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.
The ESDM attempts to provide a learning opportunity within every social exchange, as frequent as every 10 seconds (Dawson & Rogers, 2010). Intensive teaching provides children with ASD to learn at a rapid rate of achievement (Dawson & Rogers,
Also, the instructor reiterated that the anxiety levels of the individuals taking part in the seminar were high. He informed the professionals that the tightness or tension they felt as a result of experiencing the questions he asked parallels that of a student with learning disabilities. Noting, this is how a student with a learning disability feels on a regular bases. Teachers should be mindful of the characteristics of children with learning disabilities; they need to take this into account when providing instruction and asking questions with regard to the lesson. Another great point that was addressed, is the idea that if a person is being yelled at to provide information repeatedly their first response is to look away.
Typically, the rates of employment and continuing onto higher education are low among young adults with ASD (Shatuk et. al, 2012). Most young adults with ASD live with their parents, and many report a lack of friends and peers, as their friends from adolescents leave to pursue employment or higher education. (Hendricks and Wehman, 2009) However, Forest seems to demonstrate the opposite of many of these trends in his young adulthood.
Describe the two main differences between Acute Stress Disorder and PTSD. The two main differences between Acute Stress Disorder (ASD) and Posttraumatic Stress Disorder (PTSD) are diagnostic criteria and symptoms and duration and onset of symptoms. Regarding diagnostic criteria and symptoms, the DSM-5 (American Psychiatric Association, 2013) states that PTSD requires meeting a certain number of symptoms within established clusters, whereas ASD is diagnosed based on the expression of symptoms in total. Furthermore, PTSD includes non-fear based symptoms such as risky behavior, negative thoughts, and decreased interest in activities, which are not included in the criteria for ASD (U.S. Department of Veterans Affairs, 2007).
This study used qualitative methods to examine parental influence in pursuing or avoiding diagnosis of ASD. The goal was to explore the meaning of ASD diagnosis for parents, and study whether a diagnosis affected how parents observed ASD. Seventeen parents participated in an in-depth semi-structured interviews that were analyzed using thematic and grounded theory approaches. Data analysis discovered parental dilemmas: whether to act to keep the ‘normal’ status of the child or to ‘normalize’ the child through diagnosis and pursue treatment. Parents who received an ASD diagnosis for their children became proactive in trying to reduce stigmatization of ASD extensively, and in some cases actively advocating ASD diagnosis to other parents.
The authors of this study did indicate that more research is needed determine if interventions would help other children with ASD. This study was an extension of previous work conducted by Arceneaux and Murdock (1997). The authors used over thirty sources for references. I feel this was more than enough to support their theory. Relationship of content to my professional
Before the 1960s, students with disabilities usually did not have the same opportunities as those without disabilities. Parents were beginning to take a more active role in their child’s education and beginning to question why their child with a disability could not be educated in a public school setting (Friend, 2014, p. 11). Because parents began speaking up for their child’s rights, several important decisions were made. In the case Pennsylvania Association for Retarded Children v. The Commonwealth of Pennsylvania (1972), it was decided that children with intellectual disabilities would value from a free public education that was “tailored to their needs” (Friend, 2014, p. 11). In the same year, the decision was made again in the court case Mills v. Board of Education that all students must be educated regardless of their educational needs and that there would be a special process to determine eligibility (Friend, 2014, p. 11).
Parents, as the voice for their children, play a crucial part in guiding and helping to insure that labels need never to define their child and make it a deciding factor to their education. Parents must do their own research as to what is best for that particular child and their situation. Parents and teachers must make it a point to always emphasize the child's abilities and strengths and grown on that, along with their disabilities. It is also important for teachers and
To add onto this, within the last decade, ASD has been given increasingly more attention within the public eye while also being diagnosed on a more frequent basis. II. Facts Autism Spectrum Disorder was first brought to awareness in the early 1940s by Leo Kanner, who was a psychiatrist at John Hopkins University. During this time, Kanner studied a group of children who have difficulties or deficits within the following domains: relating to others, speech development, repetitive behaviors, and becoming upset by changes in their routine (Kirk, 2015). Ever since Kanner’s discovery, many individuals have followed in his footsteps by studying others who have similar struggles.
The education they receive must not cost the child’s parents. In order to meet the needs of the student with the disability an individualized education program (IEP) must be developed and applied. An IEP shows what the student’s educational needs are, identifies long-term goals and short-term objectives, informs of the level of the student’s performance, and describes the services that should be provided to help the child benefit from the education and help the child achieve the goals that are set in the IEP. Protection in Evaluation- Schools must evaluate students in a nonbiased multifactored way to determine if the child has a disability and, if so, whether special education is needed.
The push for a cure can often perpetuate harmful stereotypes and misunderstandings about the condition, leading to more significant marginalization of autistic individuals. This approach overlooks the unique strengths and perspectives that autistic individuals can offer to society. Rather than viewing ASD as a disorder that needs to be eradicated, society should work towards creating an inclusive environment that recognizes and celebrates the unique strengths and perspectives of individuals with autism. By doing so, we can ensure that children with ASD are not stigmatized or excluded, but instead are given the necessary support and resources to reach their full potential. One way to promote this shift in perspective is by sharing first-hand accounts from individuals with autism.
Research suggested that students displayed attitudes towards their classmates with ASD; however, research focused on the outcomes of students with ASD. Studies addressing social behavior has yielded encouraging but variable results on the social issues of inclusion programming. The participants consisted of 475 children that were recruited from ten urban schools and 22 classrooms. Eleven students were in a class setting to complete a self-report that was due at the end of the school year. Each student was asked to indicate the date of birth, the name of school and grade.
The Puzzle of Autism ASD (Autism Spectrum Disorder) is a disorder that begins in childhood that causes problems in forming relationships and in communicating with other people. This condition has greatly influenced many families throughout the world including mine. My brother was diagnosed with moderate to severe Autism at eighteen months of age. About 1 percent of the world population has autism and prevalence has increased by 6-15 percent each year from 2002 to 2010. This bio-neurological developmental disability generally appears before the age of 3.
In the program, there are students with learning disabilities, students with autism, nonverbal students, students with behaviors, and much more. There are students right here at CHS that have these disabilities and most students here do not understand how to interact with them. Also for those of you who are future parents, you never know what the future holds and you could have a child with disabilities. Credibility: My mom is a Special Education teacher, I have watched her teach for many years. I have also assisted with some of my moms students.
