Identifying, Assessing, and Treating Autism at School
As the rate of autism diagnosis continues to escalate, awareness and recognition of this developmental brain disorder – as well as a demand for services – are also mushrooming. School districts, already struggling under the weight of withering budgets and
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Introduction and Overview
Recent epidemiological studies have documented a worldwide increase in the number of individuals identified with autism over the past decade (Tidmarsh & Volkmar, 2003). Whereas early research suggested classic autism to be relatively rare (4 to 6 per 10,000 or about 1 per 2,000; Lotter, 1967), more recent findings suggest that when viewed as a spectrum of disorders and including children at the milder end of the spectrum (i.e., Asperger’s Disorder and Pervasive Developmental Disorder—Not Otherwise Specified), autism is much more prevalent than previously thought (60 per 10,000 or approximately 1 per 160; Chakrabarti & Fombonne, 2001; Fombonne, 1999; 2003a; 2003b). Although improved diagnostic practices and expanded classification systems account for a portion of this increase, some researchers now believe that yet to be identified environmental factors may have emerged in recent decades that place infants and children at increased risk for developing autism (Ozonoff & Rogers, 2003). Regardless of the cause (or more likely the causes) of this increased rate of autism spectrum disorders (autism or ASD), it is clear that today’s school professionals are more likely to identify and be asked to serve students with autism than in years past. For instance, the results of a recent electronic survey of school psychologists found 95 percent of the respondents reported an increase in the number of students being referred for assessment of autism (Kohrt, 2004). On average the respondents reported seeing 8 students with autism per year. Not surprisingly, the increased incidence of autism has resulted in an increased number of children with this disability being served in special education programs. Specifically, between 1994 and 2003 the number of students with autism, served under the Individuals with Disabilities Education Act (IDEA), increased more than 600 percent (from 22,664 in 1994 to 141,022 in 2003; US Department of Education, 2005). Given this new reality, it is essential that school professionals better understand autism and become better prepared to identify and serve these students. Facilitating attainment of such knowledge and readiness is the primary goal of this book.
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1. Introduction and Overview
Why School Professionals Should Read This Book In addition to the increased frequency of these disorders, there are several other reasons why school professionals should increase their knowledge of autism. In this section, we review some of the issues that have generated an imperative for school psychologists and other educators to become better prepared to address autism. Early identification and intervention are important determinants of the course of autism. An important reason for devoting increased attention to autism is the fact that early identification is not only feasible but is also an important determinant of its course (Baird, Cass, & Slonims, 2003; Goin & Myers, 2004). Research suggests that 75 to 88 pe
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