ASD Services ResourcesAutism ResourcesFlorida Department of H.docx

ASD Services Resources
Autism Resources/Florida Department of Health
(www.floridahealth.gov.)
American Autism Association (www.myautism.org.)
Bloom Autism Services. ABA Therapy in South Florida
(www.inbloomautims.com.
National Autism Association
(https://nationalautimsassociation.org.)
Miami Dade County Autism Support Groups.
South Florida/Autism Speaks (www.autismspeaks.org.)
CAP4Kids Miami. Special Needs/Autism (https://cap4kids.org.)
The Autism Society of Miami Dade (www.ese.dadeschools.net.)
University of Miami Center for Autism and Related Disabilities
(CARD)
Family Life Broward and Miami Dade. Miami Dade Special
Needs Resources and Activities Guide (2019).
(https://southfloridafamilylife.com.)
Running head: HIGHER EDUCATION 2
HIGHER EDUCATION 2

The Morrill Land-Grant Acts, Title V, Gratz v. Bollinger, and
Grutter v. Bollinger
Student’s Name
Course Code
Institution Affiliation
Date
The Morrill Land-Grant Acts had the most significant
positive impact on students' access to higher education. This is
because this act made it possible for the new states in the west
to put up colleges for their students. The institutions that were
established gave a chance to a lot of farmers and other working-
class people who could not previously access higher education.
Since the land was the most readily available resource, it was
given for these states to establish colleges. According to Christy
(2017), even though some individuals misused the earnings
from those lands, the Morrill land-grant Act gave the foundation
of a national system of state colleges and universities. Finances
from the lands even helped existing institutions, helped build
new institutions, and other states were able to charter new
schools.
Grutter v. Bollinger & Gratz v. Bollinger had the most influence
in shaping how higher education institutions recruit and retain
students from diverse backgrounds. This is because this ruling
recognizes the benefits of diversity in education and validates
any reasonable means which can be used to achieve that
diversity. The verdict is even supported by a lot of studies
which show that student body diversity promotes learning
outcomes, and 'better prepares students for an increasingly

diverse workforce and society…'" (The Civil Rights Project,
2010). Grutter vs. Bollinger laid a foundation for the diversity
we see today in universities and colleges. Garces (2012) asserts
that in our current world, which is diverse, access to higher
education is what determines our legitimacy and strength. This
all has been made possible by the Grutter v. Bollinger & Gratz
v. Bollinger. The ruling helped break down stereotypes and for
students to understand others from different races.
References
Christy, R. D. (2017). A century of service: Land-grant colleges
and universities, 1890-1990. Routledge.
Garces, L. M. (2012). Necessary but not sufficient: The impact
of Grutter v. Bollinger on student of color enrollment in
graduate and professional schools in Texas. The Journal of
Higher Education, 83(4), 497-534.
The Civil Rights Project (2010). Grutter v. Bollinger & Gratz v.
Bollinger: Statement Analyzing the Implications of Supreme
Court's Decisions for Higher Education. Retrieved
from https://www.civilrightsproject.ucla.edu/legal-
developments/court-decisions/researchers-at-the-civil-rights-
project-issue-statement-analyzing-the-implications-of-supreme-
courts-decisions-for-higher-education
HEA 560 Module Three Short Paper Guidelines and Rubric
Read the latest edition of Inside Higher Education’s report of
their survey of college and university admissions directors.
Review a few archives of Inside Higher
Education’s admissions section of their website. Additionally,
review the American Association of Collegiate Registrars and
Admissions Officers (AACRAO) website.

Locate two primary sources of interest you will use for your
final admission policy report (e.g., a policy report, statistical
trends, discussion papers, research
reports, etc.).
Identify and assess the types of policies that are most likely to
help students overcome barriers to higher education. Consider
how the interventions and
perspectives listed in those reports intersect with the policies
designed to increase college students’ preparation for higher
education. Review Chapter 4 of Public
Policy and Higher Education for examples of those policies
(e.g., AP program, CEEB, etc.).
Specifically, the following critical elements must be addressed:
a. Describe the intended outcomes of the policy on student
attainment, retention, and completion. Consider the current state
of the institution; what are
some reasons for implementing this policy? What are the
potential impacts to the institution if the policy is not
implemented? How might the policy alter
the current state of the institution?
b. Analyze the impact of institutional operations for increasing
enrollment, retention, and completion through implementation
of this policy.
c. Describe how this policy may have an impact on the future
demographics of the institution. What are the key considerations
of the stakeholders,
culture, enrollment, retention, and completion regarding future
demographics of the institution?
Guidelines for Submission: Your paper must be submitted as a

two- to three-page (plus a cover sheet and reference page)
Microsoft Word document with
double spacing, 12-point Times New Roman font, one-inch
margins, and at least two sources cited in APA format
(following the APA Manual 6th Edition). Ensure
that the cover sheet and reference page are also in in APA
format.
Critical Elements Proficient (100%) Needs Improvement (75%)
Not Evident (0%) Value
Intended
Outcomes
Describes the intended
outcomes of the policy on
student attainment, retention,
and completion
Describes the intended
and completion but lacks
specificity
Does not describe the intended
and completion
25
Institutional
Operations

Analyzes the impact of
institutional operations for
increasing enrollment, retention,
and completion
Analyzes the impact of
and completion but details lack
relevance
Does not analyze the impact of
and completion
25
https://www.insidehighered.com/news/focus/admissions
https://www.aacrao.org/
Impact on the
Future
Demographics
Describes how the policy may
impact the future demographics
of the institution
Describes how the policy may
impact the future demographics
of the institution but lacks logical

reasoning
Does not describe how the
policy may impact the future
demographics of the institution
25
Articulation of
Response
Submission has no major errors
related to citations, grammar,
spelling, syntax, or organization
Submission has major errors
that negatively impact
readability and articulation of
main ideas
Submission has critical errors
that prevent understanding of
ideas
25
Earned Total 100%

Autism spectrum
DisorDers
Foundations, CharaCteristiCs, and eFFeCtive strategies
Second Edition
E. Amanda Boutot
Texas State University
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Names: Boutot, E. Amanda, editor of compilation, author. |
Myles,
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Title: Autism spectrum disorders : foundations, characteristics,
and
effective strategies / edited by E. Amanda Boutot, Texas State
University.
Description: Second edition. | Pearson : Boston, 2017. | Includes
index.
Identifiers: LCCN 2015039818| ISBN 9780133436877 (alk.
paper) |
ISBN 013343687X (alk. paper)
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iii
BriEf ContEnts
chapter 1 overview of Autism spectrum Disorders 1
chapter 2 Evidence-Based Practices for Educating students with
Autism spectrum Disorders 21
chapter 3 Working with families of Children with Autism 40
chapter 4 Environmental Arrangement to Prevent Contextually
inappropriate Behavior 59
chapter 5 teaching students with Autism Using the Principles
of Applied Behavior Analysis 79
chapter 6 teaching students with Autism to Communicate 96
chapter 7 social Challenges of Children and Youth with Autism
spectrum Disorders 123
chapter 8 Daily Living skills 141
chapter 9 Effective Practices for teaching Academic skills to
students with Autism spectrum Disorders 157
chapter 10 Play-focused interventions for Young Children
with Autism 169
chapter 11 Assistive technology for Learners with Autism
chapter 12 Motor Consideration for individuals with Autism

spectrum Disorder 192
chapter 13 sexuality Education for students with AsD 205
chapter 14 transition to Postsecondary Environments for
iv
ContEnts
Preface viii
Chapter 1 overview of Autism spectrum Disorders 1
Chapter Objectives 1
Case Study Examples 1
Introduction 2
Autism Spectrum Disorders 3
Diagnosing Autism Spectrum Disorders 4
Causes of Autism Spectrum Disorders 6
Characteristics of Autism Spectrum Disorders 8
Development of the Individualized Education Program 16
Summary 20 • Chapter Review Questions 20 • Key Terms 20 •
Internet Resources 20
Chapter 2 Evidence-Based Practices for Educating students
with Autism spectrum Disorders 21

Introduction 21
Evidence-Based Practices: Definition and Rationale 23
Unestablished and Fad Treatments 30
Child and Family-Centered Decision Making 33
Selecting an Instructional Approach 35
Chapter 3 Working with families of Children with
Autism 40
Introduction 42
Getting the Diagnosis 42
Parental Priorities for Their Children with Autism 44
Impact of Autism on Parents 45
Siblings 53
Family Issues Across the Life Span 55
Chapter 4 Environmental Arrangement to
Prevent Contextually inappropriate Behavior 59
Introduction 61

Motivation 62
Functional Assessment and Behavior Support Planning 63
Antecedent-Based Intervention 68
Chapter 5 teaching students with Autism Using the
Principles of Applied Behavior Analysis 79
Introduction to Applied Behavior Analysis 80
Using ABA to Teach Students with Autism 82
Using ABA to Teach Skill Acquisition (New Learning) 82
Variations of Instructional Focus and Delivery 89
Using ABA to Address Challenging Behaviors 92
Summary 95 • Chapter Review Questions 95 • Key Terms 95
Chapter 6 teaching students with Autism to
Communicate 96
Introduction 97
What Is Social Communication and Why Is It Important? 97
Communication Characteristics of Learners with Autism 103
Communication Assessment and Intervention 105
Summary 121 • Chapter Review Questions 121 • Key
Terms 122 • Internet Resources 122
Chapter 7 social Challenges of Children and Youth with

Introduction 124
Common Social Skills Deficits 124
Social Skills Assessment 128
Social Skills Training 130
CONTENTS v
Chapter 8 Daily Living skills 141
Introduction 142
Core Characteristics That Impact Daily Living Skill Deficits
143
Independence 145
Concerns When Skills Are Not Developed 145
Barriers to Learning and Dependence on Others 145
Challenging Behaviors 147
Daily Living Skills—Developmental Milestones 147
Instructional Strategies 149
Development of Goals and Objectives for Daily Living Skills
152
Measurement of Goals and Progress 152
Data Collection Procedures 153
Visual Analysis of Progress 154

Chapter 9 Effective Practices for teaching
Academic skills to students with Autism
Looking Ahead: Academic Expectations That Impact Students
with ASD 158
Academic Outcomes 159
Connecting Research and Practice 160
Chapter 10 Play-focused interventions for Young Children
with Autism 169
Overview of Play Characteristics and Issues for Young Children
with Autism 170
Teaching Children with Autism to Play 174
Adapting Play Materials 175
Chapter Review Questions 180
Chapter 11 Assistive technology for Learners with

Introduction 182
Areas of Human Function 183
vi CONTENTS
Assistive Technology Service Delivery Systems 188
Collaboration 189
Summary 190 • Key Terms 190 • Chapter Review
Questions 190 • Internet Resources 190
Chapter 12 Motor Consideration for individuals
with Autism spectrum Disorder 192
Introduction 193
The Importance of Movement 193
Movement Taxonomies 193
Why Is the Investigation of Motor Deficits an Important
Question? 194
What Is the Evidence for Motor Deficits in Children with ASD?
196
Can Motor Impairments Be Part of Early Detection? 200
What Is the Importance of Physical Therapy? 201
Standard Motor Skill Assessments 202
Summary 203 • Chapter Review Questions 204 • Key Terms
204

Chapter 13 sexuality Education for students with AsD 205
Case Study 1: Understanding the Need for Sexuality Education
205
Sexuality Education 206
Teaching Sexuality Across the Life Span 207
Case Study 2: Teaching Sexuality Education Through
Collaboration 208
Collaboration of the IEP Team 208
Choosing a Curriculum to Teach Sexuality 209
Individualizing Curricula with Evidence-Based Strategies 209
Case Study 3: Individualizing Sexuality Education Training 211
Building Sexuality Education Intervention Plans 211
• Internet
Resources 216
Chapter 14 transition to Postsecondary Environments for
Introduction 217
Overview and History of the Transition Process and Services
218
Issues and Considerations in Transition Programming for
Students with ASD 220
Autism Intervention Models and the Transition Process 222
Components of Effective Transition Programming 224
• Internet Resources 232
References 233

Index 261
CONTENTS vii
viii
This is an introductory text on Autism Spectrum Disorder
(ASD). When I began in this field
as a graduate student and teacher in 1990, the prevalence was
5–10 in 10,000; today it is
1 in 68, with a recent survey suggesting it is even higher. Over
the years, this field has seen
not only extreme growth in the number of diagnoses, but also in
the number of theories as
to cause and treatment. Autism has always been a field fraught
with myth and mystery, and
has seen its fair share of snake oil salesmen and bandwagons.
The truth is that it is still enig-
matic; we know more about cause (genetics; not vaccines) than
we have in the past, yet we are
still without a cure. Until such time as a cure is discovered,
education will remain the most
important and validated tool we have to help these individuals
and their families. I chose to
teach at a university so that I could share with others the truths,
as we know them today, so
that they could help improve the lives of children and youth
with ASD and their families on a
regular, daily basis.
This book is intended for introductory courses on ASD at both

the undergraduate
(pre-service teacher) and graduate (pre- or in-service teacher)
student. Given the increasing
prevalence of children and youth with ASD in public schools
and the extraordinary number
of opinions and options for educating these students, this book
will be valuable for current
and future practitioners seeking a deeper understanding of ASD
as well as a clear explanation
of intervention strategies. This book will be useful for special
and general education courses
covering the autism spectrum, as well as other courses dealing
with ASD such as psychol-
ogy, applied behavior analysis, school psychology, speech
pathology, occupational therapy, and
child development.
The goal in developing this text was to provide a
comprehensive, up-to-date, research-
based introduction to and overview of Autism Spectrum
Disorders (ASD) for future and
current educators and other practitioners. The primary aim was
to bring together, in one text-
book, all of the things university instructors need to present a
broad yet in-depth overview of
ASD, rather than having to pull pieces from multiple sources.
The book was developed to pro-
vide necessary background information so that students
studying the autism spectrum would
(a) understand the disorder, including its many manifestations
and associated characteristics;
(b) understand and appreciate the issues faced by the families of
children and youth on the
autism spectrum so that students could more empathetically
work with them; and (c) have
sufficient information on the myriad instructional strategies

from which students with ASD
may benefit, and based on this knowledge, be able to make an
appropriate decision as to which
strategy may benefit a particular student and why. Most
importantly, the purpose of this text
was to provide sufficient information in major areas related to
educating students with ASD
so that current and future teachers would not have to fall back
on what is found in the media,
social media, or through their own sometimes limited
experiences. One of the most important
concepts a student in an introductory ASD course can
understand is that no two individuals
with ASD are alike, and there is no quick fix or “one size fits
all” for this population. I hope
this message is clear in this second edition of this text. The
original goal was to create a
resource so that future or current teachers could be informed
consumers in the field of ASD, so
that they could distinguish fad and snake oil from evidence-base
and fact. This second edition
continues with that tradition.
PrEfACE
text orgAnizAtion
Instructors will find that the major issues and questions faced
by teachers and future teach-
ers of students on the autism spectrum have been addressed
within this text. The expertise
of multiple individuals from a variety of disciplines (e.g.,

special education, speech-language
pathology, psychology, behavior analysis, and motor behavior)
has been brought together to
provide a comprehensive resource for professionals. As with the
first edition, the book has been
organized to follow the scope and sequence of an introductory
course on ASD, and instructors
of such courses will hopefully find the progression of
information as useful for their courses as
I do for my own. The goal was to provide both depth and
breadth, so that current and future
teachers of students with ASD have a solid foundation of
knowledge on ASD with which to
make important educational decisions for this population of
students.
upDAteD AnD expAnDeD coverAge
In preparing this edition, I, the editor, considered both the ever-
changing field of ASD as
well as the expected knowledge and skills of the teachers who
work with these students and
expanded the text to include both more in-depth foundational
information as well as broader
contexts. The goal was to develop a text that could serve not
only as an introductory text on
ASD, but also as a resource for the professional working with
students with ASD on a day-to-
day basis.
new to this eDition
• We have updated the first chapter on the overview of ASD
for the reader. Not only do
we include the current Diagnostic and Statistical Manual of the
American Psychiatric

Association, Fifth Edition (DSM-V) diagnostic criteria, we also
discuss the current prev-
alence rate, and various characteristics of ASD that may impact
how these students learn.
• In Chapter 2 we have provide an expanded overview of
the research-supported strategies
for students with ASD.
• As professionals, one of our most important assets in our
work is the child’s family.
Chapter 3 covers the impact of ASD on the family across the
lifespan and discusses ways
to improve communication and collaboration with this important
constituency.
• When working with students with ASD, behavioral issues
are often one of the largest
hurdles teachers face. Chapter 4 presents a comprehensive
overview of environmental
modifications that can assist teachers in addressing these
behavioral challenges.
• In chapter 5, we provide an overview of Applied Behavior
Analysis, which is considered
an evident-based practice for working with individuals with
ASD.
• The updated and expanded chapter on Communication
Interventions (Chapter 6) pro-
vides more detail on the development of language for children
with and without ASD,
as well as more recent evidence-base on strategies for
communication instruction.
• As with the previous edition, the Social Skills chapter (7)

provides an in depth review
of the socialization needs of individuals with ASD as well as
current research supported
strategies for social skills instruction.
• Because of the importance of daily living skills
instruction for many students on the
autism spectrum, Chapter 8 was also expanded to include
current evidence-based strate-
gies and program development considerations for teachers.
• As the spectrum of autism includes not only students who
have daily living skills needs,
but also those who require academic skills instruction, Chapter
9 provides an overview
of the current literature on strategies relevant to teaching
reading, math, and writing
skills to students with ASD.
• An expanded Assistive Technology chapter (11) provides
up-to-date evidence-based
information for teachers, who regularly make important
assistive technology decisions
for their students.
PREFACE ix
• Finally, Chapter 14 provides an expansion on Transition
services for youth with ASD.
The chapter includes strategies and resources for instructing
secondary students with
ASD and suggestions for preparing for post-secondary life.

• As previously stated, the field of autism is ever changing,
and this second edition was
designed to keep up with these changes. Three new chapters
were added to improve
upon the comprehensiveness of the text and to provide more
breadth for teachers of
students with ASD:
Chapter 10, Play Focused Interventions for Young Children
with Autism
Chapter 12, Motor Considerations for Individuals with Autism
Spectrum Disorder
Chapter 13: Sexuality Education for Students with Autism
Spectrum Disorder.
FeAtures oF the text
Each chapter begins with learning objectives, which serve as an
advanced organizer to guide
the reader through the more salient concepts that are presented.
At the end of each chapter are
study questions, derived directly from the learning objectives,
to promote self-reflection of the
reader. Throughout each chapter we provide real-life scenarios,
anecdotes, and case studies to
support the concepts presented. In addition, we provide
synopses of current or classic research
(Research Boxes), which further support these concepts.
Information related to diversity is
infused in selected chapters throughout the text in Diversity
Boxes. Trends and Issues Boxes
provide current information on important topics in the field.
Each chapter has a list of key
terms to guide study and a list of Internet resources is also
available in most chapters for those

wishing to take their studies beyond the text.
AcknowleDgments
I would like to thank the individuals who helped in the revision
of this text. I am, as always,
grateful for the support of the Pearson editing team, Ann Davis,
Lindsay Bethoney, Sridhar
Annadurai, and Kerry Rubadue for their unwavering support and
never-ending patience as my
co-contributors as I endeavored to complete this second edition.
I wish to also thank those con-
tributors who assisted with these edits, to make old chapters
new again: Gena Barnhill, Scott
Bellini, Christina Carnahan, Tricia Cassel, Charles Dukes,
Jennifer Durocher, Ketty Patino
Gonzales, Melissa Olive, Jonathan Tarbox, Jennifer Loncola
Walberg, and Elizabeth West.
I’d also like to extend a warm welcome to the authors who
contributed to expanded or new
chapters, bringing their wisdom, experience, and expertise to
the project to make it special and
unique: Christie Aylsworth, Justin Aylsworth, Amarie Carnett,
Clare Chung, Stephen Ciullo,
Shana Gilbert, Mark Guadagnoli, Jennifer Hamrick, Amy
Harbison, Kara Hume, Allyson Lee,
Anna Merrill, Lyndsey Nunes, Amber Paige, Tracy Raulston,
Tal Slemrod, Jason Travers, Amy
Tostonoski, Lauren Tuner-Brown, Michael Wehmeyer, Peggy
Whitby, and Dianne Zager.
I wish also to thank Dr. Brenda Smith Myles. Without her
vision and her faith in me as
an educator, an advocate, and a writer the first edition would
not have been possible. Dr. Myles
gave me confidence and encouragement early in my career and

for that I am grateful.
Many thanks also go to the reviewers of the first edition: Kevin
J. Callahan, University
of North Texas; Thomas McLaughlin, Gonzaga University;
Shanon Taylor, University of
Nevada-Reno; Jane R. Wegner, University of Kansas; and
Thomas Williams, Virginia Tech.
Finally, I’d like to thank my family: my children Georgia and
Isaac; my mom, Essie; and
my partner, Sam. Their encouragement and support were
instrumental in completion of this
project.
EAB
Austin, Texas
x PREFACE
1
Overview of Autism
Spectrum Disorders
C h a p t e r 1
Ketty Gonzalez, ph.D.
tricia Cassel, ph.D.
Psychologists in Private Practice

Jennifer S. Durocher, ph.D.
University of Miami Center for
Autism and Related Disabilities
allyson Lee, M.ed., BCBa
Clinic for Autism, Research,
Evaluation, and Support at
Texas State University
CaSe of roBert
Robert was only 7 years old and his parents had no idea how
they would
be able to manage getting him through the next 11 years of
school. While
Robert had always been a bit temperamental and knew what he
wanted,
his parents never had any significant difficulties parenting him
until he
began preschool at age 3.
From the time he entered preschool, Robert was ostracized by
his
peers because of his lack of social graces and high activity
level. In fact,
Robert was labeled as hyperactive from the moment he set foot
in school. He
would not sit down during Circle Time, refused to share his
toys, and would
frequently hide under a table. Robert’s mother took him to his
pediatrician,
who felt that Robert was a little overactive but that he would
“grow out of
it.” Unfortunately, things continued to go badly in school.
Robert always
seemed upset about something and occasionally bit or

physically fought
with his peers. Time-outs had no effect, and he was kicked out
of two pre-
schools. Robert was labeled a bad seed. Robert’s parents did not
understand
why Robert would behave this way at school, while at home he
could spend
hours with his trains. They started to believe that the teachers
were right
and that they were doing something wrong.
Unfortunately, kindergarten was not any better, and his teacher
sug-
gested that Robert may have Attention-Deficit/Hyperactivity
Disorder
(ADHD). A school psychologist confirmed this suspicion. Then,
in addition to
his aggressive behavior, Robert began to lag behind his
classmates in penman-
ship and coloring. He was also terrible at sports and always the
last child picked
for a team. Robert started getting stomachaches every morning
before school.
By the time Robert entered first grade he hated school and
wondered
why he did not have any friends. His parents started to consider
home-
schooling him. At home, his parents were sometimes puzzled by
Robert.
His facial expressions did not always match his mood and
sometimes he
would have explosive meltdowns, making his parents feel as if
he were a time
bomb ready to explode at any moment. His parents also began
noticing that

Robert did not understand jokes and had difficulty following
movie plots.
They began to worry that perhaps he was not very intelligent. In
addition
to diagnosing Robert with ADHD, doctors suggested that he
may have
early-onset bipolar disorder, which could explain Robert’s
explosive behavior.
Something called Oppositional Defiant Disorder was also
mentioned. In the
summer between first and second grade, Robert attended a
summer camp,
CaSe StuDy Examples
Chapter ObjectiveS
After reading this chapter,
learners should be able to:
1. Describe the characteristics of
Autism Spectrum Disorders.
2. Explain how Autism Spectrum
Disorders are identified and
diagnosed.
3. Identify the changes in the
definition of Autism Spectrum
Disorders.
4. Discuss causal theories
associated with autism.
5. Describe instructional
planning for students with
autism.

M01_BOUT6877_02_SE_C01.indd 1 1/2/16 9:30 AM
2 chApter 1 • Overview Of AutiSm Spectrum DiSOrDerS
and one of the counselors suggested to his parents that an
assessment test for Asperger Syndrome
(AS), a form of autism, should be given to Robert. His parents
took him to a university-based
clinic, where they were immediately told that while Robert
certainly exhibited many symp-
toms consistent with ADHD, a significant number of his
problems were not explained by
ADHD. After a thorough assessment, Robert was diagnosed
with Autism Spectrum Disorder.
Recommendations included treating the co-occurring ADHD
symptoms through a combination
of medication and behavioral techniques, specific behavioral
recommendations, school accommo-
dations, plus therapies for specific deficits. Robert’s parents
were worried, but relieved, with the
diagnosis. At this time, Robert is getting ready to start middle
school. Although things are not
perfect and he continues to struggle, he has made much progress
socially and has one good friend
who is described as somewhat odd himself. However, the match
between the two of them has
done wonders for Robert’s self-esteem and he enjoys going to
school again.
CaSe of JaCoB
Jacob’s parents first became concerned about his development
when he was around 18 months
old, when they realized he was not talking, or even babbling,

like other children his age. As Jacob
got a little older, he showed limited interest in playing with his
toys and tended to line them up
or examine them while waving them in front of his face. He
occasionally babbled, but this bab-
bling did not seem to be an attempt to communicate. In fact,
Jacob rarely communicated with
his family unless he wanted something. Even when something
was important to him, he rarely
made eye contact with his mother or smiled at her. Jacob
frequently flapped his arms, spun
around in circles, or tensed his body when he was upset or
excited. Jacob’s parents had him eval-
uated when he was almost 3 years old. Results of the evaluation
indicated that Jacob had severe
deficits in the primary areas associated with Autism Spectrum
Disorder. Jacob is now 5 and con-
tinues to flap his arms and rock back and forth. He does not
have friends, nor does he have any
interest in other children. Although he can be loving with his
family, it is always on his terms.
Jacob is able to say several words, but mainly uses pictures to
communicate with his family.
He is obsessed with Thomas the Tank Engine and carries a train
with him wherever he goes.
IntroduCtIon
One in 68 individuals in the United States is diagnosed with an
Autism Spectrum Disorder
(ASD), according to the Centers for Disease Control and
Prevention (CDC, 2014). This rep-
resents a substantial increase in overall prevalence over the last
two decades. In 1990, for
example, that figure was 5 to 10 in 10,000. In fact, autism is the
fastest growing childhood

disorder and is more common than childhood cancer, cystic
fibrosis, and multiple sclerosis
combined (Autism Society of America, 2008). Teachers in
public schools today will almost
certainly encounter a student with ASD, and for those entering
the field of special education,
the chances are probably greater that you will win the lottery
than not have a student with
ASD during the course of your career. Autism is a relatively
recent disorder, having only been
recognized in the early 1940s. Therefore, what we know and
understand about ASD is still
in its infancy; there is still much unknown and misunderstood
about this exceptionality. The
purpose of this chapter is to provide the reader with a basic
overview to help guide under-
standing of the complexities of ASD as well as changes to the
diagnosis. This …

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