Background Autism is a neurodevelopmental disorder that effects the brains development. It is characterized by affecting communication, cognition and social interaction. The spectrum of the disorders ranges from a mild condition called Asperger’s syndrome to a more severe form, which severely impairer’s development. The Office of Communications and Public Liaison states that the disorder affects one and eighty-eight children, however ASD effects boys more frequently than girls (Office of Communications and Public Liaison, 2013). ASD emerges in all age, ethnic and socioeconomic groups. The significant varied character and severity of the disorder is why ASD is considered a spectrum that poses a broad range of symptoms. Children who suffer from ASD usually have the appearance of normal development and then become withdrawn and regress from social interaction (Melinda Smith, 2013). The impaired social interaction of the disorder affects communication both verbally and non- verbally (Melinda Smith, 2013). Their communication with others and the world around them is also affected, as well as their thinking and behavior (Melinda Smith, 2013). Completed Studies involving ABA therapy have shown improvements in communication, social relationship’s, and school for children who suffer from Autism Spectrum Disorder. Results also showed that ABA also increased participation in family and community activities. MY theory involves creating individual customized intervention plans that will addresses the specific need of the participant, while also teaching the parent. Logically parents are our first teachers, and with that being said if parents are trained the progress would be more significant than without their participation. There is no kn... ... middle of paper ... .... Don H. Hockenbury TulsaCommunity College. (2011). Discovering PSYCHOLOGY FIFTH EDITION. new york: Worth Publishers. Medicine, Louis P. Hagopian & Eric W. Boelter The Kennedy Krieger Institute and Johns Hopkins University School of. (2012). Applied Behavior Analysis and Neurodevelopmental Disorders. Retrieved from Kennedy Krieger Institute: http://www.kennedykrieger.org/patient-care/patient-care-programs/inpatient-programs/neurobehavioral-unit-nbu/applied-behavior-analysis Melinda Smith, M. J. (2013, November). Autism Symptoms & Early Signs. Retrieved from HELPGUIDE.ORG A TRUSTED NON-PROFIT RESOURSE: http://www.helpguide.org/mental/autism_signs_symptoms.htm Office of Communications and Public Liaison. (2013, November 6). NIH. Retrieved from National Institute of Neurological Disorder and Stroke: http://www.ninds.nih.gov/disorders/autism/detail_autism.htm#243513082
Summary: The topic of today’s reading is the ABCs of Behavior. For one of the assigned readings, Starting with ABA, Dr. Lovaas studied a group of 59 children with autism and examined the best ways for them to learn. He discovered that 19 of the children who received 40 hours a week of ABA therapy had the best outcomes, and within that group, a 47% became indistinguishable from their typical peers by first grade. Therefore, if ABA teaching techniques were used intensively during the formative years, fewer children required services after the first grade, through adulthood. Also, this reading mentioned another form of ABA, the Verbal Behavior (VB) approach, this builds on all the ABA research but also enhances a child’s ability to learn functional language.
The most typical component of ABA used is positive reinforcement, which studies have shown to be an effective technique within a variety of settings and circumstances. Ferguson and Rosales-Ruiz (2001) conducted a study in which they utilized positive reinforcement in order to modify the behavior of horses. Prior to the study, the five horses observed were demonstrating inappropriate behaviors while loading into a trailer, which can be dangerous for both caregivers and the animals (p. 409). In order to deter these behaviors, the researchers provided the mares with preferred foods as positive reinforcement as the behavior was gradually shaped. They began by reinforcing approximate behaviors until the desirable behavior was achieved. At first, the horses were reinforced with food for several trials if they simply stepped near the entryway and touched their noses to a towel (the distance marker) without maladaptive behaviors. Over the series of eight steps, the target was pushed farther back into the trailer and the horses were reinforced for each successive approximation (p. 412). After all of the trials, each horse ended up completing the tasks and the inappropriate behaviors thereafter fell to zero. This was completed simply through the use of shaping and positively reinforcing the successive approximations of the behavior without the use of punishment or negative reinforcement (p. 421).
It can be noticed by the parents at early age (congenital) or during childhood (from 3 to 6 years). Recognizing ASD is by observing the patients' communication skills, interaction with people and things around him\her and sometimes by some health problems like sleeping problems and gastrointestinal distress. This changes are usually noticeable in the first two years in children because these are the most interactive and transitional years of the children's lives. (2,5) These symptoms are reduced down to three main symptoms which are social interaction, communication, and repetitive behavioral issues. Social impairment is what distinguish ASD from other developmental disorders. Most patient with ASD finds interaction with others difficult and challenging or lack the intuition about people. They also tend to avoid eye contact, fail to respond to their own names, and prefer to be alone. However they form attachments to their primary caregivers. (2,4,5)Second, communication problems which can occur in different verbal abilities from no speech to fluent, but impropriate and awkward. They are noticed when trying to ask for something or tell something, and it can appear as delay in talking or difficulty in following or starting a conversation. (5,6)Finally, is the behavioral issues which mainly are focusing on unnecessary things like the far train's voice, inability to live without daily routine, and stereotyped behavior like hand
Rowe, Peter. “Delving into the Mystery of Autism.” San Diego Union-Tribune 16 October 2001. 9 December 2001
Cognitive challenges also exist when counseling children with ASD as they have difficulty distinguishing their own mind from somebody else’s, this is known as theory of mind (Woods et al., 2013). Counselors should address deficiencies in theory of mind as the lack of knowledge in others feelings and empathy causes challenges across all social contexts for children. While there are a numerous factors to consider when providing therapy for children with ASD, therapeutic interventions are crucial to the development of social skills as well as adaptive emotional and behavioral responses in social settings.
“Your child has autism spectrum disorder” are words no parent wants to hear. They are words that will instill fear, worry, and sadness. When parents hear this for the first time, they will have many questions. “Is there anything I can do to help my child? If so, what can be done?” Early intervention services; such as applied behavior analysis therapy, occupational therapy, sensory integration therapy, and speech therapy before the age of three; can help improve the development of children with autism spectrum disorder. As an educator, early intervention is a subject teachers should be well educated in. It would be beneficial to the educator and the student, for a teacher to know and understand early intervention strategies.
Zwaigenbaum, L., Bryson, S., Rogers, T., Roberts, W., Brian, J., & Szatmari, P. (2005). Behavioral manifestations of autism in the first year of life. International Journal of Developmental Neuroscience, 23(2), 143-152.
Autism spectrum disorder (ASD) is a disability that can make developing major social, communication, ...
Autism Spectrum Disorder (ASD), falling under the umbrella term of Pervasive Developmental Disorder (PDD), is defined by the International Classification of Diseases, volume 10 (ICD-10) as a disorder first diagnosed in childhood by the clinical manifestation of marked impairment in communication and social interaction, and repetitive or stereotyped behaviors (“Pervasive developmental disorders,” 2010). This definition aligns with the Diagnostic and Statistical Manual of Mental Disorders, 5th Edition (DSM-V), currently used in the United States (American Psychological Association, 2013).
A., Lorenzi, J., & Scarpa, A. (2015). A Review of Parent Training in Child Interventions: Applications to Cognitive–Behavioral Therapy for Children with High-Functioning Autism. Journal of Autism and Developmental Disorders, 2(1), 79-90.
Minshew, N.J., & Williams, D.L. (2007). The new neurobiology of autism: Profile of a complex information processing disorder. Journal of the international Neuropsychological Society, 3, 303-316.
The autism epidemic hypothesis indicated that the increased rate of children diagnosed with ASD is actual (Bishop, 2008). Autism Spectrum Disorders affect one in 150 American children and it appears during the first three years of age (Lim, 2009). Nevertheless, not every child with autism performs likewise. ASD is a variety of complex neurological developments which ranges from deficits in learning, language development, and social interaction to high functioning individuals with autism that can develop a language of a “little-professor” and recite literature word by word (Dawson & Ozonoff 2002).
Autism is a disease. One of the main characteristics is having social problems. Children with Autism have trouble interacting with other children. They won’t play with other children. They could be so focus...
One of the most difficult things teachers will face when dealing with Autistic children is their lack of communication skills and inappropriate or nonexistent social skills. In addition to academic instruction children with Autism require instruction in communication techniques and social skills. Kamps et.al. says “A key to accommodating students with autism in public school settings is the provision of social and behavioral programming to develop meaningful participation with nondisabled persons” (p.174).
...of ABA, which has “demonstrated efficacy in…reducing inappropriate behavior and in increasing communication, learning, and appropriate social behavior” (Satcher, 1999, as cited in Brams, 2008, p. 6). Because all skill domains have the ability to be effectively addressed through the use of one multi-method ABA model, the process of confronting the many debilitating issues of ASD is simplified. There is still room for advancements within ABA and the Autism community, but the continual expansion of programs and dedication to ABA research is leading to more promises for the struggling ASD community. For the future of ASD, the hope is not only to keep individuals in their homes and out of institutions, but more importantly to provide them with the possibility of independence and the ability to thrive far beyond all of Autism’s previous restrictions (Blane, 2011, p. 6).