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Strategies teaching autistic children pdf
Autism spectrum disorder papaer
Strategies teaching autistic children pdf
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Adam, a 6-year-old boy in the first grade, is experiencing “a range of serious disturbances in the ways that individuals interact with and communicate with others, as well as in the behaviors that can include a person’s interest and activity patterns” (Whitbourne & Halgin, 2013). His teacher is worried that he is facing the inability to interact with other children in the classroom, make eye contact respond to children and adults when he is being spoken too, and play accordingly for his age bracket. Based on the characteristics given, Adam is troubling with an autistic spectrum disorder. His failure to make eye contact with others is one major key factor involved with autism. Also, his intense tantrums and avoidance to play with other children show extreme signs that his is hassling with the everyday struggles of being autistic and potentially a personality disorder as well.
In 2012, Goldstein, Naglieri, Rzepa and Williams all stated that an “autism spectrum disorder (ASD) is best conceptualized as a biologically determined set of behaviors that occurs with varying presentation and severity, which is likely the result of varying causes and behaviors“ (p. 1001). The biological perspective in relation to an autism spectrum disorder shows evidence that this disorder displays potential patterns of familial inheritance (Whitbourne & Halgin, 2013). On the other hand, the behavioral perspective shows convincing evidence supporting neurobiological abnormalities in the individual experiencing autistic characteristics (Whitbourne & Halgin, 2013). Treatment for this particular type of disorder that Adam is struggling with, takes extreme commitment, conditioning and they must be carried out for an extremely long period of time.
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... school-age children and those diagnosed with autism spectrum disorders. Psychology In The Schools, 1001—1016. doi:10.1002/pits.21650
Rotheram-Fuller, E., & MacMullen, L. (2011). Cognitive-behavioral therapy for children with autism spectrum disorders. Psychology In The Schools, 263—271. doi:10.1002/pits.20552
Seligman, L. D., & Ollendick, T. H. (2011). Cognitive-behavioral therapy for anxiety disorders in youth. Child and Adolescent Psychiatric Clinics of North America, 217–238.
Velting, O., Setzer, N., & Albano, A., (2004). Update on and advances in assessment and cognitive-behavioral treatment of anxiety disorders in children and adolescents. Professional Psychology: Research and Practice, 42–54.
Whitbourne, S. K., & Halgin, R. P., (2013). Abnormal psychology: clinical perspectives on psychological disorders. (7th ed., pp. 262—267). New York, NY: McGraw Hill.
Autism Spectrum Disorder (ASD) has two main core criteria, according to the Diagnostic and Statistical Manual of Mental Disorders fifth edition (DSM-5). The first of the two criteria is ‘Persistent Deficits in Social Communication and Interaction across Multiple Contexts’ under which there are three categories. The first being deficits in social emotional reciprocity which may include atypical social approach and failure of the back and forth exchange of normal conversation. In addition, there may be a failure to respond or initiate social interaction as well as reduced emotions, interest or effect sharing. In the scenario ‘Ben loves Trains’ it is indicated that Ben is content to play alone for hours, he doesn’t interact with his sister in
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.”
Wilde, J. (2008). Rational-emotive behavioral interventions for children with anxiety problems. Journal of Cognitive and Behavioral Psychotherapies, 8(1), 133–141.
Steensel, F. J., Bögels, S. M., & Perrin, S. (2011, July 07). Anxiety Disorders in Children and
Development of social skills is very important for children that are diagnosed with autism because of ...
Autism, or autism spectrum disorder, issue, alludes to a scope of conditions described by challenges with social abilities, monotonous practices, discourse and nonverbal correspondence, and in addition by remarkable qualities and contrasts. Autism spectrum disorder falls under the developmental disability category. We now realize that there is not one type of autism but rather many sorts, caused by various mixes of hereditary and natural impacts. there is no cure of autism yet but there are other options as in treatments and education approaches that can help a person to lessen disruptive behavior and can teach basic skills for one’s independence
According to Autism Speaks Inc. (2015) Autism, also known as Autism spectrum disorder (ASD) effects about 3 million people in the United States. Autism is a development disability that typically shows during the first three years. Autism is an effect of a neurological disorder that disturbs the functioning of the brain. Autism is four more times dominant in boys than girls. Autism shows no cultural, racial or social boundaries. Family salary, lifestyle and education also does not affect the chance of autism. Autisms linked behaviors have been estimated to occur in at least 1 in 68 children. (Autism Speaks.org). I will discuss the signs, symptoms, and diagnosis of Autism while also discussing an interview I had with a caregiver of a child with
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...
However, the pattern of brain abnormality is distinct because autism releases many perceptual and cognitive systems. Social deficits are commonly viewed as the primary characteristics of autism and or other neuropsychiatric disorders (p. 126). The current conceptualization of social deficits entails poor eye contact; a failure to develop peer relationships appropriate to their developmental level; abnormal emotional intonations in voice and speech; marked impairment in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body postures, and gestures to regulate social interaction; and failure to spontaneously seek to share enjoyment, interests, or achievements with other people (p. 126). Although, not part of the current diagnostic criteria, evidence suggests that people who are diagnosed with Autism Spectrum Disorder (ASD) have marked deficits in face perception. Recognition of individual faces is a fundamental part of interpersonal interactions and successful functioning within a social group. Children and adults have developed perceptual processes capable of distinguishing between faces. Faces may appear to be quite different from one another, features of
Snell, M. E. (2003). Autism, Education of Individuals with. In J. W. Guthrie (Ed.), Encyclopedia of Education (2nd ed., Vol. 1, pp. 161-162). New York: Macmillan Reference USA.
Autism spectrum disorder and Asperger’s syndrome, a higher function branch of autism spectrum disorder, affect many adults in the world. These disorders affect the development of thinking and social skills. Many adults have difficulty leading normal lives due to the effects of autism spectrum disorder and Asperger’s syndrome. They have difficulty in school, at work, and even in the social situations of everyday life. The paper examines how autism spectrum disorder affects adults in fields such as: difficulty with higher education, difficulty with finding and keeping jobs in the labor force, and difficulty with social situations. The paper will be concluded with how society views autism spectrum disorder and what it believes should be done.
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.
As the prevalence of Autism continues to grow rapidly, it is proven fact that Autism is the fastest-growing serious developmental disability in the United States. “On March 27, 2014, this surveillance study identified one in sixty-eight children (one in forty-two boys and one in one-hundred eighty-nine girls) as having Autism Spectrum Disorder (ASD).” (DSM-IV, 2000). Eight-hundred thousand people younger than eighteen years are on record as having Autism Spectrum Disorder in the United States. Most children display abnormalities within the first year of life; although most are diagnosed with Autism between the ages of two and three. Boys are nearly five times more likely than girls to have Autism. However, females with the disorder are more feasible to exhibit serious mental retardation. There are “approximately seventy-five percent of children with Autism are mentally handicapped; meaning their IQ ranges from thirty-five to fifty. According to the Diagnostic and Statistical Manual of Mental Disorders IV (DSM-IV, 2000) research suggests that only a small percentage of individuals with Autistic Disorder go on as adults to live and work independently.” ( DSM-IV, 2000)
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).
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