Autism Spectrum Disorder (ASD) a complex effect in brain development has limited many from having the opportunity to live a healthy, normal and stress free life. Today, the pervasiveness of ASD in society has gained momentum. The article, The Epidemiology of Autism Spectrum Disorder, by Newschaffer et al claims that it is “second only to mental retardation as the most common serious developmental disabilities in the United States (2006, p. 21.2).” In an objective but yet deliberate tone, this scientific article states that those who were born with this neurodevelopmental disorder lack skills in social interactions, communication and possess a limited and reoccurring pattern in behavior. The word “spectrum” in ASD refers to the wide range of
Children with autism may have the following social and communication skills and common behaviors”
Autism is described in a uniform way as opposed to being unique disorder for anyone diagnosed, hence the “Spectrum” in Autism Spectrum Disorder. According to studies, only “aproximately 40% of children with ASD do not talk (CDC, 2010)” (Hewitt. et al 2012). The documentary used personal anecdotes only to try to prove that facilitative communication was an advancement in autism studies.
Throughout the empathy and short story unit I learned about how you can see the world differently through different perspectives. I learned that you can see the world differently through watching and reading movies and stories. You can learn to see the world differently by watching the movie “Temple Grandin”, reading “Thank you, M’am”, “War of the Wall”, and a few other short stories. In the movie “Temple Grandin” I learned that when you have autism that it can be difficult to learn how everyone else is leading in the classroom. During the movie when the French teacher asked Temple to read aloud what the book said, temple looked at the page and closed her eyes.
New data from the Centers for Disease Control and Prevention concludes that with a 30 percent increase in the past two years, 1 in 68 U.S. children have been diagnosed with ASD concluding that early intervention can greatly improve a child’s long-term development and social behaviors (Autism 2014). There are several factors that may contribute to the rising prevalence rate of ASD. Like other disabilities, the occurrence rate of ASD for boys is five times higher than it is for girls. There could be several reasons for this disparity (Hallahan, Kauffman, Pullen, 2015, pp. 211). An article in Times Magazine entitled “Why Girls May be Protected Against Autism” explores why this may be the case.
However, he explains that what is needed is a “need for knowledge and adaption on the part of Aspergian kids and their families and friends.” (p 5) Robinson mentions that “Asperger’s exists
The purpose of the Early Start Denver Model (ESDM) is to systematically aid children with Autism Spectrum Disorder (ASD) in the initiation of social communication (Dawson & Rogers, 2010). Due to social initiation being a deficit for some children with ASD, the ESDM seeks to aid children in more independent social interactions (Dawson & Rogers, 2010). The creators of the ESDM have combined the constructionist and transactional model of development (Dawson & Rogers, 2010). Therefore, it is believed that children learn through their own experience and also through experiences presented by caregivers. Based on this theory, the ESDM uses young children and caregiver's learning history as the framework for learning social communication skills.
. . .You must have some sense of whom you are trying to affect. You also have to have some understanding of the complexity of policy. Because if you don’t understand that, you will probably do some damage.” (Rigby, 2000, .6) in which case basic knowledge is fine but learning the ins and outs of what effects a child with ASD and putting it into everyday spoken language can help a parent understand better what is happening with their child instead of using the big words, in which case parents become overwhelmed not understanding what you are
Sydney A. Hall Dr. Brien Garnand Interdisciplinary Humanities: Greece and Rome M/W/F 10:10-11:00 29 January 2017 Similar Themes in Greek and Roman Literature: The Development of Socially Normative Ideals and Identities Through Epic Story Telling Aeneas, Odysseus, and Achilles, the main protagonists of the Aeneid, the Odyssey, and the Iliad depict similar facets of Greek and Roman society. The histories of both societies can, accordingly, be closely interwoven, as much of Roman society was influenced by Greek nationalism. In this way, Greek and Roman epic literature was used as a blueprint for the values and ideals of society at the time. All three parallel through their depictions of national identities, exemplary heroes (and by extension, the archetypal ideal for a model citizen), and the antithesis of such (the out-group).
Over the last fifteen years, I have grown mentally and socially. I credit my growth to my ability to analyze and understand the world for what it is. Social imagination is the use of information to understand the world and ourselves for who we are. Possessing the quality of mind that can develop reason and the capacity to shift perspectives are the basis of social imagination (Mills 2000). As I mentioned in reflection one, I came to realize that my way of thinking is what helped me overcome living a poor lifestyle.
Asperger 's Syndrome is difficult to live with. It affects me in all aspects of life. In school, I have great difficulty communicating in groups (for example, Socratic Seminars); I either fail to speak up, misunderstand what someone is talking about, or ignore the entire discussion. This failure to follow through has drastically affected my grade and I immediately knew I needed to change my behavior, and fast. As I entered high school, with the help of my parents and prior experience, my social skills have steadily improved, and I began to work as a group.
Functional communication training (FCT) is frequently used with learners with autism spectrum disorder (ASD). Individuals with ASD often engage in problem or challenging behaviors such as aggression, self-injury, stereotyped behaviors, and tantrums. Research suggests that there is a connection between communication difficulties and the display of problematic behaviors. Individuals with ASD engage in the problem or challenging behaviors because of the skill deficit of social-communication allowing them to engage in age-appropriate interaction. FCT is helpful in reducing the challenging behavior and replacing the problem behavior with an appropriate behavior.
Evidence has shown that music therapy is a valid option in improving social and communicative behaviors in children with ASD, however, the extent of its effectiveness leaves many researchers questioning if music therapy is a reliable form of treatment. Music Therapy for Socialization Children with ASD lack the development of certain social skills, specifically, joint
Social interaction problems arise when persons with autism find it very difficult to mingle. Problems associated with interaction include finding it difficult to establish and maintain friendship, lack of interest in people, withdrawing oneself from other people, not paying attention in anything, being distant, and difficulty in expressing one’s feelings and emotions. Social imagination is being able to understand a person’s behavior, thoughts, feelings, and a person’s creativity. People with autism find it hard in imagination due to problem such as general imagination difficulty, trouble in comprehension of future events, challenge in shifting to new and unfamiliar situations, and finding it difficult to understand other person’s feelings, actions, and thoughts. Autism in the Inclusive Classroom Inclusive classroom entails bringing of students with and without disabilities together in school to access education in a general class.
Peers can also help students with autism access the general education curriculum. These supports allow students with ASD to learn from their same-age peers, increase social interactions, decrease challenging behavior, and promote functional skills. Students with ASD can also self-direct their learning and promote their own access to the general education curriculum. Students can be taught specific strategies to use when learning new content, promoting independence and increasing self-confidence. These strategies
