IRIS Module Inatroduction to ASD

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Southeast Missouri State University *

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Communications

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Apr 3, 2024

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Autism Spectrum Disorder (Part 1): An Overview for Educators URL: https://iris.peabody.vanderbilt.edu/module/asd1/challenge/#content Topic: Disabilities Module: Autism Spectrum Disorder (Part 1): An Overview for Educators Complete the Module and respond to the prompts below. Responses must be in your own words or paraphrased. Copy and paste responses will be considered plagiarism. Some of you may have completed this module and I apologize for this, but it is important that all students begin this course with the same foundation knowledge. Identify the two major characteristics of ASD. For each characteristic, provide at least two examples of how a child with ASD might display them. Persistent deficits in social interaction and communication across situations are one of the main characteristics of an individual with ASD. Such as difficulty initiating or responding to social interactions, displaying or interpreting facial expressions. The second major characteristic is restricted, repetitive patterns of behavior, interests, or activities such as flapping of hands, difficulty handling changes in routine, and highly focused interest. Watch the video of a mother interacting with her twins, Nathan and Benjamin (Assessment section of the module, prompt 2. a. Nathan demonstrates early signs of ASD because he is not showing interest in wanting to push back the truck.
a. Identify the twin who demonstrates early signs of ASD and describe the characteristics. b. Compare the behavior of the twin who demonstrates early signs of ASD to that of his brothe b. Benjamin was showing interest and was pushing the truck back to his mother and repeating the sounds his mother was making. There are two ways that children can be identified as having ASD. a. Compare and contrast the two methods of identification. b. Explain why having both diagnoses is important for a child and her or his family. a. The first method is Medical Diagnosis: this consists of screenings and an evaluation. The second method is Educational Determination: This is after a child is diagnosed with ASD to than receive and educational evaluation. This does also include those that are undiagnosed but shows signs of ASD should be requested to be evaluated through the school system. b. The team can more effectively evaluate whether a child fits the IDEA criteria for autism by considering both diagnoses. This is because the criteria requires that a child's or student's academic performance be negatively impacted. If this is the case, the child qualifies for special education services. A child may be medically diagnosed with autism spectrum disorder (ASD) but not be eligible for special education services under the IDEA. Pick one of the scenarios below (from the Challenge) and answer the questions. Scenario: Jaquese This is Jaquese, a ten-year-old student in an inclusive fourth-grade classroom. Jaquese loves mathematics and science and is above grade level in both subjects. Because of this, his teachers have a hard time keeping him engaged during mathematics and science instruction. On the other hand, Jaquese has difficulty with reading and writing. He also struggles with reading comprehension, both when a story is read to him and when he reads it independently. He’s obsessed with superheroes and will often quote and act out scenes from their comic books or films. This is often frustrating for the teacher, because no matter how she tries to distract him from his imaginary superheroics, he always comes back to them. In fact, he often cannot begin his work until he has finished acting out an entire scene. Further, most students do not understand his obsession; they find Jaquese annoying and do their
best to avoid him. Scenario: David This is David, a 2½-year-old with autism spectrum disorder and intellectual disabilities. He is not interested in other children, and he does not play with toys as they were designed to be played with. For example, instead of pushing toy cars around on the floor, he flips them over and spins their wheels. On the other hand, David loves to play in the water and listen to music. At night, he remains awake for extended periods, something that is exhausting for his parents. Mealtimes are a struggle as well. David eats only a few specific foods and avoids others with textures or consistencies he doesn’t like. He is non-verbal and lacks a systematic way to let his teachers and parents know what he wants. Often, when he is not successful at communicating what he wants, David throws himself on the floor, hits his parents, and throws objects. He has recently been introduced to the Picture Exchange Communication System, often referred to as PECS, but has not yet learned enough to communicate his needs. Which child did you choose? David Would this child or student have an IFSP team or an IEP team? Explain. Yes, because these are designed for children of David's age. Who are the required members for this team? DEA '04 requires that, at a minimum, multidisciplinary IFSP teams include a parent and at least two professionals. Identify at least two additional team members that might be on this team and explain why? A paraprofessional might be on the team because this person spends a large amount of time with the student and would be able to offer a lot of valuable information. Cherith is a single parent of six-year-old twins who have ASD. Both have cognitive impairments, language deficits, and behavior issues. Additionally, one child requires almost total assistance for daily living skills in areas such as feeding, dressing, and toileting and the mom reports that the other child does not sleep. Both children receive services and supports in school and in clinic settings. Identify and explain four struggles or difficulties this mom might face. This mom may suffer from severe tiredness due to the fact that her child struggles with sleep. This mom faces a lot of stress due to the things her child struggles with.
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