Autism Primer
Definition Of Autism
Autism is a developmental disorder which usually becomes evident
before the age of three years. It is a neurological or brain
disorder in which behavior, communication, and social interactions
are the primary disabilities.
Incidence
The rate of incidence, or how often autism occurs in children,
ranges from five to fifteen out of 10,000 births. The different
estimates are based on slightly different definitions of autism.
It is three times more common in boys than girls and is rarely
found in more than one child in a family.
Autism can be caused by a number of factors, but the cause in the vast majority is not known. It is known that autism is caused by biological, not psychological, factors.
Characteristics
Some babies show signs of autism from infancy. They may not like to cuddle and may show little interest in their families.Typical characteristics of autism are often described as:
- difficulty relating to people, objects and events;
- repetitive movements such as rocking and spinning, head banging and hand twisting;
- insistence that the environment and routine remain unchanged;
- avoidance of eye contact;
- verbal and nonverbal communication skills are severely impaired;
- use of toys and objects is an unconventional manner, little imaginative play;
- severe impairment of social interaction development; and
- limited intellectual ability.
Educational Implications
Early diagnosis and educational evaluation of autism are very important, although help given at any age can make a significant difference.Public Law 101-476, the Individuals with Disabilities Education Act (IDEA), formerly the Education of the Handicapped Act, now includes autism as a separate disability category. Children with autism will be eligible for special education and related services under this new category.
Until recently, children with autism have been eligible for special education and related services under the category of "other health impaired." The regulations (CFR 300.5) to the Education of the Handicapped Act state, "Other health impaired means (i) having an autistic condition which is manifested by severe communication and other developmental and educational problems...". These regulations will be changed to reflect autism as a category included under the IDEA.
Emphasis in education needs to be on helping the child to learn ways to communicate and on structuring the environment so that it is consistent and predictable. Effective teaching includes attention to behavior plans, positive behavior management, and clear expectations and rules.
Many of these methods can be developed in conjunction with parents and followed through at home. Continuity and consistency between home and school environments can greatly aid in the security and progress of persons with autism.
While autism is a lifetime condition, with special training, supervision, and support, many adults with autism can live and work in the community.
Resources
Autism Research International Newsletter Institute for Child Behavior Research 4182 Adams Avenue San Diego, CA 92116Journal of Autism and Developmental Disorders Plenum Publishing Corporation 233 Spring Street New York, NY 10013
Park, Clara. (1982). The Siege. Boston; Little, Brown and Company.
Powers, Michael D. (Ed.). (1989). Children with Autism, A Parent's Guide. Rockville, MD; Woodbine House.
Wing, L., M.D., (1980). Autistic Children: A Guide for Parents and Professionals. Secaucus, NJ: The Citadel Press.
Organizations
Autism Hotline Autism Services Center 101 Richmond Street Huntington, WV 25702 (304) 523-8269Autism Society of America 8601 Georgia Avenue Suite 503 Silver Spring, MD 20910 (301) 565-0433
Institute for Child Behavior Research 4182 Adams Avenue San Diego, CA 92116 (618) 281-7165
NICHCY National Information Center for Children and Youth with Disabilities P.O. Box 1492 Washington, DC 20013 (703) 893-6061 (Local) (703) 893-8614 (TT) 1-800-999-5599 (Toll-free)
This fact sheet was developed by Interstate Research Associates, Inc. pursuant to Cooperative Agreement #H030A00002 with the Office of Special Education Programs. The contents of this publication do not necessarily reflect the views or policies of the Department of Education, nor does mention of trade names, commercial products or organizations imply endorsement by the U. S. Government.This information is in the public domain unless otherwise indicated. Readers are encouraged to copy and share it, but please credit the National Information Center for Children and Youth with Disabilities (NICHCY).
Email: garson@hiwaay.net
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