or Under sensitive to sound
Strange attachment to objects
Poor or lack of speech
Difficulty dealing with changes to routine
Lack awareness or knowledge of danger

Teaching Strategies:
Talk to the student and/or guardians to learn how you can meet that
students needs
o A meeting early in the school year
Ask about things that work at home that may be helpful in
the classroom
De-mystify the disorder
o Understand the individual students type, symptoms, and severity
of ASD
o Lean how the disorder may affect the students learning and well
being so you can accommodate your teaching style
Try to develop a system of communication with the student
o So they can communicate what they need or how they are
feeling
o Communication may be aided by visual representations
Give the student opportunities (as much as possible) to make choices
o For these choices to be communicated one must first do the
communication point prior
Plan for hands on activities
Limit stimuli around the student in the classroom
o Noise levels (headphones) and visual stimuli (posters, lights etc.)
Be aware of the students emotional connections (friendships, or peer
interactions)
o Provide guidance or assistance when necessary to either the
student with ASD or the other students
Set and follow daily routines
o Because change and varied experiences create problems for
students with ASD it would be extremely beneficial to set and
follow routines.
Any change in routine should be explained in advance to
the student and their guardian

Resources:

Learn Alberta
o http://www.learnalberta.ca/content/inmdict/html/autism.htmlCalg
ary Learning Centre
Education Alberta. Teaching Students with Autism Spectrum Disorders. (2003).
o https://archive.education.alberta.ca/media/511995/autism.pdf
Autism Society of Alberta Website
o http://www.autismalberta.ca/about-autism
Burstyn, I., Sithole, F., & Zwaigenbaum, L. (2010). Autism spectrum disorders, maternal char
vacteristics and obstetric complications among singletons born in Alberta, Canada. Chronic
Diseases and Injuries in Canada, 30(4).

o http://search.proquest.com/openview/cf19c3e2a04a7f0bb017823
9224d6147/1?pq-origsite=gscholar