The American Psychiatric Association's Diagnostic and Statistical Manual, Fifth Edition (DSM-5) lists the characteristics that are examined to determine whether a person will be diagnosed with Autism. These characteristics include “persistent deficits in social communication and social interaction across multiple contexts” which includes the inability to engage in normal back and forth conversation, abnormalities in eye contact, lack of facial expression, and difficulty developing and maintaining relationships They also include “restricted, repetitive patterns of behavior, interests, or activities” which include repetitive motor movements, inflexibility with routines, fixated interests, and hyper- or hyposensitivity to sensory stimulation . These symptoms must be “present in early development” and “cause clinically significant impairment in a current area of functioning” (2016).
According to the Center for Disease Controls and Prevention (CDC) it is estimated that 1 out of every 68 children has Autism Spectrum Disorder (ASD) as of 2012, that number is up from 1 in 150 in 2000 (CDC, 2016). With the rising number of students diagnosed with ASD, it is important that all educators understand and are aware of effective teaching practices for including students with ASD into the general …show more content…
Creedon et al. suggests developing a predictable routine that includes a timer or a bell to notify the students when a transition is going to happen and providing visuals or routines and schedules (2006). A visual schedule can be a great tool for students with ASD. You can use images to depict the activities that are required. You could either have a large visual schedule on display for the whole class, or you could have an individual visual schedule for a particular student. Knowing the sequence of activities, and when to expect preferred activities can help keep the student focused and on
According to the Center for Disease Controls and Prevention (CDC) it is estimated that 1 out of every 68 children has Autism Spectrum Disorder (ASD) as of 2012, that number is up from 1 in 150 in 2000 (CDC, 2016). With the rising number of students diagnosed with ASD, it is important that all educators understand and are aware of effective teaching practices for including students with ASD into the general …show more content…
Creedon et al. suggests developing a predictable routine that includes a timer or a bell to notify the students when a transition is going to happen and providing visuals or routines and schedules (2006). A visual schedule can be a great tool for students with ASD. You can use images to depict the activities that are required. You could either have a large visual schedule on display for the whole class, or you could have an individual visual schedule for a particular student. Knowing the sequence of activities, and when to expect preferred activities can help keep the student focused and on