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COMMUNICATION EXCEPTIONALITIES:

AUTISM SPECTRUM DISORDERS

Communication exceptionality is one the five categories of exceptionalities for which a student can fall under after review by the Identification, Placement and Review Committee (IPRC). Although there is flexibility in identifying a student with having an exceptionality, the categories provide a way of organizing and addressing different characteristic behaviours. There are a number of more specific identifications that fall under Communication Exceptionality. They are as follows: 

  • Autism Spectrum Disorders

  • Deaf and Hard of Hearing

  • Language Impairment

  • Speech Impairment

http://specialedresource.com/wp-content/uploads/2014/12/Autism-Hands.jpg

(People for Education, 2016)

What it is

Autism Spectrum Disorer (ASD) is an umbrella term to describe Autistic disorder, Rett's disorder, childhood disintegrative disorder, Asperger's disorder or pervasive developmental disorder not otherwise specified. These disorders are included in the spectrum or under the name Pervasive developmental disorder because of the common characteristics that they all share (Ministry of Education, 2002). In an effort to improve diagnosis of children showing signs of autism, the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders, DSM-5 dissolved these subcategories so they are all diagnosed under the title ASD (Research Autism, 2016). 

 

It is important to note that all disorders and the students who have each disorder are all unique in who they are and what they need. That being said, the following information will focus on this group of disorders as a whole. While not all of these characteristics, behaviours, strategies and supports will apply to every student with ASD, this toolbox provides a comprehensive collection to choose from. 

(Ministry of Education, 2002)

Autism is defined by the Ministry of Education as follows:

 

Autism: A severe learning disorder that is characterized by:

 

a) disturbances in: rate of educational development; ability to relate to the environment; mobility; perception, speech, and language;

b) lack of the representational symbolic behaviour that precedes language.

(Ministry of Education, 2002)

Common Characteristics and Difficulties

In general, Autism Spectrum Disorders can be characterized by impairments in multiple levels of development including:

  • rate of educational development;

  • ability to relate to the environment;

  • mobility;

  • social skills;

  • use and perception of speech and language; and

  • use and perception of symbollic behaviour or communication

(People for education, 2016)

 

Another very common characteristic includes limited, specific and repetitive patterns of behaviour or interests (Research Autism, 2016)  

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Autistic disorder, Rett's disorder, Childhood disintegrative disorder, and Asperger's disorder all vary in which specific impairments or delays are prominant. The following are characteristics of each that set them apart from one another:

  • Autistic disorder

    • Markedly abnormal or impaired development in the areas of social interaction and communication, and display a restricted repertoire of activity and interest

    • More common in males than females.

  • Rett’s disorder

    • Only females

    • Symptoms appear after 5 months of age – decelerated head growth, loss of purposeful hand movements, severe psychomotor delay & severe impairment in language development

  • Childhood disintegrative disorder

    • Onset between 2 years old and 10 years old

    • Regression in skills in multiple areas and development of autistic characteristics

  • Asperger’s Disorder

    • Demonstrate normal cognitive and language development

    • Socially impaired but less obviously than those with mild autism

    • May have unusual or elaborate interests in specific objects or topics

(Ministry of Education, 2002)

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Students identified with having Autism Spectrum Disorders commonly face a number of difficulties in school when it comes to socialization, behaviour and academics. The delayed or disturbed development in communication typically proves as a large barrier to both interacting with peers and participating in classroom activities. The severity of their communication, interaction and academic difficulties determine exactly what challenge they face daily, however with the right supports in the classroom they can show great improvements (Research Autism, 2016).

Assessment Measures

Diagnoses of ASD are based on observational assessments on behaviour, communication and interaction. The wide range of cognitive abilities and lack of specific identifying physical features makes diagnosis sometimes difficult. However, the presence of a number of common characteristics that affect the individual's day-to-day life are what an ASD diagnosis is based on. 

Diagnosing an ASD involves developmental screening and a comprehensive diagnostic evaluation. ASD usually shows symptoms in children before the age of three. Developmental screening is something usually done for all babies to assess the progress made in development at 9, 18 and 24 months. If there are signs of delay in development a comprehensive diagnostic evaluation is done. This is conducted by Developmental Pediatricians, Child Neurologists or Child Psychologists (US Department of Health and Human Services, 2015).

Teaching Strategies 

Due to how unique each student with ASD is, there is no concrete list of teaching strategies that will work to benefit all of these students. However, in response to the common characteristics and difficulties displayed by students with ASD, the following are some strategies that can be used. They all aim to help the student feel safe and comfortable in the classroom environment, to enhance their socialization, to help with communication, and to integrate them into the learning experience. 

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Many students with ASD require extensive accomodations and modifications to the curriculum expectations or an alternate program all together, depending on the extend of the delays. These students often require a team of support staff that help support their education and development of life skills in and out of the classroom. This may include a Special Education Resource Teacher, Speech and Language Pathologist, Psychologist, Occupational Therapist, and EA's (Ministry of Education, 2002).

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Environmental Strategies

  • Provide predictable and safe environment

  • Minimize transitions

  • Reduce distractions and sensory overloads

  • Allow modifications as needed to deal with sensitivity-to-touch issues

  • Use visual supports to assist with routines

 

Motivational Strategies

  • Schedule time for student to share his or her experiences

  • Develop consistent methods of questioning and use the student’s likes, interests and strengths when introducing new tasks

 

Lesson Presentation Strategies

  • Use the student’s known strengths

  • Follow established routines

  • Chunk lesson

  • Provide repeated opportunities to practice/review

 

Communication Strategies​

  • Use concrete and specific terminology

  • Use gestures, modeling and demonstrations along with verbalization

  • Pause, listen and wait

  • Respond positively to any attempts to respond from the student

  • Model correct communication without correcting the student

(Ministry of Education, 2002)

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Assistive Technology

Assistive technology used with students with ASD often help with communication with others including text-to-speech or speech-to-text functions. They might also be activities or games that help the students practice social skills and understand cues and emotions. Since speech and language are often two things that are significantly delayed, using visuals with these students can be very beneficial. The following are some programs and apps that can be used with students with ASD (Laffier, 2016):

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Ginger Software

A writing app for desktop or mobile that has a number of writing tools including a text-reader, grammar checker, sentence rephrase tool, and dictionary. 

Digital Problem Solver

An app for students to practice identifying emotions of characters and choosing appropriate coping strategies. 

Model Me Kids

A collection of apps, videos and software to model peer behaviour, practice coping strategies and communication skills etc.  

Kurzweil Reader

A software with text-to-speech function and built-in writing tools to help students be independent readers and writers. 

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