These children are denied the greatest gift of life – the joy of a relationship with another person. – Dustin Hoffman, after playing the title role in the film “The Rainmaker”

Vocabulary
· agnosia – difficulty interpreting sense appropriately
· prosopagnostic – (“face-blind”) have trouble recognizing people
· shutdown – when the person looses some or all of their normal functioning
· savant – a person who can perform mechanical tasks instantly (ie – human calculator)

What is it?
· severe developmental disability of the brain that effects one’s ability to appropriately process environmental stimuli
· typically appears during the first 2 ½ to 3 years of life
· 4 to 15 of every 10,000 births are autistic
· 400,000 people in the US today have some form of autism
· 4 times more common in males than females

Types
There are three levels of autism.  Many symptoms are similar, but the level of severity varies from case to case.  All autistic people experience similar challenges in life.

· Autistic Disorder – difficulty processing verbal and non-verbal communication
· Aspergers Syndrome – have less severe communication problems and no speech delays
· High-Functioning Autism – the presence of above average intellectual qualities combined with processing difficulties

Possible Causes
· genetic defect – auto-immune disease or degenerative disease o nerve cells in the brain
· biological brain defect
· anoxia (oxygen deficiency) or damage at birth
· illness in the mother during pregnancy

Symptoms
· increased sense of touch – a gentle touch to a normal person may hurt or shock some autistic people
· heightened hearing – noises that don’t bother most people, may hurt an autistic person’s ears
· difficulty processing verbal communication – may take statements literally, have difficulty remembering and pronouncing vocabulary
· vision – some autistic people are prosopagnostic (trouble recognizing faces) and tend to analyze faces rather than recognize them automatically
· sensitive eyes – bright or flickering light may hurt autistic people’s eyes
· prone to overload – common occurrence due to heightened senses; may result from too much social or emotional stimulation
· lack non-verbal communication and body language – autistic people may seem more literal minded or unemotional than they actually are

Classroom Implications
· Planning – be ahead and anticipate what may happen
· Things to keep in mind when planning lessons for an autistic student:
· Cycle of alertness – when is the student most alert?
· Multiple disabilities – other conditions that impact teaching and learning
· Attention span – brief and varied tasks that teach the targeted skill and maintain attention
· One-to-one needs – does the student require one on one instruction? Is the student able to work independently without the presence of an adult?
· Task completion time – allot adequate time for task completion
· Patience – “the capacity to put up with pain, troubles, difficulties, and hardship without complaint or ill temper; the ability to wait or persevere without losing heart or becoming bored” – you will need all of these traits
· Perseverance – go beyond the point that others would have given up
· Tough Love
· HAVE HIGH EXPECTATIONS!

Treatment
There is no known cure for autism, however research has provided a better understanding of coping mechanisms and strategies to lessen symptoms in youth and possibly disappear altogether.
· most successful - early, appropriate and intensive educational intervention
· also helpful – some degree of inclusion, program targeting the child’s interest(s), very scheduled routine with strategically planned transitions
· medication – fenfluramine and haloperidol are being tested

Teacher Tips
· provide a predictable and consistent schedule for the child
· provide smooth transitions from home to school to community
· work closely with parents to maintain continuity for the child
· use resource personnel available
· seek specially trained assistants if needed
· seek in-service training by experienced specialist in the area of autism
· LISTEN TO THE CHILD AND REACT APPROPRIATELY!

Resources
Internet Sites
· Autism Society - www.autism-society.org – provides useful tips for approaching and gaining an understanding of autism, also clarifies many common myths
· Classroom Management:  A Behavioral Approach - www.valdosta.edu/~whuitt/psy702/manage/behmgt.html – a concise outline of the behavioral approach to classroom management
· Autistics.org – www.autistics.org – includes topics relating to what autism is, how autistic people are effected by autism, and clarification of some common myths
· Autism Research Institute – www.autism.com – provides current information discovered through research into autism, its causes and implications

Books
Jordan, Rita and Stuart Powell.  Understanding and Teaching Children with Autism.  John Wiley and Sons:  New York.  1995
Sewell, Karen.  Attainment’s Breathroughs:  How to Reach Students with Autism.  Attainment Company:  Verona, Wisconsion.  1998.
Waterhouse, Stella.  A Possitive Approach to Autism. Jessica Kingsley Publishing:  Philadelphia.  2000.

Additional Resources
Koegel, Robert L. and Lynn Kern Koegel.  Teaching Children with Autism.Paulh Brookes Publishing Company:  Baltimore.  1995.
Schopler, Eric and Gary B. Mesibov, ed.  High-Functioning Individuals with Autism. Plenum Press:  New York.  1992.
 

For additional information on TEACCH:
Internet site http://www.unc.edu/depts/teacch/
or write:
Division TEACCH Administration and ResearchCB# 7180, 310 Medical School - Wing EThe University of North Carolina at Chapel HillChapel Hill, NC 27599-7180