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Describe autism spectrum disorder
Autism spectrum disorder papaer
Autism spectrum disorder papaer
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In the case of Jelly, there were no concrete cause of autism spectrum disorder, but through observations. As previously stated, Jelly was referred to be evaluated because there were concerns in sensory integration and fine motor skills.
At the age of one and a half, Jelly showed deficits in sensory integration and fine motor skills and was referred. After her first evaluation, she was diagnosed with autistic disorder on the autism spectrum disorder. Jelly demonstrated deficits in fine motor skills, cognition, receptive / expressive language, and self-help skills in her evaluation. It was not listed in Jelly’s IEP, but directly observed, Jelly fidgets, occasionally rocks back and forth, have an unusual attachment to smelling objects, flaps
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her arm, and language pragmatics. Jelly continues to terminate any touching / cuddling, but enjoys touching other. At 33 months, the Peabody Developmental Motor Scales was used to assess and evaluate Jelly.
Jelly was at the 25th percentile for grasping. Her grasping abilities was at the average month of 20 – 27. In visual-motor integration, she was at the 2nd percentile, performing at a 19 months. Overall, Jelly had a poor Fine Motor Quotient score at the 5th percentile. There were other assessment and evaluations used for Jelly. The Adaptive Behavior Assessment System II assessed her developmental and adaptive skills. The Differential Ability Scales assessed Jelly’s intellectual abilities. The Battelle Developmental Inventor was used for Jelly’s Pre-Academic and Developmental Skills. A Sensory Profile was also used for sensory processing. After the evaluation from MPS Diagnostic Teacher and SLP, an IEP team was formed. Jelly’s first goals / objective was to improve imitation in her fine motor skills by imitating vertical, horizontal, and circular lines, as well as placing three beads on a string independently. During music or classroom calendar activity, she should imitate clapping and finger play. In class, she was to stay seated or be in her spot for approximately five minutes, and to complete classroom activities with messy media for on minute with no complaints or needing to wash / wipe her hands. Jelly’s second IEP goals / objectives was to improve her fine motor skills by demonstrating a mature pencil grasp to imitate and trace, using her opposite hand to stabilize paper while using her right preference hand to write, and cutting along a 6” line. In her current IEP goals / objectives, it includes the increase and improvement of fine motor skills by using a static tripod pencil grasp to copy from a nearby model, write up to two to three sentences with correct letter formation, as well as size and space legibility on lined paper. During fieldwork, an assessment was used informally with Jelly called the Schoodles. It is a school fine motor assessment that
quickly obtains information about the child’s educational needs (Schoodles.com, 2016). During the Schoodles, the Occupational Therapist had Jelly draw self-portrait, imitate horizontal / vertical lines, “+” symbol, squares and circles, cutting, and assemble a puzzle. Jelly was able to perform the task, but had little verbal cuing and redirection. Jelly had no priors of medications for autistic disorder. However, she was previously on multivitamins because of lead level in her body.
The professional text that someone in my field would use is the ASQ-3. The ASQ-3 Ages & Stages Questionnaires is designed to screen children’s developmental performance that must be completed by the parents. It is a series of 21 questions with questions ranging in the areas from communication, gross motor, fine motor, problem solving, and personal-social skills specifically for 36 month to 38 month old toddlers. For the communication section, an example of a question asks is “When you ask your child to point to her ears, feet, hair, eyes, and nose, does she correctly point to at least seven body parts?”. In the gross motor section, a question ask “Does your child jump with both feet leaving the floor at the same time?”. A fine motor question that was asked was, “When drawing, does your child hold a pencil between her thumb and fingers like an adult does?”. The parent filling the questionnaire would bubble either yes, sometimes or not yet. There are 6 questions in each are
After reading Kim’s case study I noted that at 17 months she was referred to an early intervention program called 619. Kim was diagnosed with cerebral palsy and seizures; she also suffers with toilet learning. However, according to Kim pediatrician, she no longer suffers from seizures, but can use improvement with gross motor and language. Kim’s mother Mrs. Doe feels early intervention has assisted Kim in becoming more independent, although she still struggles with balance, mobility, and undressing. To better assist Kim with her development I came up with four assistive
Gross motor development is the review of the child’s capability to move in a consistent man...
Similar to the classical description and as documented, the etiology of how Jelly was diagnosed with autistic disorder is unknown. Jelly began to show deficits at a very young age and referred for evaluation. During the evaluation, observation and asked tasks were used to define the scope of Jelly’s deficits. As suggested, autism can only be diagnosed during observation.
Toddler in blue shirt – He appears to be around 18 – 24 months old. While his motor development appears to be weak, and he does not seem to have accomplished the self-help development or language development, he has accomplished other milestones; such as social/emotional development, by playing alone for short periods of time and asserting some independence, and cognitive development, by passing items from one hand to the other, although he is not able to stay with one activity for very long.
Autism Spectrum Disorder (ASD) is a complex developmental disorder that affects a person’s social interaction and communication. This disorder is mainly characterized by having difficulty with social interaction, communication, and having restricted behaviors. Difficulty with social interaction means someone will struggle to communicate their feelings/emotions, understand how others feel or think, develop peer relationships, and understand nonverbal behaviors (eye gaze, facial expressions, etc). Difficulty with communication will vary among the individual. Some individuals will develop expressive language, while others will not. The speech of those that do develop expressive language will often be repetitive, rote, and lack meaning. They may struggle with turn taking in conversation and topic maintenance. Those individuals who do not develop expressive language typically do not use other modalities to communicate, like pointing or gestures. The last characteristic of the autistic spectrum disorder is having repetitive behaviors or activities. Typically children on the spectrum will play with their toys in an unusual manner, or may prefer only one toy, movie, or activity. Changes in daily schedule are hard for children on the spectrum to adapt to; usually these children like the same daily schedule. Bass, Duchowny, and Llabre (2009) state, “It is possible that animal-assisted activities provide a multisensory environment that will prove beneficial to children with profound social and communication deficits.”
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.
There is no known single cause of autism. Researchers are investigating a number of possible theories including genetics, heredity, medical problems, problems during pregnancy or delivery, as well as environmental influences. It is widely accepted that it is caused by abnormalities in the brain structure or function. There is evidence from neuropathological studies that autism has its origins in abnormal brain development early in prenatal life which continues postnatally, showing acceleration in brain growth measured by head circumference (Zwaigenbaum, L., Bryson, S., Rogers, T., Roberts, W., Brian, J., & Szatmari, P., 2005). The disorder also seems to have a genetic basis, although researchers have yet to find the specific genes that link to the onset of autism. There could be a cluster of genes that have somehow interfered with normal brain development and function. Studies show that twins of children with autism were more likely to be autistic themselves than the regular population, demonstrating there is a heredity lin...
First described and named by Leo Kanner in 1944, the mysterious disability of autism is characterized by a peculiar emotional and intellectual detachment from other people and the common human world. In autistic children, an impaired capacity for communication and human relationships and a severely restricted range of activities and interests become evident before the age of three. Although the symptoms vary in nature and severity, language and the capacity for a normal social life are always seriously affected. Two to four out of 10,000 children are autistic; 75% of them are boys (Chase et al., 1993).
Journal of Intellectual & Developmental Disability, by Dillenburger, K., and Keenan M., published in 2009, summarized Nov 19, 2009
The Autism Spectrum is a mystery. With no cause or cure, researchers have been working hard, to the best of their abilities, to diagnose, treat, and educate those with autism. For centuries, since 1943, with enhanced technology, the view on autism has improved tremendously. New advancements have been developed to diagnose autism earlier, help create more successful treatments, and to help better an educational plan for people with autism.
65 children, 52 boys and 13 girls who were not diagnosed with autism, from 3 different clinics, were used for this study. They were under 3 years of age, they were referred to the clinics due to social and/or language issues, and their parents provided informed consent. The children had also previously had 2 independent diagnostic evaluations. A second group of 37 children were used from this sample, th...
Two to six children out of every thousand will end up with Autism. Autism is one of the fastest growing disorders with a great amount of studies being put behind it. With its vast amount of different signs and symptoms, different forms, how its treated, and arguments about how exactly the disorder came to be , Austin can very well be one of the most confusing, and researched disorders, for its a disorder that stirs up tons of questions but yet gets hardly any answers. Autism is usually developed between ages of one and three, it effects communication and how the child interacts with others. It is defined by behaviors of the child and “ spectrum disorders” that re different with each person. (About Autism, 2008, para 1). Symptoms of autism can very in many different ways, and even different categories. Take the category of social interaction and relationships symptoms include : non verbal communication development problems such as , eye - to - eye gazing, body language, and facial expressions, failure to make friends with people their own age, lack of interest, and lack of empathy. The category for verbal and non verbal symptoms include : Delay or lack when learning to talk, about forty person of people with autism never speak, problems with starting, and keeping conversations, repetitive use of language, and difficulty understanding what someone is saying. Finally the category of interests and play include : unusual focus on pieces, preoccupation on certain topics, a need for the same routine, and stereotyped behaviors like hand flapping and body rocking.
Mastering fine motor skills is a very important process needed for physical and cognitive development. It is during early childhood that most children develop these skills, however there are many children that do not. A young child’s fine motor skills are developed through a vast array of activities that aide the child in doing little things such as grasping a toy as an infant, and buttoning buttons as a toddler or tying shoes when they are a preschooler. Fine motor development is the development of the small muscles in the hands and fingers. Many crucial daily activities depend on strong motor skills, such as writing, using eating utensils and getting dressed, among other things. Without fine motor skills a child will have difficulties preforming
Physical and motor development are two similar but different areas that describe child development. Physical development encompasses all of the various changes a child's body goes through. Those changes include height, weight, and brain development. Motor development is the development of control over the body. This control would involve developing reflexes such as blinking, large motor skills like walking, and fine motor skills like manipulating their fingers to pick up small objects like Cheerios. It is important to objectively study physical and motor development in children to gain knowledge on what characteristics are considered typical for each age and stage of development. This will enable me to be aware of when a child or children are developing at an irregular pace, and devise recommendations or find experiences and other resources that can aid in stimulating their development and to work towards closing achievement gaps. This particular assignment was to observe the selected child and reaffirm the importance of studying physical and motor development, and to develop ideas on how to involve it in my work as an early childhood professional.