The Educational Needs of the Autistic Adolescent

  • H. D. Bud Fredericks
  • Jay Buckley
  • Victor L. Baldwin
  • William Moore
  • Kathleen Stremel-Campbell
Chapter
Part of the Current Issues in Autism book series (CIAM)

Abstract

While significant strides have been made toward providing more effective techniques for teaching the autistic child and adolescent, and although the educational opportunities for these students have increased within the last 10 years, appropriate educational programs for the autistic population are not yet a reality. In this chapter we focus on the educational needs of the autistic adolescent and describe the characteristics of autistic children that determine what special education should offer. The characteristics of the educational environment and the specific curricular areas to achieve these overall objectives are outlined. We discuss the interaction of the parent with the school to help implement the curriculum, and indicate some considerations of classroom management that we feel must be present to accommodate the specific characteristics of autistic adolescents.

Keywords

Autistic Child Educational Environment Apply Behavior Analysis Inappropriate Behavior Curricular Area 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
This is a preview of subscription content, log in to check access.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Alrick, G. Caring—an approach to sex education. Salem, Ore.: DAN Publications, 1980.Google Scholar
  2. Bartak, L. Educational approaches. In Autism: A reappraisal of concepts and treatment ( M. Rutter & E. Schopler, eds.), New York: Plenum Press, 1978.Google Scholar
  3. Bartak, L., & Pickering, G. Aims and methods of teaching. In An approach to teaching autistic children ( M. P. Everard, ed.), Oxford: Pergamon Press, 1976.Google Scholar
  4. Bartak, L., & Rutter, M. Special educational treatment of autistic children: A comparative study. I. Design of study and characteristics of units. Journal of Child Psychology and Psychiatry, 1973, 14, 161–179.Google Scholar
  5. Bartak, L., & Rutter, M. Differences between mentally retarded and normally intelligent autistic children. Journal of Autism and Childhood Schizophrenia, 1976, 6, 109–120.PubMedCrossRefGoogle Scholar
  6. Browning, R. Treatment effects of a total behavior modification program with five autistic children. Behavior Research and Therapy, 1971, 9, 319–328.CrossRefGoogle Scholar
  7. Callias, M. Educational aims and methods. In Autism: A reappraisal of concepts and treatment ( M. Rutter & E. Schopler, eds.), New York: Plenum Press, 1978.Google Scholar
  8. Carrier, J. K., Jr., & Peak, T. Non-speech language initiation program. Lawrence, Kans.: H & H Enterprises, 1975.Google Scholar
  9. Churchill, D. W. The relation of infantile autism and early childhood schizophrenia to developmental language disorders of childhood. Journal of Autism and Childhood Schizophrenia, 1972, 2, 182–197.PubMedCrossRefGoogle Scholar
  10. Cronis, T., & Justen, J. Teaching work attitudes at the elementary level. Teaching Exceptional Children, 1975, 7 (3), 103–105.Google Scholar
  11. de Villiers, J. G., & Naughton, J. M. Teaching a symbol language to autistic children. Journal of Consulting and Clinical Psychology, 1974, 42, 111–117.PubMedCrossRefGoogle Scholar
  12. Elgar, S. Organization of a school for autistic children. In An approach to teaching autistic children ( M. P. Everard, ed.), Oxford: Pergamon Press, 1976.Google Scholar
  13. Fredericks, H. D., Anderson, R., & Baldwin, V. The identification of competency indicators of teachers of the severely handicapped. AAESPH Review, 1979, 4 (1), 81–95.Google Scholar
  14. Fredericks, H. D., & the Staff of the Teaching Research Infant and Child Center. A data based classroom for the moderately and severely handicapped ( 3rd ed. ). Monmouth, Ore.: Instructional Development Corporation, 1979.Google Scholar
  15. Fulwiler, R. L., & Fouts, R. S. Acquisition of American sign language by a noncommunicating autistic child. Journal of Autism and Childhood Schizophrenia, 1976, 6, 43–51.PubMedCrossRefGoogle Scholar
  16. Halpern, W. I. The schooling of autistic children: Preliminary findings. American Journal of Orthopsychiatry, 1970, 40, 665–671.PubMedCrossRefGoogle Scholar
  17. Hamblin, R. L., Buckholdt, D., Ferritor, D., Kozloff, M., & Blackwell, L. The humanization process. New York: Wiley, 1971.Google Scholar
  18. Hermelin, B., & O’Connor, N. Psychological experiments with autistic children. London: Pergamon Press, 1970.Google Scholar
  19. Hewitt, F. M. Teaching speech to an autistic child through operant conditioning. American Journal of Orthopsychiatry, 1965, 35, 927–936.CrossRefGoogle Scholar
  20. Howlin, P. The assessment of social behavior. In Autism: A reappraisal of concepts and treatment ( M. Rutter & E. Schopler, eds.), New York: Plenum Press, 1978.Google Scholar
  21. Johnson, J., & Mithaug, D. A replication survey of sheltered workshop entry requirements. AAESPH Review, 1978, 3 (2), 116–122.Google Scholar
  22. Kanner, L. Early infantile autism. Journal of Pediatrics, 1944, 25, 211–217.CrossRefGoogle Scholar
  23. Kazdin, A., & Bootzin, R. The token economy: An evaluative review. Journal of Applied Behavior Analysis, 1972, 5, 343–372.PubMedCrossRefGoogle Scholar
  24. Koegel, R. L., & Covert, A. The relationship of self-stimulation to learning in autistic children. Journal of Applied Behavior Analysis, 1972, 5, 381–387.PubMedCrossRefGoogle Scholar
  25. Koegel, R. L., & Rincover, A. Treatment of psychotic children in a classroom environment. I. Learning in a large group. Journal of Applied Behavioral Analysis, 1974, 7, 45–59.CrossRefGoogle Scholar
  26. Koegel, R., & Wilhelm, H. Selective responding to the components of multiple visual cues. Journal of Experimental Child Psychology, 1973, 15, 442–453.PubMedCrossRefGoogle Scholar
  27. Koegel, R., Dunlap, G., & Dyer, K. Intertrial interval duration and learning in autistic children. Journal of Applied Behavior Analysis, 1980, 13 (1), 91–99.PubMedCrossRefGoogle Scholar
  28. Lansing, M. D., & Schopler, L. Individualized education: A public school model. In Autism: A reappraisal of concepts and treatment ( M. Rutter & E. Schopler, eds.), New York: Plenum Press, 1978.Google Scholar
  29. Lotter, V. Follow-up studies. In Autism: A reappraisal of concepts and treatment ( M. Rutter & E. Schopler, eds.), New York: Plenum Press, 1978.Google Scholar
  30. Lovaas, O. I. The autistic child: Language development through behavior modification. New York: Irvington, 1977.Google Scholar
  31. Lovaas, O. I. Parents as therapists. In Autism: A reappraisal of concepts and treatment ( M. Rutter & E. Schopler, eds.), New York: Plenum Press, 1978.Google Scholar
  32. Lovaas, O. L, & Schreibman, L. Stimulus overselectivity of autistic children in a two choice situation. Behavior Research and Therapy, 1971, 9, 305-.310.Google Scholar
  33. Lovaas, O. I., Berberich, J. P., Perloff, B. F., & Schaeffer, B. Acquisition of imitative speech in schizophrenic children. Science, 1966, 151, 705–707.PubMedCrossRefGoogle Scholar
  34. Lovaas, O. I., Freitas, L., Nelson, K., & Whalen, C. The establishment of imitation and its use for the establishment of complex behavior in schizophrenic children. Behavior Research and Therapy, 1967, 5, 171–181.CrossRefGoogle Scholar
  35. Lovaas, O. I., Schreibman, L., Koegel, R., & Rehm, R. Selective responding by autistic children to multiple sensory input. Journal of Abnormal Psychology, 1971, 77, 211–222.PubMedCrossRefGoogle Scholar
  36. Lovaas, O. I., Koegel, R., Simmons, J., & Stevens-Long, J. Some generalization and follow-up measures on autistic children in behavior therapy. Journal of Applied Behavior Analysis, 1973, 6, 131–165.PubMedCrossRefGoogle Scholar
  37. Marshall, N., & Hegrenes, J. The use of written language as a communication system for an autistic child. Journal of Speech and Hearing Disorders, 1972, 37, 258–261.PubMedGoogle Scholar
  38. McLean, L. P., & McLean, J. E. A language training program for non-verbal autistic children. Journal of Speech and Hearing Disorders, 1974, 39, 186–193.PubMedGoogle Scholar
  39. Miller, A., & Miller, E. E. Cognitive-developmental training with elevated boards and sign language. Journal of Autism and Childhood Schizophrenia, 1973, 3, 65–85.PubMedCrossRefGoogle Scholar
  40. Mithaug, D., & Hagmeier, L. The development of procedures to assess prevocational competencies of severely handicapped young adults. AAESPH Review, 1978, 3 (2), 94–115.Google Scholar
  41. Moore, ‘M., Fredericks, H. D., & Baldwin, V. The long range effects of early childhood education on a TMR population. Journal of the Division for Early Childhood, 1981, 2, 93–109.Google Scholar
  42. Nicklesburg, R. Time sampling of work behavior. Mental Retardation, 1973, 11 (6), 29–40.Google Scholar
  43. Ornitz, E. The modulation of sensory input and motor output in autistic children. Journal of Autism and Childhood Schizophrenia, 1974, 4, 197–215.PubMedCrossRefGoogle Scholar
  44. Pagel, S., & Whitling, C. Readmissions to a state hospital for mentally retarded persons: Reasons for community placement failure. Mental Retardation, 1978, 16 (2), 164–168.Google Scholar
  45. Premack, D., & Premack, A. J. Teaching visual language to apes and language-deficient persons. In Language perspectives: Acquisition, retardation and intervention ( R. L. Schiefelbusch and L. L. Lloyd, eds.), Baltimore: University Park Press, 1974.Google Scholar
  46. Rimland, B. Infantile autism, the syndrome and its implications for a neural theory of behavior. New York: Appleton-Century-Crofts, 1964.Google Scholar
  47. Russo, D. C., & Koegel, R. L. A method for integrating an autistic child into a normal public school classroom. Journal of Applied Behavior Analysis, 1977, 16, 579–590.CrossRefGoogle Scholar
  48. Rutter, M. Autistic children: Infancy to adulthood. Seminars in Psychiatry, 1970, 2, 435–450.PubMedGoogle Scholar
  49. Rutter, M., & Bartak, L. Special education treatment for autistic children, study II. Follow-up findings and implications for services. Journal of Child Psychology and Psychiatry, 1973, 14, 241–270.Google Scholar
  50. Schaeffer, B. Spontaneous language through signed speech. In Nonspeech language and communication ( R. L. Schiefelbusch, ed.), Baltimore: University Park Press, 1980.Google Scholar
  51. Schopler, E., & Mesibov, G. B. Multiple effects of treatment outcome for autistic children. Journal of the American Academy of Child Psychiatry,in press.Google Scholar
  52. Stanfield, J. Graduation: What happens to the retarded child when he grows up? Exceptional Children, 1973, 39 (7), 548–553.Google Scholar
  53. Stokes, T., & Baer, D. An implicit technology of generalization. Journal of Applied Behavior Analysis, 1977, 10, 349–367.PubMedCrossRefGoogle Scholar
  54. Stremel-Campbell, K., Cantrell, D., & Halle, J. Manual signing as a language system and a speech initiator for the nonverbal, severely handicapped student. In Educational programming for the severely and profoundly handicapped (E. Sontag, ed. ), CEC/MR Monograph, 1977.Google Scholar
  55. Walker, H., & Buckley, N. Programming generalization and maintenance of treatment effects across time and settings. Journal of Applied Behavior Analysis, 1972, 5, 209–224.PubMedCrossRefGoogle Scholar
  56. Wing, L. Social, behavioral, and cognitive characteristics: An epidemiological approach. In Autism: A reappraisal of concepts and treatment ( M. Rutter & E. Schopler, eds.), New York: Plenum Press, 1978.Google Scholar
  57. Wing, J. K., & Wing, L. Provision of services. In Early childhood autism: Clinical, educational and social aspects ( L. Wing, ed.), Oxford: Pergamon Press, 1976.Google Scholar
  58. Wolf, M., Risley, T., & Mees, H. Application of operant conditioning procedures to the behavior problems of an autistic child. Behavior Research and Therapy,1964, 1,305–312.Google Scholar
  59. Wolf, M., Risley, T., Johnston, M., Harris, F., & Allen, E. Application of operant conditioning procedures to the behavior problems of an autistic child: A follow-up and extension. Behavioral Research and Therapy, 1967, 5, 103–111.CrossRefGoogle Scholar

Reference Note

  1. 1.
    Creedon, M. P. Language development in nonverbal autistic children using a simultaneous communication system. Paper presented at the meeting on Research in Child Development, Philadelphia, March 1973. (Available from EDRS, Leasco Information Products, 4827 Rugby Avenue, Bethesda, Maryland 20014; Reprint no. ED-78624 in microfiche and hard copy).Google Scholar

Copyright information

© Springer Science+Business Media New York 1983

Authors and Affiliations

  • H. D. Bud Fredericks
    • 1
  • Jay Buckley
    • 1
  • Victor L. Baldwin
    • 1
  • William Moore
    • 1
  • Kathleen Stremel-Campbell
    • 1
  1. 1.Teaching Research Infant and Child CenterMonmouthUSA

Personalised recommendations