FXS Intervention

Autism spectrum disorders are a set of similar disorders that each have their own challenges that educators must address. Although K-12 educators are not directly responsible for the types of interventions that individuals receive before they begin school, it is beneficial for educators to be aware of how those interventions work so they may incorporate useful elements in future teaching. Additionally, educators should have a stockpile of knowledge that they can draw from. This should include current research in the field because so much of education is research- and evidence-based. Therefore, it is the educator’s responsibility to ensure that they are aware of early intervention programs and are keeping up to date with the trends and best practices in the field.

Autism spectrum disorders are a class of developmental disorders that impair social skills, behavior, and communication (Center for Disease Control). ASDs are considered ‘spectrum’ disorders because each patient has a unique experience in the nature and severity of their symptoms (Center for Disease Control). Under the umbrella of ASDs, there are three types of disorders, including Autistic disorder, Asperger Syndrome, and Pervasive Developmental Disorder Not Otherwise Specified (Center for Disease Control). Autistic disorder is the most severe of the three, and patients exhibit significant problems with language, communication, and behavior (Center for Disease Control). Furthermore, people with Autistic disorder often have some intellectual impairment (Center for Disease Control). Asperger Syndrome is a milder form of autistic disorder where patients have some developmental delays, but their language and intellect are not affected (Center for Disease Control). The mildest of the ASDs is the pervasive developmental disorder. These patients usually don’t meet all of the criteria for autistic disorder, but do show some signs of social and communication problems (Center for Disease Control). The number of children diagnosed with ASD is growing, and currently 1 in 88 children fall somewhere on the spectrum (Mari-Bauset et al., 2013). Boys are four times more likely than girls to have autism, and while the exact cause of these disorders is unknown, both genetic and

Children with FAS are at a greater risk for mental problems. They are also more likely to have problems in

The most recent data collected by the Centers for Disease Control and Prevention (CDC) shows that 1 in 68 children are diagnosed with Autism Spectrum Disorder (ASD) (CDC, 2014). Children diagnosed with ASD often have difficulty with functional performance in several key areas including; social participation, communication, school based activities, motor performance and play. These impairments in functional performance are not exclusive to the child alone as the caregiver often assumes a great deal of burden in managing the symptoms of a child with ASD. Furthermore, these difficulties along with the rising diagnosis rate has pushed ASD to the forefront of clinical research and has raised issues regarding which Ayres

Alina Lagace is an 8 year, 10 month old third grade student enrolled at Forts Ferry Elementary School. Alina was referred by her parents for a psycho-educational evaluation due to her difficulty in keeping pace with the third grade curriculum despite receiving a high level of Academic Intervention Services (AIS). To assess Alina’s cognitive abilities, academic skills, social-emotional and executive functioning, norm-referenced testing was conducted.

Children with autism spectrum disorders life can be challenging. In the article “Practice Pathway Address Problems Behaviors for Children with ASD” (Haelle, Tara 2016). Practice Pathway “is to describe the expected practice in relation to children whose needs may fall within the autism spectrum disorder” (www.leics.gov.uk). It’s a program put in place for children with ASD. A treatment not a cure, but the right treatment for their problems. Two main issues for children with ASD is irritability and behavior. This study defined the behavior, assessed it, treated it and sees how effective treatment is.

144). Some other techniques for improving the learning experience of students with autism are structured teaching, speech and language therapy, social skills therapy, and occupational therapy. Keeping a structured and predictable schedule is imperative when instructing a child with autism. The child will also, most likely, need some specialized classes in speech as well as instruction in appropriate social interaction, as one symptom of autism is a lack of comprehension of social norms. Educators need to keep in close contact with the team responsible for the student’s educational plan and diagnostic write-up to ensure that there are no large gaps in the educational programs suggested and the ones being applied.

Autism spectrum disorder is an umbrella term used in diagnosing a collection of developmental disorders of the brain that vary in severity1. People with ASD may have trouble with social interactions, problems with different types of communication, may practice repetitive actions or behaviors1,2, struggle with paying attention, and suffer from motor disfunctions1. ASD is usually diagnosed in children between the ages of 2 and 3, this early diagnosis is very beneficial because it leads to intervention which intern leads to more positive outcomes later in life1. ASD affects 1 in every 68 American children1 and is 4-5 times more common in boys than girls1. Prevalence of this disease is on the rise, with a 10-17% increases in cases per-year1, which could be due to improved diagnostic methods, environmental factors, and other reasons that are unknown1. One well established diagnostic tool is the Childhood Autism Rating Scale (CARS) which is 15-point rating scale3 used to diagnose children with ASD and determine its severity2. Another less accredited, but still informative diagnostic tool is the Autism Treatment Evaluation Checklist (ATEC)2 which differs from the CARS because it is a parent rater form of measurment2. ASD has no cure, but there have been studies that show behavioral outbursts can be reduced with the use of certain movements and breathing techniques4. This encourages confidence that more aspects of ASD can be improved with similar methods.

This research suggests that an approach to care should be the same as for chronic illness, and ongoing intervention is important (Strine, Lesesne, Okoro, McGuire, Chapman, Balluz, & Mokdad, 2007). This disorder has an effect on many aspects of life for the patient, which include, trouble in school and academically, problems with social skills, and a difficult relationship between the parent and child (Weiss & Murray,

This research suggests that an approach to care should be the same as for chronic illness, and ongoing intervention is important (Strine, Lesesne, Okoro, McGuire, Chapman, Balluz, & Mokdad, 2007). This disorder has an effect on many aspects of life for the patient, which include, trouble in school and academically, problems with social skills, and a difficult relationship between the parent and child (Weiss & Murray,

There has been an increase in the number of children diagnosed with autism or other autism spectrum disorders. It is likely as an educator that you will have at least one child with this diagnosis in your classroom. This paper explores some of the methods used to teach autistic children.

In the recent years, there has been an increase with the diagnosis of autism spectrum disorders (ASD). According to the U.S. Centers for Disease Control and Prevention (2007), 1 in 150 children are said to be autistic and according to many states ASD is seen as an epidemic. The problem with these numbers is how to teach these children affectively in the best academic environment. In 2005-2006 it was reported that 31% of autistic students were placed in general education classrooms and around 40% in separate classes, typically referred as autistic support classrooms (U.S. Department of Education, 2007). Characteristically, the student will be placed in an autistic support (AS) room because the general education room is not the least

This article discusses whether or not special education teachers, as well as general education teachers, are prepared to teach students with autism. According to the article, autism is ranks at the sixth most commonly classified disability in the United States. There is a very wide spectrum for autism which include disorders like Asperger’s and pervasive developmental disorders not otherwise specified (PDD-NOS). 1 out of 150 American children will be born with autism (Autism Society of America, NDb).

Autism or Autism Spectrum Disorder is one of many developmental disabilities that affect students learning. In fact, in the United States, Autism is the fastest-growing severe developmental disorder (“What is Autism,” n.d.). Also, the prevalence of Autism Spectrum Disorder is 1 in 68 children and the prevalence in boys is 1 in 42 children (“What is Autism,” n.d.). Furthermore, Autism Spectrum Disorders also affects the way a child learns and over the years, several teaching strategies have been developed to help teachers to effectively educate students with Autism. Research has also been conducted to develop and test new teaching strategies for Autism and continues in playing an important role in the education of students with Autism.

Additional impairments have been noted. These include: anxiety, depression, short-term memory problems, and attention problems (Appleford School, 2008; Vasconcelos, 2009). As such, a variety of comorbid disorders have also been identified, such as ADHD, dyslexia, and Asperger’s syndrome. Due to the high prevalence of co-occurrence, some psychologists question