Jane F. Gilgun, Ph.D.

, LICSW
School of Social Work
University of Minnesota, Twin Cities
November 2010
 Characteristics
 Types
 A NEATS Analysis
◦ Neurobiology
◦ Executive function
◦ Attachment
◦ Trauma
◦ Self-regulation
 Case Planning

 
 difficulties in relating to other people in
reciprocal, empathic ways,

 difficulties communicating through language,

 and restricted and repetitive behaviors and

interests.
 More than two-thirds have co-occurring
intellectual disabilities
 Others have normal or high intellectual
functioning
 Many have stereotypies
 Many have sensory issues
 Difficulties with executive function & self-
regulation
 High functioning autism (HFA)
◦ (Asperger’s)—category on its way out
 Autism
 Rett’s disorder
 Childhood disintegrative disorder, and
 Pervasive developmental disorder not

otherwise specified (PPD NOS)

 Neurobiology
◦ ASD are classified as neurodevelopmental
condition
◦ The earlier the identification the better
◦ many different parts of the brain implicated:
 the cerebellum,
 the frontal lobes,
 mirror neurons,
 hippocampus, and amygdala, among others.
 judgment,

 planning,

 anticipation of consequences, and

problem-solving
 Same percentages of secure attachments

 Signs are subtle

 Characteristics of autism complicate

attachments

 Parents require support & education

 Unattended trauma
◦ likely to complicate children’s ASD
symptoms and

◦ make additional contributions to

difficulties with EF and self-
regulation
 Passivity and/or reactivity

 Sensory issues may contribute to reactivity

 Repetitive movements may be attempts at

self-soothing

 Foundations appear to be neurological

 Modifiable through experience 

When Jay was a pre-schooler, he had major
tantrums when his parents asked him to stop
an activity, such as lining up his toy cars, and
come to dinner.

As he grew older, such reactivity diminished

considerably, but he continued to experience
agitation in making transitions from one
activity to another.
 Clear expectations
◦ Table manners
◦ Personal habits: no picking nose, etc.
◦ Conduct in stores
◦ Self-care: hygiene, care of belongings
 Explain which behaviors are ok
 Praise for accomplishment of tasks
 Structured schedule each day
 Structured games with clear rules

◦ Simon Says, Parchesee

 Early Intervention
 
 Psychoeducation

 Parental support

 Sibling support

 Many other interventions depending upon the

situation
Coffey, Kenneth M., & S. John Obringer (2004).
A case study on autism: School
accommodations and inclusive settings.
Education, 124 (4), 632-640.

Dawson, Geraldine (2008). Early behavioral

intervention, brain plasticity, and autism
spectrum disorder. Development and
psychopathology, 20, 775-803.
Gilgun, Jane F. (2010). The NEATS: A child &
family assessment. http://www.amazon.com/NEATS-Child-
Family-Assessment-ebook/dp/B0026L7DJW/ref=sr_1_1?
ie=UTF8&m=AG56TWVU5XWC2&s=digital-text&qid=1290256366&sr=8-1

Koren-Karie, N., Oppenheim, D., Dolev, S., &

Yirmiya, N. (2009). Mothers of securely
attachedchildren with autism spectrum
disorder are more sensitive than mothers of
insecurely attached children. Journal of Child
Psychology & Psychiatry, 50(5), 643-650.
Gilgun, Jane F. (2010). A NEATS analysis of ASD
http://www.scribd.com/doc/22990351/A-
NEATS-Analysis-of-Autism-Spectrum-
Disorders
Koren-Karie, N., Oppenheim, D., Dolev, S., &
Yirmiya, N. (2009). Mothers of securely
attachedchildren with autism spectrum
disorder are more sensitive than mothers of
insecurely attached children. Journal of Child
Psychology & Psychiatry, 50(5), 643-650.