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.
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 article, “Faces of Autism”, by Pamela Hudson Baker, Mary Murray, and other colleagues is informative and insightful because the authors give detailed stories about the two children who have been diagnosed with autism spectrum disorder. Both of these children have varying behaviors and personality characteristics, and the authors indulge readers with helpful strategies that can be implemented in a classroom setting to ensure teachers can better accommodate the student with the similar commonalities. At this point in time in education, teachers need to know how to effectively implement new strategies such as like the strategies mentioned in this article because there is currently such a rapid growth in individuals who are diagnosed with autism spectrum disorder. According to the article, “Prevalence and Characteristics of Autism Spectrum Disorder Among Children Aged 8 Years…” “Prevalence of autism in U.S. children increased by 119.4
Autism Speaks Inc (2012) state the core features of ASD are areas in which difficulties can lead to feelings of frustration, confusion, anxiety or lack of control, this could result in a behavioural response. Moreover, since behaviour is often a form of communication, many individuals voice their wants, needs or concerns through behaviours, rather than words. Therefore, we need to understand what motivates children with ASD to have negative behaviours, also what we can do as parent/carers/practitioners to help to motivate them in replacing the negative with a positive appropriate behaviour. In 2008, The Department for Children Schools and Families started a new national strategy called, Every Child A Talker (ECAT) the idea behind this is to highlight, then, help children with their communication in social, speaking, understanding, listening and attention skills.
The three distinctive behaviours of Autism are: Repetitive behaviours, problems with verbal and nonverbal communication and social interaction. When parents realize that their child has autism they should be emotionally strong. Being consistent in your child’s learning environment is very key to reinforce learning. Also they should be able to find non-verbal ways to communicate with their child. You just have to learn their language of communication.
Part1: Joseph White is a student in an inclusion classroom in the 3rd grade at a private institute in Quincy, MA. Joseph was diagnosed with autism at a young age and has adapted to him new classroom setting “exceptionally” according to his mother. His mother stated that within a short period of time, Joseph has made gains in all academic areas. After observing Joseph over a three-day period, it is evident that he has areas of concern.
The occupational therapy assessments tool used were the Peabody Developmental Motor Scale 2 (PMDS 2) and the Childhood Autism Rating Scale. The performance areas assessed within the PMDS 2 were the grasp, visual motor, object manipulation, standing activities and locomotion. The areas divided into 15 categories namely relating to people, imitation, emotional response, body use, object use, adaptation to change, visual response, listening response, taste smell and touch response and use, fear or nervousness, verbal communication, nonverbal communication, activity level, level and consistency of intellectual response, and general impressions. 2. Child’s History (child initials, general demographics, social history, growth and development, social /health habits, family history, and current condition to include chief complaint, functional status, and medication M was born on November 8th 2009 and weighed lbs.
It has become common today that many Americans have given up on children who have autism. Teachers have even claimed that some kids with autism would never be able to speak, and read. Teachers, and schools for many years have placed autistic children in special-ed classes, and have considered them retarded. For years the parents of these children have been swept of there hope to find a way of giving their child what we consider a normal life. Kristine Barnett has found a way of giving these parents that hope they once lost.
For every 1 in 250 children, a child is diagnosed with autism, and that number increases still today. Autism is a lifelong developmental disability, where the brain becomes slower and the person is unable to learn as quickly as others, affecting the cognitive abilities; hand-eye coordination and often impairments in social interactions. Dealing with autism from the outside looking in, is very difficult for some to process or understand. As well as the child being affected, the families are too, taking a toll emotionally. The paper will discuss autism, the benefits, as well as the flaws, of having it, and finally the help that is provided.
London: Jessica Kingsley, 2002. Print. This book is about the latest research and clinical practices in autism. It discusses how a person gets diagnosed with autism, therapy a child will go through, medical aspects, communication, educators, siblings, adolescents with autism, and what families wish people knew about autism.
Autism is a lifelong brain disorder that messes with the development of the brain and make it harder for a person to communicate and interact with others. Some other symptoms to autism is repetitive behaviors. Since Autism is a spectrum disorder people diagnosed will have similar problems, but their condition will affect them in different ways. It is also a spectrum disorder because not every child has the same problems. One child can
Name: Lonnie Young III Topic: Autism General Purpose: To inform. Specific Purpose:
Autism is a disorder in the nerves that makes the human brain socially inactive, and in order to understand it, several main aspects must be considered. Although autism