adapted by Margaret Cisco, education specialist, SESA
Across the country there appears to be a heightened interest in autism spectrum disorders which include autism, pervasive developmental disorders, and Asperger’s syndrome. This increased interest is illustrated by the growing number of training opportunities and publications related autism. So the question becomes, does this increase in interest simply reflect a greater public awareness, or does it reflect a real increase in the number of individuals being diagnosed?
Ten years ago, commonly accepted incidence rates for autism ranged from 5 to 15 individuals per 10,000. Today, projected incidence rates range anywhere from 7 to 48 per 10,000 for individuals diagnosed with autism, pervasive developmental disorder/nothing otherwise specified (PDD/NOS), and Asperger’s syndrome. During this year’s National Autism Society of America Conference, Dr. Marie Bristol-Powers from the National Institute of Child Health and Human Development provided the audience with the following incidence figures:
* 1 in 1,000 individuals diagnosed with "classic" autism;
* 1 in 500 individuals within the autism spectrum, including PDD/NOS; and
* 1 in 200 individuals within the autism spectrum, including PDD/NOS and Asperger’s syndrome.
So, what does this mean for Alaska? Based on the latest census data, Alaska is home to 621,400 citizens. At an estimated rate of 1 in 1,000, there are potentially 622 individuals with autism in Alaska. If we consider the 1 in 500 incidence rate, the number of individuals with the diagnosis of autism and PDD/NOS increases to 1,243. And if we include individuals diagnosed with Asperger’s syndrome and use the 1 in 200 incidence rate, the number reaches 3,107. Remember these numbers are projected and only estimate the real occurrence of autism spectrum disorders in Alaska. No database of the actual numbers of people with autism spectrum disorders exists.
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While there appears to be general agreement in the professional community that autism spectrum disorders are on the rise, it is unclear why. It also appears that the incidence of autism spectrum disorders varies across geographical locations. This may be due to a number of factors including: the expertise and availability of diagnosticians; the knowledge of the medical community and other professionals concerning the characteristics of autism spectrum disorders; the existence of autism-related programs; potential environmental factors which seem to influence the occurrence of autism; and, a tendency to either over or under diagnose autism. Regardless, more Alaskan students are being diagnosed with autism, PDD/NOS, or Asperger’s syndrome.
Currently, school districts are using SESA to support approximately twenty-five students who have a diagnosis of autism, PDD/NOS, or Asperger syndrome. These students range in age from three to twenty-two and receive services under a variety of state special education classifications.
In Alaska, a diagnosis of autism qualifies a student as eligible for special education services under the state classification of autism. Districts may also find some students with autism, PPD/NOS, and Asperger syndrome eligible for special education as other health impaired, preschool disabilities, speech impairment (communication disorder), and learning disabilities, depending upon presenting problems. Some students are served under the classification of multiple disability, because they have an additional disability condition such as vision impairment, hearing loss, orthopedic, or health impairment. Occasionally students first served under the state classification of emotional disturbance later become classified under autism. This may be the result of increased awareness that this developmental disorder can cause unusual behavior and also result in emotional needs.
Regardless of the state classification, it is important for the education team to understand the specific strengths and needs of people with a particular diagnosis in order to select the appropriate combination of accommodations, educational strategies, and emotional supports. Students with autism, PPD/NOS, or Asperger’s syndrome have specific instructional needs (not just behavior management or consequence programs) to improve communication, language, social, personal management, and life skills.
These articles provide awareness level information for teachers and parents on autism. Resource listings are provided so readers can access additional material on this topic.
Adapted with permission from: Pratt, C. (1998). "Is autism increasing in Indiana?," Reporter, V4. N1, 19. Indiana Resource Center for Autism, Institute for the Study of Developmental Disabilities, 2853 East Tenth Street, Bloomington, IN 47408-2601, Tel. 812-855-6508.
