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Understanding behavior is paramount to educating and supporting individuals on the autism spectrum. This chapter provides an overview of applied behavior analysis including dispelling common misconceptions of the science, the ethics of behavior change, the process of completing a functional behavior assessment, including discussion on positive and negative reinforcement and the four functions of behavior, and using information gathered in a functional behavior assessment to plan supports for students. The chapter ends with an introduction to the evidence-based practice of antecedent-based interventions. © 2024 Taylor & Francis Group. All rights reserved.
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This chapter introduces the evolution of the autism spectrum disorder (ASD) diagnosis. Beginning with the first Diagnostic and Statistical Manual of Mental Disorders (DSM) diagnostic criteria and ending with the current fifth edition (DSM-5) diagnostic criteria, readers will gain an in-depth perspective on changes in ASD diagnostic criteria over time and changes in classification of the disorder. Readers will be provided with an in-depth understanding of the current DSM-5 diagnostic criteria, as well as clinical specifiers and identification of level of support. Discussion is presented on some of the concerns and controversy surrounding the latest diagnostic changes and how those may impact school or support services. © 2024 Taylor & Francis Group. All rights reserved.
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The rising prevalence of autism spectrum disorder (ASD) has led to increased efforts to support individuals with ASD across numerous aspects of life, including driving. While obtaining a driver’s license substantially impacts quality of life and independence, it also creates distinct challenges for those with ASD. Challenges surrounding social communication, executive functioning, and sensory sensitivities are particularly evident when considering interactions between drivers with ASD and law enforcement personnel. Connecticut’s Blue Envelope Program aims to improve interactions between drivers with and ASD law enforcement by providing instructions for officers and drivers to follow during routine traffic stops on a physical, blue colored, envelope. The instructional guidelines aim to assist officers in understanding and appropriately responding to common ASD-related behaviors which may be otherwise misinterpreted and includes accommodations officers could consider during a stop. Additionally, the envelope outlines clear steps for drivers with ASD to follow through the stop as to support predictability and expectations. The widespread acceptance, efficacy and popularity of the Blue Envelope program underscores the importance of increasing awareness and understanding of ASD among law enforcement and the need for more supports to aid in these increasing interactions. Discussion is offered on a broader implementation of this program to support individuals with ASD and officers, while improving the outcomes of interactions. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2024.
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This chapter addresses the definition of autism spectrum disorder (ASD). A distinction is made between a clinical (medical) definition of ASD as defined in the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) and an educational eligibility classification of autism found in the Individuals with Disabilities Education Improvement Act (IDEA). The increase of prevalence of ASD is discussed with an opportunity to ponder the reason for this phenomenon. Several theories of causation of ASD are presented, offering an opportunity for thoughtful consideration of these theories found in current literature. General characteristics of ASD are described in the three domains of social interaction, communication, and behavior and are further illustrated by specific behaviors commonly seen in today’s classrooms. Characteristics focus not only on the variety of challenges individuals on the spectrum face but also the strengths many individuals with ASD bring to the classroom and community at large. Finally, a discussion of the future for individuals on the spectrum is emphasized through the wide range of possible outcomes for these individuals. Future opportunities seem to be improving for this population, although there remains a dearth of research on outcomes for adults with ASD. © 2024 Taylor & Francis Group. All rights reserved.