Autism or rather autism spectrum disorder (ASD) is a developmental and behavioral disorder of variable severity and characterized by difficulties in verbal and non-verbal communication, speech, social interaction, and repetitive patterns of compulsive behavior.(Howlin, Baron-Cohen, &Hadwin, 1999).Autism affects approximately 1 in 59 children where these children exhibit unique challenges and strengths. A combination of both environmental and genetic factors influences the development of autism.There are three levels of autism: Level 1 is the least severe therefore it requires minimal support, level 2 is intermediatehence requires substantial support while level 3 autism is the most severe thusdemanding very substantial support. If students with level 3 autism were in the top 1% of a school population with regard to the need for special education, they would exhibit certain needs, behaviors, andcharacteristics,in particular, severe lack of social pragmatic communication skills as well as restrictive or repetitive characteristics.
Severe lackofsocial communication skills including non-verbal andverbalis one of the characteristics autistic students would exhibit. This deficit becomes the basis of minimal response to a social overture from other people, very limited social interactions initiation, and severe impairments in functioning.For instance, autistic studentswould have few words of intelligible speech and rarely initiates social interactions, and whenever they do, they make unusual approaches to meet their immediate needs only as well as responding to direct social approaches only (Eaves & Ho, 1997). In essence, social interactions are often atypical.
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Restrictive or repetitive characteristics is another characteristic autistic student would exhibit. This behavior is characterized by an extreme difficulty to cope with changes, inflexibility of behavior, and other repetitive or restrictive behaviors that distinctly interfere with normal functioning across all spheres of such students. Besides, the student would have extreme reactions if preferences or routines are altered (Howlin, Baron-Cohen, &Hadwin, 1999).
In conclusion, considering these students have greatdifficulties changing action or focus, they require constant care to avoid permanent interferences to their daily tasks in all environments. Besides, since the lack of social interaction skills distances these students from the world around them, intensive therapy should be offeredto focus on various issues including behavior and communication. Moreover, although there are no specific medications available for treating autism, the students would require certain drugs to help in the management of specific symptoms as well as co-occurring disorders including trouble focusing, anxiety, or depression (Eaves & Ho, 1997). As such, students with level 3 autism may need a caregiver to help them with learning basic skills that will enable them to be successful at home, school, or work.
References
Eaves, L. C., & Ho, H. H. (1997). School placement and academic achievement in children with autistic spectrum disorders. Journal of Developmental and Physical Disabilities , 9 (4), 277-291.
Howlin, P., Baron-Cohen, S., &Hadwin, J. (1999). Teaching children with autism to mind-read: A practical guide for teachers and parents . Chichester: J. Wiley & Sons.
