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Frequently Asked Questions

The answers to questions that you always wanted to ask.

What is autism?

Autism is a pervasive developmental disorder, generally evident by age 3, affecting verbal and nonverbal communication and social interaction. Autism is the result of a neurological disorder that affects the normal functioning of the brain. People with autism frequently exhibit the following characteristics to varying degrees: difficulty communicating, problems with social interaction, unusual play with toys and objects, repetitive behaviors, and difficulty adjusting to changes in routine or environment.

How does Asperger’s syndrome differ from autism?

Asperger’s syndrome is a pervasive developmental disorder that affects the way a person communicates and relates to others. People with Asperger’s syndrome generally have better language skills than children with autism, are "high functioning," and are of average or above average intelligence. Concrete and literal thinking and an obsession with certain topics often characterize this syndrome. Children with Asperger’s syndrome may not receive a diagnosis immediately, since they frequently develop speech at an average rate.

Which students are most likely to benefit from intervention strategies?

Students with autism who need to improve their social, academic, behavioral, and daily living skills are likely to benefit from effective educational programs. By implementing effective strategies, educators can reduce or eliminate the behavior and communication problems that interfere with a child’s ability to learn.

When should teachers begin to offer vocational instruction?

Teachers should introduce basic vocational skills in elementary school, and then slowly build on these skills throughout middle school and high school. According to the Autism Society of America, teachers should help their students with autism to develop vocational and community living skills at the earliest age possible. These skills help children develop feelings of independence and provide the opportunity for students to make more choices about their daily life.

What is the difference between "effective" and "promising" teaching strategies?

The availability of research on "transferability of settings" distinguishes effective practices from promising ones. According to Osher and Kane (1993), effective innovations not only have been assessed in relation to initial benchmark data, but also have been evaluated for their "transferability" to various settings. Meanwhile, promising innovations are "convincing recommendations" by "reputable researchers" that have been "evaluated for face validity" in a single setting.

What about "alternative" intervention strategies?

Numerous "alternative" strategies are frequently used in conjunction with educational programs for children with autism. These methods include auditory and sensory integration training, megavitamin therapy, and dietary treatment. Before selecting any intervention, parents should carefully evaluate research on effectiveness. Some programs and treatment options have very limited data, at best, on effectiveness. As Shirley Cohen points out in her book Targeting Autism, "Educational treatment remains for most autistic children the most effective approach available… perhaps the greatest danger in the use of alternative interventions is that they may distract parents from their efforts to identify the best educational approach for their child and ensure that it is implemented with the necessary intensity."

Can students with autism be included in the general education setting?

Researchers are currently studying the impact of inclusive settings on students with autism. Most educators agree that students with autism can benefit from regular interaction with their peers. Koegel and Koegel (1996) believe that the challenge for educators is to identify appropriate methods of providing individualized education programs to children with disabilities in regular education classrooms: "The preliminary reports of full inclusion and the long-term consequences appear promising. However, those involved with children with autism must be concerned that the enthusiasm for integrated placements not take precedence over the more important goal of appropriate education."

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