Live Interactive Chat
Related Resources
Assistant Project Director of the Illinois Autism/Pervasive Developmental Disorder (PDD) Training & Technical Assistance Project, La Grange, IL
Introduction to the Topic
Autism is a complex developmental disability that typically appears during the first three years of life. The result of a neurological disorder that affects the functioning of the brain, autism impacts the normal development of the brain in the areas of social interaction and communication skills. Children and adults with autism typically have difficulties in verbal and nonverbal communication, social interactions, and leisure or play activities. Autism is the most common of the Pervasive Developmental Disorders, affecting an estimated 2 to 6 per 1,000 individuals (Centers for Disease Control and Prevention, 2001). This means that as many as 1.5 million Americans today are believed to have some form of autism. And that number is on the rise. Based on statistics from the U.S. Department of Education and other governmental agencies, autism is growing at a rate of 10-17 percent per year. At these rates, the ASA estimates that the prevalence of autism could reach 4 million Americans in the next decade. The overall incidence of autism is consistent around the globe, but is Four times more prevalent in boys than girls. Autism knows no racial, ethnic, Or social boundaries, and family income, lifestyle, and educational levels do not affect the chance of autism's occurrence.
Since Autism is diagnosed by observing a child's behavior, it is not uncommon to have the disability described by the uncommon behavior of the child. Because it is a spectrum of disorders, there is a spectrum of behavior. Most families and caregivers first bring their child to a professional because of unusual, and often problematic behaviors. Children with autism can exhibit rigid routines, emotional tantrums without cause, aggression, lack of appropriate interactions with others and extreme sensitivities to touch, taste, smell and sound. Nearly every family with a child with autism has a difficult time handling some of the more unusual behaviors.
Reducing these difficult behaviors is typically paramount to families, educators and caregivers. Understanding the communication behind the behavior, and intervening appropriately is a first step. With systematic, consistent assistance, the child can often manage their emotions and fears and reduce the inappropriate behavior. The behaviors are typically stages however, and there is often another behavior ahead of the current one!
Resources on Handling Challenging Behaviors in Child Care and at Home: Autism
Online Resources
- About Autism
Autism spectrum disorders (ASDs) are a group of developmental disabilities that are caused by an abnormality in the brain. Children with ASDs tend to have problems with social and communication skills. They also are likely to repeat certain behaviors and to not want change in their daily activities. ASDs begin during childhood and last throughout a person's life. This online source discusses symptoms, prevalence, treatment, and additional resources.
http://www.cdc.gov/ncbddd/autism - Autism and Pervasive Developmental Disorder
A fact sheet from the National Information Center for Children and Youth with Disabilities includes a definition and resources.
http://www.nichcy.org/pubs/factshe/fs1txt.htm - Autism Society of America
Autism is a complex developmental disability that typically appears during the first three years of life. The result of a neurological disorder that affects the functioning of the brain, autism and its associated behaviors have been estimated to occur in as many as 2 to 6 in 1,000 individuals (Centers for Disease Control and Prevention 2001).
http://www.autism-society.org/site/PageServer - The Illinois Autism/PDD Training and Technical
Assistance Project
An Illinois State Board of Education initiative that provides training and technical assistance focused on educating students with autism and other pervasive developmental disorders (PDD).
Kathy Gould, Project Director
Alyson Beytien, Assistant Project Director
Illinois Autism/PDD Training and Technical Assistance Project
1301 W. Cossitt Avenue
La Grange, IL 60525
Telephone: 708-354-5730
E-mail: kathygould@illinoisautismproject.org
E-mail: alysonbeytien@illinoisautismproject.org
http://www.theautismprogram.org - Educating Children with Autism
This online book includes chapters on problem behaviors and instructional strategies.
http://www.nap.edu/books/0309072697/html - Can Social Skills and Behavior Be Improved?
This includes a discussion of approaches including developmental and behaviorist.
http://health.discovery.com/centers/mental/autism/autism9.htmlEditor's Note: this url is no longer active. - Effective Communication
Here are tips for parents to help them interact effectively with the education professionals who work with their child.
http://www.autism-pdd.net/Teachers.html - Including Children with Challenging Behavior
in Child Care
This study includes autistic children as well as others with challenging behavior.
http://www.rtc.pdx.edu/Presentations/P3ca02.pdfEditor's Note: this url is no longer active. - Teaching Tips for Children and Adults with Autism
A college professor writes of ways teachers and parents helped him overcome autism.
http://www.autism.org/temple/tips.html - Division TEACCH (Treatment and Education
of Autistic and Related Communication Handicapped Children)
Division TEACCH is an International Center for interdisciplinary training in autism. The TEACCH web site includes research and information on a demonstration preschool model.
http://www.teacch.com/ - Indiana Resource Center for Autism: Behavior
http://www.iidc.indiana.edu/irca/IRCAarticles/fbehaviorarticles.html
ERIC Database: Selected Records
To search the ERIC database for resources on this topic, use this search strategy:
descriptors "autism" or "developmental disabilities" AND descriptors "preschool children" or "early childhood education" or "preschool education" AND descriptors "behavior" or "self control" or "behavior modification"
How to Obtain ERIC Documents and Journal Articles:
References identified with an ED (ERIC document)or EJ (ERIC journal) are cited in the ERIC database. ERIC Documents (citations identified by an ED number) may be available in full text from ERIC at no cost at the ERIC Web site: http://www.eric.ed.gov. Journal articles are available from the original journal, interlibrary loan services, or article reproduction clearinghouses.
If you would like to conduct your own free ERIC database searches via the Internet, go directly to http://www.eric.ed.gov/ERICWebPortal/Home.portal?_nfpb=true&_pageLabel=advanced
- ERIC Journal No.: EJ645018
Treatment of Autism in Young Children: Behavioral Intervention and Applied Behavior Analysis
Author(s): Jensen, Vanessa K.; Sinclair, Leslie V.
Source: Infants and Young Children, v14 n4 p42-52 Apr 2002
Abstract: This article discusses the etiology and scope of autism in young children, screening and diagnosis, intervention options, and the use of applied behavior analysis. Supporting evidence of the efficacy of intensive behavioral intervention is cited, and variations in treatments and techniques are reviewed. Barriers to effective services are also addressed. - ERIC Document No.: ED461956
Educating Children with Autism
Publication Date: 2001
Availability: National Academy Press, 2101 Constitution Ave., NW, Lockbox 285, Washington, DC 20055 ($39 plus $4.50 for shipping and handling). Tel: 888-624-8422 (Toll Free); Tel: 202-334-3313; Fax: 202-334-2451.
Abstract: Chapters 5 through 10 discuss fundamental areas of development and behavior that must be addressed by such programs: communication; social, cognitive, sensory, and motor development; and adaptive and problem behaviors. - ERIC Journal No.: EJ587726
A Preliminary Comparison of Guided Compliance and High-Probability Instructional Sequences as Treatment for Noncompliance in Children with Developmental Disabilities
Author(s): Smith, Marnie R.; Lerman, Dorothea C.
Source: Research in Developmental Disabilities, v20 n3 p183-95 May-Jun 1999
Abstract: The efficacy of guided compliance and high-probability instructional sequences was compared with two young children with disabilities and noncompliant behavior. Levels of compliance were higher under guided compliance than under high-probability instructional sequences. Parents were able to learn to implement treatments accurately and reported equal satisfaction with the procedures. - ERIC Document No.: ED439572
Parent Skill Training (Self-Study Modules). LEAP Outreach Project
Publication Date: 1998
Availability: LEAP Outreach Project, The Center for Collaborative Educational Leadership, University of Colorado at Denver, 1444 Wazee St., Suite 230, Denver, CO 80202-1326. Tel: 303-620-4110; Tel: 303-620-4082.
Abstract: This self-study training manual for parents of children with autism contains nine modules on behavior modification techniques. - ERIC Document No.: ED439571
Classroom Staff Training (Self-Study Packet). LEAP Outreach Project
Availability: LEAP Outreach Project, The Center for Collaborative Educational Leadership, University of Colorado at Denver, 1444 Wazee St., Suite 230, Denver, CO 80202-1326. Tel: 303-620-4110; Tel: 303-620-4082
Abstract: This self-study training manual for teachers of young children with autism contains nine modules on behavior modification techniques. - ERIC Journal No.: EJ564032
Home-Based Behavioral Treatment of Young Children with Autism
Author(s): Sheinkopf, Stephen J.; Siegel, Bryna
Source: Journal of Autism and Developmental Disorders, v28 n1 p15-23 Feb 1998
Abstract: This study evaluated the impact of intensive behavioral treatment by parents in the home setting on the development of 11 young autistic children. Compared to a control group, the children had significantly higher posttreatment IQ scores. Smaller, but statistically significant effects on symptom severity were also found, although experimental subjects still met diagnostic criteria for autism or pervasive developmental disability. - ERIC Document No.: ED387987
Enabling Families of Preschool-Aged Children with Autism to Effectively Deal with Challenging Behaviors: A Curriculum-Based Behavior Management Training
Author(s): Sugerman, Sheryl
Publication Date: 1995
Notes: Ed.D. Practicum, Nova Southeastern University.
Available from: EDRS Price MF01/PC03 Plus Postage.
Abstract: This practicum was designed to give parents of preschool children with autism an understanding of the disorder and appropriate skills to manage their children's challenging behaviors. The results of the practicum were positive and all specified goals were met. - ERIC Journal No.: EJ488812
Facilitating Desired Behavior in the Preschool Child with Autism: A Case Study
Author(s): Ford, Laurie; And Others
Source: Contemporary Education, v65 n3 p148-51 Apr 1994
Abstract: The best way to manage discipline problems in preschoolers with autism is to prevent the problems from occurring in the first place. The article examines the diagnosis, incidence, and prevalence of autism, discusses how to facilitate desired behavior, and offers a case study of a preschool student with autism. - ERIC Journal No.: EJ448545
Using Guided Compliance versus Time Out to Promote Child Compliance: A Preliminary Comparative Analysis in an Analogue Context
Author(s): Handen, Benjamin L.; And Others
Source: Research in Developmental Disabilities, v13 n2 p157-70 1992
Abstract: This study compared guided compliance versus time out as a method of promoting child adherence to adult requests. Time out effected larger increases in percentage compliance among four of five participating children (ages three to six years) with mild developmental disabilities. - ERIC Journal No.: EJ645152
Brief Report: Improvements in the Behavior of Children with Autism following Massage Therapy
Author(s): Escalona, Angelica; Field, Tiffany; Singer-Strunck, Ruth; Cullen, Christy; Hartshorn, Kristen
Source: Journal of Autism and Developmental Disorders, v31 n5 p513-16 Oct 2001
Abstract: Twenty children with autism, ages 3 to 6 years, received either massage therapy or reading attention by their parents for 15 minutes daily for one month. Evaluation suggested that children in the massage group exhibited less stereotypic behavior and showed more on-task and social relatedness behavior during play observations at school, and they experienced fewer sleep problems at home.
Acerca de IEL | Recursos | Calendario | Preguntas | Pregunte a un perito | Contáctenos | Búsqueda
NOTE: There may be publications on this page that are available as PDF (portable document format) files. To be able to read these files, download the free Adobe Reader.
Disclaimer
The opinions, resources, and referrals provided on the IEL Web site are intended for informational purposes only and are not intended to take the place of medical or legal advice, or of other appropriate services. We encourage you to seek direct local assistance from a qualified professional if necessary before taking action.
The content of the IEL Web site does not necessarily reflect the views or policies of the Illinois Early Learning Project, the University of Illinois at Urbana-Champaign, or the Illinois State Board of Education; nor does the mention of trade names, commercial products, or organizations imply endorsement by the Illinois Early Learning Project, the University of Illinois at Urbana-Champaign, or the Illinois State Board of Education.