Case Study 6 Discussion: Ivan

Autism spectrum DisorDers

Foundations, CharaCteristiCs, and eFFeCtive strategies

Second Edition

E. Amanda Boutot Texas State University

Boston Columbus Indianapolis New York San Francisco Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto

Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo

A01_BOUT6877_02_SE_FM.indd 1 1/28/16 5:42 PM

 

 

Vice President and Editorial Director: Jeffery W. Johnston Executive Editor: Ann Castel Davis Editorial Assistant: Anne McAlpine Executive Field Marketing Manager: Krista Clark Senior Product Marketing Manager: Christopher Barry Project Manager: Kerry Rubadue Program Manager: Joe Sweeney Operations Specialist: Carol Melville Text Designer: Lumina Datamatics, Inc.

Cover Design Director: Diane Ernsberger Cover Art: Roy Scott/Ikon Images/Corbis Media Producer: Autumn Benson Full-Service Project Management: Lumina Datamatics, Inc. Composition: Lumina Datamatics, Inc. Printer/Binder: RR Donnelley / Harrisonburg South Cover Printer: Phoenix Color/Hagerstown Text Font: 10/12 Garamond 3 LT Pro

Package ISBN 10: 0-13-383369-0 ISBN 13: 978-0-13-383369-0 E-text ISBN 10: 0-13-352264-4 ISBN 13: 978-0-13-352264-8 Access Code Card ISBN 10: 0-13-377988-2 ISBN 13: 978-0-13-377988-2 Loose Leaf Version ISBN 10: 0-13-343687-X ISBN 13: 978-0-13-343687-7

Copyright © 2017, 2011 by Pearson Education, Inc. or its affiliates. All Rights Reserved. Printed in the United States of America. This publication is protected by copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise. For information regarding permissions, request forms and the appropriate contacts within the Pearson Education Global Rights & Permissions department, please visit www.pearsoned.com/permissions/.

Acknowledgements of third party content appear on pages within text, which constitute an extension of this copyright page. Case Study 6 Discussion: Ivan

Unless otherwise indicated herein, any third-party trademarks that may appear in this work are the property of their respective owners and any references to third-party trademarks, logos or other trade dress are for demonstrative or descriptive purposes only. Such references are not intended to imply any sponsorship, endorsement, authorization, or promotion of Pearson’s products by the owners of such marks, or any relationship between the owner and Pearson Education, Inc. or its affiliates, authors, licensees or distributors.

Library of Congress Cataloging-in-Publication Data

Names: Boutot, E. Amanda, editor of compilation, author. | Myles, Brenda Smith, editor of compilation, author. Title: Autism spectrum disorders : foundations, characteristics, and effective strategies / edited by E. Amanda Boutot, Texas State University. Description: Second edition. | Pearson : Boston, 2017. | Includes index. Identifiers: LCCN 2015039818| ISBN 9780133436877 (alk. paper) | ISBN 013343687X (alk. paper) Subjects: LCSH: Youth with autism spectrum disorders—Education —United States. | Youth with autism spectrum disorders—United States. | Inclusive education—United States. Classification: LCC LC4718 .A87 2017 | DDC 371.9—dc23 LC record available at http://lccn.loc.gov/2015039818

10 9 8 7 6 5 4 3 2 1

A01_BOUT6877_02_SE_FM.indd 2 1/28/16 5:42 PM

 

 

iii

BriEf ContEnts

chapter 1 overview of Autism spectrum Disorders 1

chapter 2 Evidence-Based Practices for Educating students with Autism spectrum Disorders 21

chapter 3 Working with families of Children with Autism 40

chapter 4 Environmental Arrangement to Prevent Contextually inappropriate Behavior 59

chapter 5 teaching students with Autism Using the Principles of Applied Behavior Analysis 79

chapter 6 teaching students with Autism to Communicate 96

chapter 7 social Challenges of Children and Youth with Autism spectrum Disorders 123

chapter 8 Daily Living skills 141

chapter 9 Effective Practices for teaching Academic skills to students with Autism spectrum Disorders 157

chapter 10 Play-focused interventions for Young Children with Autism 169

chapter 11 Assistive technology for Learners with Autism spectrum Disorders 181

chapter 12 Motor Consideration for individuals with Autism spectrum Disorder 192

chapter 13 sexuality Education for students with AsD 205

chapter 14 transition to Postsecondary Environments for students with Autism spectrum Disorders 217

A01_BOUT6877_02_SE_FM.indd 3 1/28/16 5:42 PM

 

 

iv

ContEnts

Preface viii

Chapter 1 overview of Autism spectrum Disorders 1 Chapter Objectives 1 Case Study Examples 1

Introduction 2 Autism Spectrum Disorders 3 Diagnosing Autism Spectrum Disorders 4 Causes of Autism Spectrum Disorders 6 Characteristics of Autism Spectrum Disorders 8 Development of the Individualized Education Program 16

Summary 20 • Chapter Review Questions 20 • Key Terms 20 •  Internet Resources 20

Chapter 2 Evidence-Based Practices for Educating students with Autism spectrum Disorders 21

Chapter Objectives 21

Introduction 21 Evidence-Based Practices: Definition and Rationale 23 Unestablished and Fad Treatments 30 Child and Family-Centered Decision Making 33 Selecting an Instructional Approach 35

Summary 38 • Chapter Review Questions 39 • Key Terms 39 •  Internet Resources 39

Chapter 3 Working with families of Children with Autism 40

Chapter Objectives 40 Case Study Examples 40

Introduction 42 Getting the Diagnosis 42 Parental Priorities for Their Children with Autism 44 Impact of Autism on Parents 45 Siblings 53 Family Issues Across the Life Span 55

Summary 58 • Chapter Review Questions 58 • Key Terms 58 • Internet Resources 58

A01_BOUT6877_02_SE_FM.indd 4 1/28/16 5:42 PM

 

 

Chapter 4 Environmental Arrangement to Prevent Contextually inappropriate Behavior 59

Chapter Objectives 59 Case Study Examples 59

Introduction 61 Motivation 62 Functional Assessment and Behavior Support Planning 63 Antecedent-Based Intervention 68

Summary 78 • Chapter Review Questions 78 • Key Terms 78 • Internet Resources 78

Chapter 5 teaching students with Autism Using the Principles of Applied Behavior Analysis 79

Chapter Objectives 79 Case Study Examples 79

Introduction to Applied Behavior Analysis 80 Using ABA to Teach Students with Autism 82 Using ABA to Teach Skill Acquisition (New Learning) 82 Variations of Instructional Focus and Delivery 89 Using ABA to Address Challenging Behaviors 92

Summary 95 •  Chapter Review Questions 95 •  Key Terms 95

Chapter 6 teaching students with Autism to Communicate 96

Chapter Objectives 96 Case Study Examples 96

Introduction 97 What Is Social Communication and Why Is It Important? 97 Communication Characteristics of Learners with Autism 103 Communication Assessment and Intervention 105

Summary 121 • Chapter Review Questions 121 • Key Terms 122 •  Internet Resources 122

Chapter 7 social Challenges of Children and Youth with Autism spectrum Disorders 123

Chapter Objectives 123 Case Study Examples 123

Introduction 124 Common Social Skills Deficits 124 Social Skills Assessment 128 Social Skills Training 130

Summary 139 • Chapter Review Questions 139 • Key Terms 140

CONTENTS v

A01_BOUT6877_02_SE_FM.indd 5 1/28/16 5:42 PM

 

 

Chapter 8 Daily Living skills 141 Chapter Objectives 141 Case Study Examples 141

Introduction 142 Core Characteristics That Impact Daily Living Skill Deficits 143 Independence 145 Concerns When Skills Are Not Developed 145 Barriers to Learning and Dependence on Others 145 Challenging Behaviors 147 Daily Living Skills—Developmental Milestones 147 Instructional Strategies 149 Development of Goals and Objectives for Daily Living Skills 152 Measurement of Goals and Progress 152 Data Collection Procedures 153 Visual Analysis of Progress 154

Summary 155 • Chapter Review Questions 156 •  Key Terms 156 • Internet Resources 156

Chapter 9 Effective Practices for teaching Academic skills to students with Autism spectrum Disorders 157

Chapter Objectives 157

Looking Ahead: Academic Expectations That Impact Students with ASD 158 Academic Outcomes 159 Connecting Research and Practice 160

Summary 167 • Chapter Review Questions 168 • Key Terms 168 • Internet Resources 168

Chapter 10 Play-focused interventions for Young Children with Autism 169

Chapter Objectives 169 Case Study Examples 169

Overview of Play Characteristics and Issues for Young Children with Autism 170 Teaching Children with Autism to Play 174 Adapting Play Materials 175

Chapter Review Questions 180

Chapter 11 Assistive technology for Learners with Autism spectrum Disorders 181

Chapter Objectives 181 Case Study Examples 181

Introduction 182 Areas of Human Function 183

vi CONTENTS

A01_BOUT6877_02_SE_FM.indd 6 1/28/16 5:42 PM

 

 

Assistive Technology Service Delivery Systems 188 Collaboration 189

Summary 190 • Key Terms 190 • Chapter Review Questions 190 •  Internet Resources 190

Chapter 12 Motor Consideration for individuals with Autism spectrum Disorder 192

Chapter Objectives 192 Case Study Examples 192

Introduction 193 The Importance of Movement 193 Movement Taxonomies 193 Why Is the Investigation of Motor Deficits an Important Question? 194 What Is the Evidence for Motor Deficits in Children with ASD? 196 Can Motor Impairments Be Part of Early Detection? 200 What Is the Importance of Physical Therapy? 201 Standard Motor Skill Assessments 202

Summary 203 • Chapter Review Questions 204 •  Key Terms 204

Chapter 13 sexuality Education for students with AsD 205 Chapter Objectives 205

Case Study 1: Understanding the Need for Sexuality Education 205 Sexuality Education 206 Teaching Sexuality Across the Life Span 207 Case Study 2: Teaching Sexuality Education Through Collaboration 208 Collaboration of the IEP Team 208 Choosing a Curriculum to Teach Sexuality 209 Individualizing Curricula with Evidence-Based Strategies 209 Case Study 3: Individualizing Sexuality Education Training 211 Building Sexuality Education Intervention Plans 211. Case Study 6 Discussion: Ivan

Summary 216 • Chapter Review Questions 216 • Key Terms 216 • Internet Resources 216

Chapter 14 transition to Postsecondary Environments for students with Autism spectrum Disorders 217

Chapter Objectives 217

Introduction 217 Overview and History of the Transition Process and Services 218 Issues and Considerations in Transition Programming for Students with ASD 220 Autism Intervention Models and the Transition Process 222 Components of Effective Transition Programming 224

Summary 231 • Chapter Review Questions 231 • Key Terms 231 • Internet Resources 232

References 233

Index 261

CONTENTS vii

A01_BOUT6877_02_SE_FM.indd 7 1/28/16 5:42 PM

 

 

viii

This is an introductory text on Autism Spectrum Disorder (ASD). When I began in this field as a graduate student and teacher in 1990, the prevalence was 5–10 in 10,000; today it is 1 in 68, with a recent survey suggesting it is even higher. Over the years, this field has seen not only extreme growth in the number of diagnoses, but also in the number of theories as to cause and treatment. Autism has always been a field fraught with myth and mystery, and has seen its fair share of snake oil salesmen and bandwagons. The truth is that it is still enig- matic; we know more about cause (genetics; not vaccines) than we have in the past, yet we are still without a cure. Until such time as a cure is discovered, education will remain the most important and validated tool we have to help these individuals and their families. I chose to teach at a university so that I could share with others the truths, as we know them today, so that they could help improve the lives of children and youth with ASD and their families on a regular, daily basis. Case Study 6 Discussion: Ivan

This book is intended for introductory courses on ASD at both the undergraduate (pre-service teacher) and graduate (pre- or in-service teacher) student. Given the increasing prevalence of children and youth with ASD in public schools and the extraordinary number of opinions and options for educating these students, this book will be valuable for current and future practitioners seeking a deeper understanding of ASD as well as a clear explanation of intervention strategies. This book will be useful for special and general education courses covering the autism spectrum, as well as other courses dealing with ASD such as psychol- ogy, applied behavior analysis, school psychology, speech pathology, occupational therapy, and child development.

The goal in developing this text was to provide a comprehensive, up-to-date, research- based introduction to and overview of Autism Spectrum Disorders (ASD) for future and current educators and other practitioners. The primary aim was to bring together, in one text- book, all of the things university instructors need to present a broad yet in-depth overview of ASD, rather than having to pull pieces from multiple sources. The book was developed to pro- vide necessary background information so that students studying the autism spectrum would (a) understand the disorder, including its many manifestations and associated characteristics; (b) understand and appreciate the issues faced by the families of children and youth on the autism spectrum so that students could more empathetically work with them; and (c) have sufficient information on the myriad instructional strategies from which students with ASD may benefit, and based on this knowledge, be able to make an appropriate decision as to which strategy may benefit a particular student and why. Most importantly, the purpose of this text was to provide sufficient information in major areas related to educating students with ASD so that current and future teachers would not have to fall back on what is found in the media, social media, or through their own sometimes limited experiences. One of the most important concepts a student in an introductory ASD course can understand is that no two individuals with ASD are alike, and there is no quick fix or “one size fits all” for this population. I hope this message is clear in this second edition of this text. The original goal was to create a resource so that future or current teachers could be informed consumers in the field of ASD, so that they could distinguish fad and snake oil from evidence-base and fact. This second edition continues with that tradition.

PrEfACE

A01_BOUT6877_02_SE_FM.indd 8 1/28/16 5:42 PM

 

 

text orgAnizAtion

Instructors will find that the major issues and questions faced by teachers and future teach- ers of students on the autism spectrum have been addressed within this text. The expertise of multiple individuals from a variety of disciplines (e.g., special education, speech-language pathology, psychology, behavior analysis, and motor behavior) has been brought together to provide a comprehensive resource for professionals. As with the first edition, the book has been organized to follow the scope and sequence of an introductory course on ASD, and instructors of such courses will hopefully find the progression of information as useful for their courses as I do for my own. The goal was to provide both depth and breadth, so that current and future teachers of students with ASD have a solid foundation of knowledge on ASD with which to make important educational decisions for this population of students.

upDAteD AnD expAnDeD coverAge

In preparing this edition, I, the editor, considered both the ever-changing field of ASD as well as the expected knowledge and skills of the teachers who work with these students and expanded the text to include both more in-depth foundational information as well as broader contexts. The goal was to develop a text that could serve not only as an introductory text on ASD, but also as a resource for the professional working with students with ASD on a day-to- day basis. Case Study 6 Discussion: Ivan

new to this eDition

• We have updated the first chapter on the overview of ASD for the reader. Not only do we include the current Diagnostic and Statistical Manual of the American Psychiatric Association, Fifth Edition (DSM-V) diagnostic criteria, we also discuss the current prev- alence rate, and various characteristics of ASD that may impact how these students learn.

• In Chapter 2 we have provide an expanded overview of the research-supported strategies for students with ASD.

• As professionals, one of our most important assets in our work is the child’s family. Chapter 3 covers the impact of ASD on the family across the lifespan and discusses ways to improve communication and collaboration with this important constituency.

• When working with students with ASD, behavioral issues are often one of the largest hurdles teachers face. Chapter 4 presents a comprehensive overview of environmental modifications that can assist teachers in addressing these behavioral challenges.

• In chapter 5, we provide an overview of Applied Behavior Analysis, which is considered an evident-based practice for working with individuals with ASD.

• The updated and expanded chapter on Communication Interventions (Chapter 6) pro- vides more detail on the development of language for children with and without ASD, as well as more recent evidence-base on strategies for communication instruction.

• As with the previous edition, the Social Skills chapter (7) provides an in depth review of the socialization needs of individuals with ASD as well as current research supported strategies for social skills instruction.

• Because of the importance of daily living skills instruction for many students on the autism spectrum, Chapter 8 was also expanded to include current evidence-based strate- gies and program development considerations for teachers. Case Study 6 Discussion: Ivan

• As the spectrum of autism includes not only students who have daily living skills needs, but also those who require academic skills instruction, Chapter 9 provides an overview of the current literature on strategies relevant to teaching reading, math, and writing skills to students with ASD.

• An expanded Assistive Technology chapter (11) provides up-to-date evidence-based information for teachers, who regularly make important assistive technology decisions for their students.