Introduction to Autism Spectrum Disorder

Autism Spectrum Disorder (ASD) is a group of complex neurological and developmental disorders. It impacts communication, social interaction, and behavior. ASD is known as a spectrum disorder because of the wide range of symptoms and how they affect each student diagnosed with ASD. Some individuals are mildly impaired and have only a few symptoms, while others might be severely disabled. The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) offers this description of ASD:

People with ASD tend to have communication deficits, such as responding inappropriately in conversations, misreading nonverbal interactions, or having difficulty building friendships appropriate to their age. In addition, people with ASD may be overly dependent on routines, highly sensitive to changes in their environment, or intensely focused on inappropriate items. Again, the symptoms of people with ASD will fall on a continuum, with some individuals showing mild symptoms and others having much more severe symptoms" (DSM Fact Sheet, 2014).

There can be comorbidity between ASD with Attention Deficit Hyperactivity Disorder (ADHD). Obsessive Compulsive Disorder (OCD) can also be comorbid with ASD. In addition, individuals with autism may present with Central Auditory Processing Disorder (CAPD). According to the Center for Disease Control (CDC) (2010), 1 in 68 individuals have autism. Autism is more prevalent in males than females. Since autism is a spectrum disorder, students may display giftedness or may display more complex difficulties in regard to learning. Services and programs for students with ASD should be designed to accommodate a range of interests and abilities.

FAQs

Some frequently asked questions about Autism Spectrum Disorder (ASD) are:

What is it?

Autism Spectrum Disorder is a group of developmental disorders known as Autism Spectrum Disorder. ASD is known as a spectrum disorder because of the wide range of symptoms and how these symptoms affect each student diagnosed with ASD. Some individuals are mildly impaired and have only a few symptoms, while others might be severely disabled.

ADHD and Autism

There is comorbidity or coexistence between Attention Deficit Hyperactivity Disorder (ADHD) and students who have been diagnosed with ASD.

Many students who are on the autism spectrum may originally be identified or labeled as ADHD or autism. It may be that a student does have ADHD and is on the autism spectrum. Both share many similarities.

Approximately how many students are on the Autism Spectrum?

According to the CDC (2014), 1 in 68 individuals have been diagnosed with ASD.

What is the history reflecting this increase in the number of students diagnosed with ASD?

The reason for the dramatic increase in the number of students is not known. Discussions, theories, and debates address this topic.

In the early years of special education services, originally under the Education for All Handicapped Children Act of 1975, about half of all students who had a disability were not allowed to be in a public school.

Most of these children were either kept home or institutionalized and labeled "mentally retarded." The first generation of students entering public schools with special education services, which was eventually renamed the Individuals with Disabilities Education Act, included many students who were still lumped into the "mentally retarded" category.

By the 1980s, there was a movement where an upsurge occurred in the number of children who were labeled as having a learning disability.

In the 1990s, there was an upsurge of children being diagnosed with attention deficit or Attention Deficit Hyperactivity Disorder (ADHD) and becoming eligible for K-12 special education services often under the "other health impaired" categorization.

In the twenty-first century there has been an increase in how students are qualifying or becoming eligible for services.

Watch this video clip of 16-year-old Lila and how everyday situations can be stressful for someone on the autism spectrum. This video was made by The Guardian. (7 min, 21 sec).

https://www.youtube.com/watch?v=OtwOz1GVkDg&t=380s

How do \you think the student felt?

How do you think this experience affects the student's ability to learn or to participate?

In the video above, volunteers portrayed some of the experiences a student with ASD might have in a regular classroom or library setting. While this concentration of disruption and distractions may seem extreme, for a student with ASD the everyday occurrences of classmates brushing by and students conversing across the room may indeed be experienced with this level of intensity. This intensity of disruption and distraction will cause frustration and often prevent the student from attending to the task at hand.

Accommodations in the Library

For students with ASD, libraries can offer programs that place emphasis on learning and social interaction. For example, sensory storytimes and gaming programs for students with autism provide students with activities that are informative and fun. Sensory storytimes are essentially an adaption of traditional storytimes. Sensory storytimes provide students with additional access points to a story through props and dramatizations of a story. Gaming programs for students with ASD can resemble traditional library gaming programs, but should focus on how to make the gaming events social, cooperative, and interactive. For example, video games that involve multi-players should be featured. Consideration for students with autism should be made in terms of the library's environment. For example, students with autism may be sensitive to lighting and noise. As needed, librarians should make adjustments to the library environment to make the library a welcoming and comfortable place for students with ASD. It is essential to create a structured environment for students with ASD. To accommodate this, the library should make an effort to schedule programs on a regular basis and each event should follow a similar structure, which will help students who prefer routines.

The following are some supports you could provide in a library for students on the autism spectrum:

(Adapted from a video from Libraries and Autism: We're Connected, "The Joint Library Server"):

· Provide a collection of materials about autism. (For students, parents, and professionals.)

· Be aware of those students in your school who are on the autism spectrum.

· Provide a non-verbal communication board with pictures, which can help guide the librarian in asking questions to those who have trouble communicating verbally. (For an example, take a look at this guide.)

· Make sure the library does not have harsh lighting, or really bright colors because some children with autism find these things distracting.

· Be aware that students with autism might have sensory challenges and they may experience things differently.

· Be aware that students with autism might display self-stimulating behaviors such as rocking, humming, and pacing and this should not be a cause for concern. If it is not bothering anyone else, ignore it.

· Know when it is appropriate to intervene: when the child is disrupting the learning of others, if they are about to hurt themselves, library materials, or others. Try sitting next to the student and redirecting their attention to stop the behavior. Try asking social questions to redirect their attention. Remember not to touch the individual as this may escalate the situation.

· Be aware of your own body language and do not be judgmental or demeaning.

· Make a book (packet) with visual information about the library that the students need to know and which will help students with autism know what to expect.

To Review:

What kinds of supports might you provide in your library for students on the autism spectrum?

References

Scotch Plains Public Library (NJ) and Fanwood Memorial Library (NJ). (2011). Libraries and Autism: We're Connected: The joint library server. Retrieved from 

http://www.librariesandautism.org/video.htm