Patricia Howlin, a researcher from the UK, once said that having autism must be like falling through Alice’s looking glass (from Alice in Wonderland), everything is chaotic and confusing. Nothing seems to make sense, not even our natural social order. A child on the autism spectrum may not understand that the teacher is the boss and he is not, and so be terribly frustrated that he does not get to make up any of the school rules. Such social confusion can easily lead to social stress, anxiety, and even aggressive behavior.

We have learned that individuals with autism tend to work best when taught within visual and predictable routines. Simon Baron Cohen (in press) suggests that if individuals with ASD possess good systematizing skills, it may be possible to use those skills to compensate for difficulties in empathizing skills. This would imply that students with ASD may learn best using visual and predictable “systems”. Dr. Tony Attwood (2006) says that the more someone with ASD understands his or her emotions, the more able that person is to express them appropriately.

The Incredible 5-point Scale (Buron & Curtis. 2003) introduces the use of a scale to teach social and emotional concepts to individuals who have difficulty learning such concepts, but who have a relative strength in learning systems. An example of learning a concept with a scale can be illustrated by a student who often talks too loud for the situation. Telling that person to “be quiet” or “use an inside voice” hasn’t changed the behavior. Using a scale to further break down the expectations might be helpful (figure one). The first step is to decide how you want to break down the concept. In this case, we broke volume down to illustrate silence all the way to screaming. Once you have created your scale, you can write a story for the student to explain the scale. You can then post the scale near the student’s desk or personal space. I recommend you review the schedule often when the student is calm and ready to learn. Do not wait until the person is upset or in the midst of screaming to teach.

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Studies presented at IMFAR this year addresses the problem of how to effectively screen children for autism in underserved communities. Many studies have shown that the rates of identified autism are lower in racial and ethnic minorities and those with lower socio-economic status. For example, CDC autism prevalence estimates routinely show lower estimated prevalence for Hispanic or African American students. This suggests the possibility that a large fraction of the autism population remains unidentified and under served.

The study authors propose using teachers to actively participate in the community screening efforts. From Study Finds Early Childhood Educators Can Effectively Screen Students For Autism In Underserved Communities

In a study with national implications, researchers at Children’s Specialized Hospital found that in underserved communities using teachers to screen for autism in preschools and day care centers is more effective than the current system that relies solely on parents and pediatricians to identify the disorder.

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Charlie Rose Brain Series 2 Episode 6: Autism with Eric Kandel of Columbia University, Gerald Fischbach of The Simons Foundation, Uta Frith of University College London, Matthew State of Yale University, and Alison Singer of the Autism Science Foundation

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The genetic screen, called ARISk, is designed for babies and toddlers who have a sibling with autism, a developmental disorder characterized by impaired social interaction and repetitive behaviors. The new test found 57 key gene variations that were associated with the condition in more than 1,000 families.

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Though preliminary, the findings are among the first to suggest that delays in motor development during infancy may be an early warning sign of autism.

However, the findings are preliminary and aren't ready for use in diagnosing autism spectrum disorders.

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Establish a daily ritual

1. Be Creative

The National Institutes of Health have a guide for caregivers emphasizing the importance of creativity and a daily oral hygiene routine – and those were the keys to my family’s success. Finger toothbrushes for infants only encouraged my son to bite my finger. Instead, I offered him a clean, wet washcloth to chew on for a few minutes in the morning and before bedtime. I helped him move the washcloth around his mouth so that all of his teeth were scrubbed. Then I offered water to drink, since he didn’t know how to rinse and spit yet.

2. Brush Together

The next step was to allow my son to chew on a child-size toothbrush while I brushed my own teeth. This desensitized him to the toothbrush’s texture while I modeled appropriate dental hygiene for him. Sometimes it’s necessary to try several different types of brushes, such as a spin brush. After many months, when he was accustomed to the texture, I added non-fluoride toddler toothpaste to his toothbrush so that he would get used to the idea of flavoring on the brush.

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Is your child missing the cues?

*Struggles in social situations?

*Has difficulty interacting with peers?

*Doesn’t understand non-verbal cues or innuendoes?

Age-Appropriate Transition Assessment

In this volume, Age-Appropriate Transition Assessment, the user will take a close look at the intention of Age-Appropriate Transition Assessment (AATA) and the implications to students with autism spectrum disorders (ASD). Accurate and meaningful AATA is critical to the development of a plan that both fits the student’s interests and strengths and meets the student’s needs.

In this volume, Employment, the user will focus on the post school outcome of employment. The guide begins with a focus on planning and preparing the individual with autism spectrum disorder (ASD) for employment during the transition years. As the user moves through the volume, the focus comes to include information and considerations for those seeking employment or for those currently employed. Implications for the individual with ASD are highlighted as well as resources for improving career development and employment support. The goal of this volume is to help the user understand the issues surrounding successful employment for the individual with ASD and to highlight the supports and resources that lead to and assist in maintaining meaningful employment.

In this volume, IEP Transition Components, the user will be introduced to the legislation that supports transition planning for the individual with a disability, as well as the legislation that provides for ongoing services for adults with disabilities. Each step of the IEP transition planning process will be explored to allow users to review their own documents and plans. The goal of this volume is to assist in creating a process that results in a meaningful IEP document for the youth with ASD that will serve as a guide for the team in the future.