Autism Spectrum Disorder

Serra De Arment; Ann S. Maydosz; Kat Alves; Kim Sopko; Christan Grygas Coogle; Cassandra Willis; Roberta A. Gentry; C.J. Butler

11 Autism Spectrum Disorder

This section includes the IDEA definition of the disability from federal law, along with specific information about eligibility criteria in Virginia. In addition, there is information about the prevalence, causes, and characteristics of this disability, along with specific strategies and accommodations that can meet the needs of students with this disability.

Aligned Standards

CEC Initial Preparation

1.2
5.1

DEC Preparation

1.4
6.6
6.7

IDEA Definition

§300.8 (c) (1)

(i) Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child’s educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences.

(ii) Autism does not apply if a child’s educational performance is adversely affected primarily because the child has an emotional disturbance, as defined in paragraph (c)(4) of this section.

(iii) A child who manifests the characteristics of autism after age three could be identified as having autism if the criteria in paragraph (c)(1)(i) of this section are satisfied.

Eligibility Criteria

VDOE Supplemental Guidance for Evaluation and Eligibility Virginia-specific guidance document that includes sample eligibility checklist (Refer to Table of Contents pages 2-4 and click on page number for disability category)

The module Autism Spectrum Disorder Part 1: Overview for Educators provides information on the early signs of autism spectrum disorder (ASD), as well as an overview of the difference between a medical diagnosis and an educational determination of ASD. Resources include notes on instructional considerations for teachers who have children and students with ASD in their classrooms, as well as things to keep in mind when working with the families of those children and students (estimated completion time: 2 hours).

Advocacy organizations

The First Words Project-Autism Navigator does research related to early identification of autism spectrum disorder and thus contains information regarding early social communication (e.g., 16 by 16)

Autism Speaks is an organization that provides resources and information regarding ASD.

ABOUT AUTISM SPECTRUM DISORDER

Prevalence

Visit the US Department of Education’s Open Data Platform to access IDEA Child Count Data by disability category, age, and other demographic and special education variables.

Centers for Disease Control: Data and Statistics on ASD This resource provides data regarding the prevalence of ASD.

Autism Speaks is an organization that provides resources and information regarding ASD, including statistics.

Causes

Autism Speaks is an organization that provides resources and information regarding ASD, including an overview of potential causes.

Characteristics

First Words Project – Autism Navigator provides a downloadable document, available in several languages, that describes Autism Spectrum Disorder, how it is diagnosed, and the early red flags of ASD in toddlers.

What is Autism? This is a resource provided b y Web MD which defines and describes common characteristics of ASD.

Autism Speaks is an organization that provides resources and information regarding ASD, including an overview of characteristics

Pervasive Developmental Disorder -Not Otherwise Specified (PDD-NOS)opmental Disorder -Not Otherwise Specified (PDD-NOS)

Asperger Syndrome

instructional strategies

Autism Spectrum Disorder Part 2: Evidence Based Practices This module focuses on evidence-based strategies in teaching appropriate behaviors and skills and decreasing inappropriate behaviors with children and youth with autism spectrum disorder. It also explores several strategies that are effective for students in a variety developmental stages/ages.

accommodations / modifications

Accommodations: Instructional and Testing Supports for Students with Disabilities This module highlights both instructional and testing accommodations for students with disabilities. It also differentiates accommodations from other instructional adaptations. This includes providing information regarding four categories of accommodations.

Accessing the General Education Curriculum: Inclusion Considerations for Students with Disabilities This module provides considerations that promote access to the general education curriculum for students with disabilities

Evidence-Based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorder This is a report of instructional practices associated with evidence for individuals with ASD. It includes ages and outcomes for which practices have been identified as effective.

CEEDAR Center: Course Enhancement Modules CEEDAR course enhancement modules address culturally responsive practice, literacy instruction, mathematics instruction, UDL, and inclusive practice aligned with evidence for individuals with disabilities.

AIM Modules The AIM modules contain content on various evidence-based intervention/instruction for students with ASD.

resources

PowerPoint: Autism Spectrum Disorder

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License

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Introduction to Special Education Resource Repository Copyright © 2023 by Serra De Arment; Ann S. Maydosz; Kat Alves; Kim Sopko; Christan Grygas Coogle; Cassandra Willis; Roberta A. Gentry; and C.J. Butler is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.