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SPED 210 Chapter 9

by: Keely Egelhoff

SPED 210 Chapter 9 SPED 210

Keely Egelhoff
GPA 3.6

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These notes are over chapter 9
The Exceptional Learner
Class Notes
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This 2 page Class Notes was uploaded by Keely Egelhoff on Wednesday September 21, 2016. The Class Notes belongs to SPED 210 at Western Illinois University taught by Logan in Spring 2016. Since its upload, it has received 4 views. For similar materials see The Exceptional Learner in Special Education at Western Illinois University.


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Date Created: 09/21/16
Keely Egelhoff Logan SPED 210 3/27/2016 Chapter 9 Autism Spectrum Disorders  Leo Kanner labeled kids as autistic - Major problems in communications - social interactions  Hans Asperger - Socially isolated Defining Autism spectrum disorders  Deficits in social communication and restricted, repetitive patterns of behavior, interests and activities  Asperger syndrome have trouble in areas like social interaction Causes  Scientists thought that autism had a basis in hereditary problems  Today scientists cannot pinpoint the exact location of the problem but say that it is neurological not interpersonal - Neurological  Disrupts the cell’s ability to communicate with each other  Genetic basis is very strong Identification  Autism diagnostic observation schedule  Autism diagnostic interview-revised  Can diagnose as little as 9-30 months’ old  Lack of social communication  Joint attention- one alerts another to stimulus via nonverbals  Pragmatics- social use of language  Struggle with hidden curriculum- do’s and don’ts” of everyday living  Repetitive behaviors Theory of Mind  Refers to a personas ability to take the perspective of other people  Applied behavior analysis- focuses on teaching functional skills and continuous assessment of progress  Functional behavioral assessment  Positive behavioral intervention and support- shows positive behaviors and rewards them Assessment  Language and social skills can be monitored  Intervention programs are highly structured and involve families  Use natural interactions to teach students  Always looking to improve social skills and interactions We know a lot about ASD and we also know there is a lot of false information out there. People with ASD have difficulty interacting with groups of people. However, many of these people are very detailed oriented. Those with ASD act as though they have intellectual disabilities but are still functional and can learn. Those who have autism savant syndrome have extraordinary splinter skills. We also know that measles and mumps vaccinations do not cause ASD. There is genetic basis for autism stating that the hereditary component is very strong. No matter if the student has autism or Asperger disease they should be treated fair and the teacher should learn as much as they can about their student’s disability first. All children need a good education and should be treated with the same respect. Learning the facts is most important when working with disabled students.


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