Autism, Analyzed: 8 Week Syllabus

Course Description: In this course, we will explore Autism from its initial recognition as a disorder to its perception today. It is estimated that one in two hundred and fifty individuals worldwide has received an Autism Spectrum diagnosis. Just as there is a spectrum of disorders that affect both high and low functioning individuals, there are different ways of seeing Autism, and thus different ways of addressing treatment of individuals with ASD diagnoses. This course will be divided into two parts. In the first, we will analyze three different ways that autism has been defined: as a disorder, as a disease, and as a natural product of neurodiversity. In the second half of the course, we will explore how individuals with autism are being included in the classroom, workplace and community with the new sociocultural move toward neurodiversity.

Week 1: What is Autism? Introduction and History

1. Shapin, Steven. “Seeing the Spectrum: A New History of Autism.” The New Yorker, January 25, 2016. Can be accessed at: http://www.newyorker.com/magazine/2016/01/25/seeing-the-spectrumhttp://www.newyorker.com/magazine/2016/01/25/seeing-the-spectrum

Shapin provides an appropriate introduction to our course. He explains what autism is, how it has developed, and how it is perceived today.

2. Kanner, Leo. “Autistic Disturbances of Affective Contact.” Nervous Child, 2, 217-250. Can be accessed at: http://simonsfoundation.s3.amazonaws.com/share/071207-leo-kanner-autistic-affective-contact.pdf

Leo Kanner was an Austrian psychiatrist who identified the disorder he called “autism” in this paper from 1943. The paper begins with case studies of children he observed for the common characteristics he attributed to the disorder, and continues with a discussion of his findings and his diagnosis of the group as having “autism.”

3. Wing, Lorna. “Asperger’s Syndrome: A Clinical Account.” Psychological Medicine, 11(1), 115-129. Can be accessed at: http://childstudycenter.yale.edu/autism/class/Asperger%E2%80%99s%20syndrome%20A%20clinical%20account._tcm339-166245_tcm339-284-32.pdf

At the same time that Dr. Kanner identified autism in Austria, Hans Asperger, a German psychiatrist, used the same term—without the two individuals ever having met—to diagnose children with “autistic disorder.” Dr. Asperger’s work was largely unknown to the psychiatric community until it was translated by Dr. Wing, who found that his analysis of symptoms closely related to what she had observed in children in her London neighborhood. Dr Wing and her colleagues advocated for Asperger’s Syndrome to be added to the DSM.

4. Compare the DSM diagnosis criteria for Autism (DSM I, II, III, IV, and 5) – all will be posted on blackboard. (example: DSM 5, p 50-59)

The DSM, shorthand for the Diagnostic and Statistical Manual of Mental Disorders, is the primary authority for the diagnosis of psychological disorders. An analysis of the official diagnostic criteria will inform us of how the scientific perspective of autism has changed over the years.

PART I

Week 2: Autism the Disorder

1. Ryan, J.J., Hughes, E., Katsiyannis, A., McDaniel, M., and Sprinkle, C. (2014). “Research-Based Educational Practices for Students With Autism Spectrum Disorders.” Teaching Exceptional Children, 47(2), 94-102.

Ryan et al provide a summary of the most commonly used, evidence based therapies for autism disorders, including ABA and Floortime. Skim the first few pages, but carefully read table and the rest of the paper.

2. Cuvo, Anthony. “Applied Behavior Analysis.” Encyclopedia of Neuropsychology. 230-235. Accessible on blackboard.

This article provides an overview of Applied Behavior Analysis, one of the longest-used therapies for children with autism. ABA uses discrete trial training to modify social behaviors and teach social, academic and daily living (ADL) skills.

3. Bonazinga, Laura. “Floor Time.” Encyclopedia of Neuropsychology. 1300-1305. Available on blackboard.

This article provides an overview of Floortime/the DIR method. Floortime, developed by Greenspan and Wieder in 1997, focuses on creating learning opportunities by fostering emotional engagement and meaningful interaction as the foundation for emotional, social and academic growth.

4. Maurice, C. and O’Hanion, M. “Autism’s Battle Within.” September 3, 2010. Accessible at https://www.brookings.edu/opinions/autisms-battle-within/

The authors reflect on the efficacy of ABA and Floortime in an obituary for Ivar Lovaas and Stanley Greenspan, pioneers in these two therapies.

5. Wallace, Claudia. “A Tale of Two Schools.” Time Magazine, May 7, 2006. Accessible at http://www.celebratethechildren.org/uploads/1/8/3/9/18392315/a_tale_of_two_schools_–_printout_–_time.pdf

Wallace visits two schools, one founded on ABA principles and another on Floortime, to compare their approaches, and compares the efficacies of both programs as well.

Week 3: Autism the Disease

1. McNeil, Donald. “An Outbreak of Autism, or a Statistical Fluke?” New York Times, March 16, 2009. Accessible at http://www.nytimes.com/2009/03/17/health/17auti.html?_r=0

In this article, the author explores “autism clusters” that are discovered and investigated by the CDC. In the cluster explored in Minneapolis, CDC officials chose to explore an ethnic link between the cases, looking for correlation between Somali-American families having children diagnosed with autism.

2. Silberman, Steve. “The Geek Syndrome.” Wired, December 1, 2001. Accessible at https://www.wired.com/2001/12/aspergers/

In this article, Silberman explores the autism cluster pinpointed in Silicon Valley. Silverman explores why such a cluster may have occurred, and what the parents in a community known for its financial success and mental acumen are doing to combat the high rates of diagnosis.

3. Macmillan, Leigh. “More Than One Ball in the Air: Paths to new treatments for autism.” Lens, November 2003. Accessible at http://www.mc.vanderbilt.edu/lens/article/?id=70&pg=999

The author explores the genetic research that has boomed in recent years, pinpointing genomic discoveries of correlations between abnormalities on specific chromosomes and autism diagnoses. Though genomic research was begun as a foundation for looking for a quick cure for autism, it was soon discovered that autism was not universal in the discrepancies it caused in the genomes of those affected.

4. Decoteau, C. L., & Underman, K. (2013). Science on Trial: The Omnibus Autism Proceedings and the Co-Production of Uncertainty. Conference Papers — American Sociological Association, 1-43. Available on blackboard.

Michelle Cedillo v. Secretary of Health and Human Services, also known as the Omnibus Proceedings, was a court case involving the family of a girl with autism who sued the United States government because they believed her autism was caused by the MMR vaccine she had received as an infant. The court ruled against causation between vaccination and autism. Vaccines are still being debated as possible inducers of autism though there is no scientific evidence to back their claim.

Week 4: Autism, the New Normal

1. Blume, Harvey. “Neurodiversity.” The Atlantic, September 1998. Accessible at http://www.theatlantic.com/magazine/archive/1998/09/neurodiversity/305909/

Harvey Blume was the first to write about neurodiversity as a concept in which individuals with autism consider themselves just as neurologically acceptable as “neurotypical” individuals.

2. Silberman, Steve. “Neurodiversity Rewires Conventional Thinking About Brains.” Wired, April 16, 2013. Accessible at https://www.wired.com/2013/04/neurodiversity/ “

Silberman explores neurodiversity in the classroom and the workplace. He includes takes on neurodiversity from interviews with high functioning individuals with autism. Notable quote: “Just because a PC is not running windows doesn’t mean it’s broken.” What does this quote mean to you?

3. Watch this video – https://youtu.be/BPDTEuotHe0 – created by an individual with autism. The creator explains what overstimulation feels like to someone with autism. In addition, play this game – http://gamejolt.com/games/auti-sim/12761 – in which you, the player, navigate a playground with the sensory overstimulation felt by an individual with autism. Play them both at the sound levels instructed.

4. Sacks, Oliver. “An Anthropologist on Mars.” The New Yorker, December 27, 1993. Accessible at http://www.newyorker.com/magazine/1993/12/27/anthropologist-mars Can also be found as chapter 1 in Sacks’ book An Anthropologist on Mars.

For our last class in this section, read this article written by Dr. Oliver Sacks, a well-known psychiatrist. It explores Sacks’ experience with autism before and after an interview with Temple Grandin, a high-functioning individual with autism.

PART II

Week 5: The Shift from Disease to Diversity

1. Willingham, Emily. “This Just In…Being Alive Linked to Autism. Thinking Person’s Guide to Autism, February 5, 2015. Accessible at http://www.thinkingautismguide.com/2015/02/this-just-in-being-alive-causes-autism.html

In this satirical blog post, the mother of an autistic child expresses her frustration with the frenzy to find medical reasons for the occurrence of autism in children.

2. Singal, Jesse. “The Problematic Obsession with Curing Autism.” New York Magazine: The Science of Us, September 18, 2015. Accessible at http://nymag.com/scienceofus/2015/09/problematic-obsession-with-curing-autism.html

In an interview with Steven Silberman, Singal addresses the propensity for treating autism as a disease, as opposed to as a disorder. Silberman argues that the “focus on causes and cures misses the point;” as instead, we should be focusing on improving opportunities for individuals with autism. Instead, Silberman proposes that we treat autism as a disability, much as we treat blindness, deafness, or a physical disability, and thus offer those with autism accommodations to help them with everyday tasks.

3. Diament, Michelle. “Autism Speaks No Longer Seeking Cure.” Disability Scoop, October 14, 2016. Accessible at https://www.disabilityscoop.com/2016/10/14/autism-speaks-no-longer-cure/22884/

Though grassroots organizations and parent groups have lobbied for inclusion for years, Autism Speaks, the nation’s largest autism advocacy organization has only recently removed the “call for a cure” from their mission statement. Their statement was revised in an effort to reflect the evolving needs of the autistic community. Autism Speaks, which was established primarily by members of a group called Cure Autism Now, has received much criticism for not dropping disease terminology from their mission statement in the past, and, now under new leadership, has finally removed the objective from their mission statement.

4. Dahl, Melissa. “A Leading Autism Organization is No Longer Searching for a Cure.” New York Magazine: The Science of Us, October 18, 2016. Accessible at http://nymag.com/scienceofus/2016/10/autism-speaks-is-no-longer-searching-for-a-cure.html

In this article, writer Melissa Dahl asks Steve Silberman (whose work we’ve read a couple of times), a notable autism writer, for his opinion on the change in Autism Speaks’ mission statement. Silberman notes that while it was an important step for the organization to take, real results will only be seen if funding will be allocated to researchers doing studies that concern improving the lives of those with autism.

Week 6: Inclusion in the Classroom

1. Bailey, Eileen. “The Pros and Cons of Mainstream Classrooms for Children with Autism.” Health Guide, October 9, 2014. Accessible at http://www.healthcentral.com/autism/c/1443/172151/mainstream-classrooms-children/

The author provides a short definition of inclusion, and some benefits and disadvantages of both full and part time inclusion in the classroom.

2. “Inclusion vs. Self-Contained Education for Children with ASD Diagnoses.” Resource, Center for Autism Research, last updated on March 16, 2014. Accessible at http://education.jhu.edu/PD/newhorizons/Exceptional%20Learners/Autism/Articles/Inclusion%20of%20Students%20with%20Autism%20Spectrum%20Disorders/

This resource for discusses full inclusion, self-contained classrooms and different types of “part time special education”. Important to consider the specific needs of each child by an IEP team to determine the best course of education for the child.

3. Daily, Melissa. “Inclusion of Students with Autism Spectrum Disorders.” New Horizons for Learning, Johns Hopkins School of Education, September 2005. Accessible at http://education.jhu.edu/PD/newhorizons/Exceptional%20Learners/Autism/Articles/Inclusion%20of%20Students%20with%20Autism%20Spectrum%20Disorders/

A fourth grade teacher describes why differentiated instruction and inclusion are both important for students with autism disorders. She stresses the importance of proper education and training for teachers and paraprofessionals who will be working with children with autism.

4. Long, Cindy. “Going Mainstream” NEA Today, February 1, 2008. Accessible at http://www.nea.org/home/9384.htm

This author discusses schools where autistic children are placed in special education classrooms for first and last period and in regular classrooms during rest of day, thereby learning to interact with neurotypical peers and control or modify behaviors. The program discussed is a step-by-step program, with the eventual goal of independence in the classroom. In addition, teachers in the typical classrooms receive special training before any students with autism join their classes.

5. Dybvik, Ann Christy. “Autism and the Inclusion Mandate. Education Next, 4(1), Winter 2004. Accessible at http://educationnext.org/autismandtheinclusionmandate/

The author writes that though inclusion in theory is a quite noble endeavor, it is not executed correctly in schools. She provides lack of training for teachers, lack of coordination between special and typical educators, and ineffective implementation of inclusion principles that detracts from the level of education in the classroom, especially in the wake of “No Child Left Behind.”

Week 7: Inclusion Outside the Classroom

1. Explore asan.com, the Autism Self Advocacy Network, and read https://www.wired.com/2010/10/exclusive-ari-neeman-qa/.

Ari Ne’eman is a high-functioning individual diagnosed with Asperger’s syndrome who was appointed to the National Council on Disability by President Barack Obama. Ne’eman is also the current president of ASAN. Ne’eman advocates strongly for the inclusion of individuals with autism, especially in matters that concern their education, employment and quality of life.

2. Inclusion: Leading the Way in Access for Everyone. Autism Speaks, 2013. Accessible at https://www.autismspeaks.org/sites/default/files/afyo_inclusion.pdf

Autism speaks provides a guide for youth-serving organizations and programs to ensure that they are accessible to people with disabilities. Placing individuals with autism in the same program as typical children helps foster positive relationships and shows that each individual in the program is valued. They provide education as to different forms of inclusion and tips to help the programs work.

3. “Paddy Wallace Fund Introduces Buddy Bench Initiative.” February 4, 2016. Accessible at http://paddywallacefundforautism.com/paddy-wallace-fund-launches-new-buddy-bench-initiative/

The “Buddy Bench,” originally used to foster friendships on the playground, is now being used to encourage inclusion of children with autism and other disabilities on the playground. This Irish autism advocacy association hopes to “eradicate the stigma associated with autism through hands-on social projects,” including Buddy Benches.

4. Explore http://runwayofdreams.org/home/#, an organization that promotes both inclusion of people with disabilities as fashion models and as the primary consumers for an adaptable clothing line.

Week 8: The importance of early education…for typical children

1. Read http://www.babycenter.com/0_how-to-talk-to-your-child-about-disabilities_3657039.bc and http://www.babycenter.com/0_how-to-talk-to-your-child-about-disabilities-ages-5-to-8_3657045.bc, and look for the differences that 2 or 3 years makes in a child’s understanding of disabilities.

These are two articles that give tips on how parents can teach    appropriate behavior to their children when they encounter             individuals with special needs, including an “FAQ section” for hard     questions parents may be asked.

2. Read My brother Sammy is Special, by Becky Edwards, and I See Things Differently, by Pat Thomas. Come to class ready to discuss. Do they include the ideas addressed in the past readings?

These two children’s books describe what it is like to have a sibling   or classmate with autism.

3. Gray, Joslyn. “10 Things I You’re your Kids Knew About Autism.” Babble, Accessible at https://www.babble.com/mom/autism-acceptance-month-10-things-i-wish-your-kids-knew-about-autism/

The author notes ways that children (and adults) often make mistakes in the ways they treat or address individuals with autism, and provides parents with information to teach their children how to respond correctly in these situations.

4. Garlinghouse, Rachel. “7 Things to do You’re your Kid Points Out Someone’s Differences.” The Mighty, April 7, 2015. Accessible at https://themighty.com/2015/04/what-to-do-when-kids-point-at-someone-in-public/

The author addresses how to respond when your children point or are otherwise rude to individuals with disabilities, and how to educate them (and yourself) in the proper behavior.