Echolalia the repetition or echoing of verbal utterances made by another person,
and Palilalia the repetition of one’s own words. Students with Asperger Syndrome can involve an intense and obsessive level of
focus on things of interest. In pursuit of these interests, Asperger Syndrome students often manifest extremely sophisticated reasoning, an almost obsessive focus, and
remarkably good memory. c. PDD- NOS Pervasive Developmental Disorders- Not Otherwise Specified
PDD-NOS Pervasive Developmental Disorders-Not Otherwise Specified refers to the psychological and behavioral developmental disorders encompassing
many areas of functioning: language and communication, self-help skills, motor coordination, and scholastic achievement.
People with PDD-NOS vary widely in abilities, intelligence, and behaviors. Some people do not speak at all, others apeak limited phrases or conversations, and
some have relatively normal language development. Repetitive play skills and limited social skills are generally evident as well. Unusual responses to sensory information
such as loud noises and lights are also common. However, PDD-NOSs are correlated with poverty, suicides, crimes, and a variety of medical problems.
2. The Specific Characteristics of Autistic Students
Based on Dr. Temple Grandin’s “Autism and Visual Thought” in http:www.autisminfo.com
, there are some specific characteristics of autistic students as follows:
a. Absence or delay of speech and language:
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- repetition of words echolalia in place of normal verbal communication. - hand leading to communicate in place of verbal requests.
- poor use and understanding of nonverbal communication facial expression and body language
- taking
things literally
- being questioned, may or will have a delayed reaction - odd or monotonous prosody of speech.
b. Difficulty relating to other children and adults: -
absence of
eye contact.
- lack of interest in other children and what the other children are doing. -
no response
when name
is called.
- avoidance
of physical
contact. - indifference to others in
distress or pain. c. Odd behavior:
- self-stimulation,
spinning, rocking,
hand flapping,
etc. -
inappropriate laughter
for no apparent
reason. -
inappropriate attachment
to objects.
- repetitive odd play for extended periods of time. -
insistence on
routine and
sameness - difficulty dealing with interruption or routine schedule and change
- possible self injurious or aggressive behavior toward others.
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d. Sensory challenges: - Hyper over or Hypo under sensitivity of the five senses.
- abnormal
responses to
the senses.
- a lack of response to pain or an overreaction to something seemingly minor.
e. Social impairment: - lack of
observed desire for friendship. -
poor ability
to make
friends. -
social awkwardness.
- indifferent to
the feelings
of others.
f. Imaginative impairment and repetitive adherence: -
concrete and
literal use
of language
- poor understanding of abstract thought, metaphors and symbolism -
preference for
routine - absorption in detail; inability to understand meaning or the whole of a
concept. g. Sensory integration disfunction
- Hyper- or Hyposensitivity of the various senses. -
peculiar clothing
and food
preferences -
self-stimulating mannerisms
- Fine
or gross
motor discoordination
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3. The Effects in Education
