Autism Spectrum Disorder

Each year the number of children diagnosed with autism is increasing so quickly that it is now estimated that roughly 1 in 88 children have some form of autism spectrum disorder (Centers for Disease Control and Prevention, 2007). Recent legislation including No Child Left Behind (NCLB) 2001 and Individuals with Disabilities Education Improvement Act (IDEA) 2004 are mandating that a push towards inclusive classrooms that contain both general education students and special education students in the same class. With the push for inclusion comes the challenge of selecting teaching strategies appropriate for the inclusive classroom. Many different teaching interventions and strategies are implemented in the education of the student with autism.

There are three major classes or distinctions of autism spectrum disorder. The first, Autistic Disorder (also called "classic" autism)
is what most people think of when hearing the word "autism." People with autistic disorder usually have significant language delays, social and communication challenges, and unusual behaviors and interests. Many people with autistic disorder also have an intellectual disability. The second, Asperger Syndrome, is a disorder that is similar to autistic disorder, but people with Asperger syndrome usually have milder symptoms than people with autistic disorder. They might have social challenges and unusual behaviors and interests. However, they typically do not have problems with language or intellectual disability. Pervasive Developmental Disorder – Not Otherwise Specified is described as people who meet some of the criteria for autistic disorder or Asperger syndrome. People with PDD-NOS usually have fewer and milder symptoms than those with autistic disorder. The symptoms might cause only social and communication challenges (Centers for Disease Control and Prevention,

It is reported that 38.2% of children with autism received SI in 2004 (Stephenson, J. & Carter, M. 2008). SI therapy has traditionally been provided by Occupational Therapists because it involves providing controlled sensory stimulation in the form of activities such as brushing, joint compressions, use of scooter boards, body socks, and swings (Stephenson, J & Carter, M. 2008). The use of weighted vests has also been included under the umbrella of SI. Weighted vests are meant to administer deep pressure to the body giving the body the sensory input necessary to attend, organize thoughts or calm a child. Therapists believe that wearing the vest will improve a range of behaviors including stereotypy, attention, and hyperactivity (Stephenson, J. & Carter, M. 2008). In the study conducted by Stephenson and Carter, the presence of a weighted vest was reported to show favorable results. It is noted that stereotypic behavior was reduced in 5 of the 12 students who participated in the study as well as improve the attention of 10 of the 12 students in the study (Stephenson, J & Carter, M.