Although the history of autism spectrum disorder (ASD) and early involvement of the disorder are not yet well understood, new research in the field of autism has emphasized early intervention as the key. Generally, symptoms of autism typically appear before a child is three years old and last throughout life. Autism in African American community has been affected by cultural differences, but since this community is so diverse, these differences do not apply to all. Many African Americans are more accepting of developmental disabilities than other races. This is partly due to African Americans relying on religion and believes that God makes people the way they are. People from the Autism Speaks Society states, that child with autism from minority communities aren’t being recognized quickly enough. Children with this disorder can display a wide range of symptoms, which can vary in severity from mild to disabling. Both researchers and educators alike tend to argue that children with ASD benefits from early detection and intervention sessions, but disagreements come regarding the appropriate setting. In addition, many programs involving early intervention have shown progress by utilizing several solo techniques or a combination of techniques. The same genetics and developmental nature of this disorder make it unlikely that a single treatment usually works well when treating children with ASD. Based on differential response to treatment, some kids with ASD showed a positive response, while others showed progress with varying rates. However, some facts points to the inadequately of single treatment approaches for all areas of children with the disorder. This paper examines early research validating technologies for individually treatmen...
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...n between the ages 1-5 showed some initial gains in cognitive and language functioning, which includes but not limited to communication, self-care, imitation, and play skills, and were placed in regular classroom settings. Although many strives have been made, some results suggest significant racial and ethnic disparities in the identification of children with ASD. There have been studies comparing behavioral approaches to general electric approached have found them to be lacking, but some of the programs were community based. When it comes to making treatment plans, some think that specific behavioral profiles may be useful in identifying which children are likely to respond to a particular treatment. While positive results have been made towards treatment, there are no ASD treatments that currently meet criteria for well-established empirical supported treatment.
...c Observation Schedule, Vineland Adaptive Behavior Scale, and McArthur Communication Development Inventory to measure the communication and aversive behavior frequency of the participants. After the procedures were complete, results demonstrated that advances were made in both of the dependent measures that utilized ABA with NET and DTT combined (Matson & Konst, 2013, p. 476). Comparable results were also found by Zachor and Ben-Itzchak (2010) who conducted a similar study with more dependent measures including communication, language, comprehension, daily living skills, motor skills, visual perception, and social behaviors (as cited in Matson & Konst, 2013). Thus, this research demonstrates that comprehensive ABA programs can be an ideal method of treatment not only for school-aged children and adults with ASD, but for EI individuals as well (Matson & Konst, 2013).
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
The author emphasises a unique approach to each individual who falls on the spectrum because each problem can be approached numerous ways to find a proficient solution. The author advocates that each individual experiencing ASD find a program or learning approach that works favorably for them. Siegel denotes that no two educational programs or teaching methods are the same, nor is there any program that is more effective than the other. When choosing a program, one must consider personal ability, necessary accommodations, and whether or not the curriculum is developmentally appropriate.
Early intervention is effective in treating autism spectrum disorder in many ways. One important way it has been proven effective by research is by increasing a child’s cognitive skills. When a child is first diagnosed with autism spectrum disorder, they will likely be diagnosed as having a cognitive delay. Research shows that early invention services, such as applied behavior analysis, occupational, and speech therapy has helped increase IQ scores in children with autism spectrum disorder. In one study, children who received up to twenty hours a week of early intervention services had an average rise in IQ points of 17.6 (Solis, 2010). This increase in cognitive skills benefited children in the classroom setting. After receiving extensive early intervention treatment, children typically performed better on standardized testing. With an increase in cognitive skills and better achievement on standardized testing, children were able to be placed in less restrictive classroom settings (Smith, 199...
Autism spectrum disorder is complex in and of itself but that complexity is only compounded by the comorbid conditions that can come with it. Some of these include sensory processing disorder, obsessive compulsive disorder, and seizures. Understanding the disorder and its comorbid conditions is challenging yet important for parents, medical professionals, and educators.
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.
People with ASD all have a unique set of signs and symptoms. There no one kind of autism. However, researchers have been able to groups the symptoms of the autism spectrum disorder into 3 main behavioural sets that include social challenges, communication difficulties along with repetitive behaviours. These symptoms are a result of aberrant neural connectivity and circuitry. Further, these symptoms have a concerted impact on the family and caregivers of persons with ASD. They families have to handle the financial burden, the emotional stress, and the guilt of not being able to make the ASD person `better`. That said, the prognosis for individuals with ASD is much better now than it was 30 years ago. With proper behavioural and medical treatment, tailored to their condition, they can care for themselves and live a productive life. Moreover, the portrayal of ASD in the media is somewhat accurate in terms of showing the general signs and symptoms of the disorder. However, the media fails to depict the spectrum nature of the disorder. There is no unique set of symptoms, no one treatment, not one prognosis that can sum up all the different kinds of autism disorders that exist on the
Autism is a form of neurodevelopment disorder in the autism spectrum disorders. It is characterized by impaired development in social interactions and communication, both verbal and non-verbal. There is an observed lack of spontaneous acts of communication; both receptive and expressed, as well as speech impairments. A person diagnosed with Autism will also show a limited range of activities and interests, as well as forming and maintain peer relationships. The individuals will display limited interests, which are often very focused and repetitive. He or she is likely to be very routine oriented and may show behavioral symptoms such as hyperactivity, impulsivity, aggressiveness, and self-injurious behaviors.
We need to be patient with children and their families who have ASD. We do not know what they have to deal with. Medical costs, outbursts, the family situation, etc. These factors can all take a toll, so we should be careful not to judge
When called upon to work with a student with ASD, my first goal will be to learn about their personality, their interests, strengths, and behaviours. I might learn these traits by observing behavior in the classroom, with peers on the playground, during nutrition breaks, transitions, and when entering and exiting the school. I will observe any toys, objects,
ASD is a disorder that is noticed at an early age of 3, that lasts a lifetime. Dealing with ASD is never an easy job, they do provide informational classes given by medical professionals. It is a lot of pressure for the parents as they are caring for that person 24/7, while juggling to work and pay bills on time. Being prepared for the situations that’ll occur will help the parents to manage and understand how to help their child in the later
One of the major public health goals of modern society is identification of children with Autism Spectrum Disorders (ASD) at an early stage of a child’s development. Recent studies show on average 2-3 in a thousand children have autism and some 5-6 in a thousand suffer from some variation of ASD. Compared to ten years ago, clinical services are required for 5-7 times more children with ASD disorders in certain regions (Dawson 2013). The increased demand could be attributed to heightened attention to the disorder among doctors,
The sample (n=100) was selected from a pool of participants from a longitudinal study called the FIRST WORLDS Project. Social communication skills and RRB were measured using the CSBS (Communication and Symbolic Behavior Scales Developmental Profile). Results indicated that children diagnosed with ASD exhibited the following behaviors at a significantly higher rate compared to their TD peers: rocking, rubbing their bodies, stiffening their fingers, rocking/flipping objects, swiping objects, rolling objects, moving/placing objects, clutching objects, spinning objects, licking and fixating. Overall findings support previous findings that increased frequency of RRBs in early childhood may be indicative of
From 1990 to 1999 autism had a 1,354 percent increase. That is going from about every 2 out of 500 children to every 3 out of 500 children (Fredericks 64). Because of this dramatic increase in the disorder, many new parents are unaware of how to treat their autistic child. Which is very understandable. When the child's’ parents start noticing the symptoms, they usually take their child to the doctor.
I have gained a new perspective of the in depth process in diagnosing ASD. I have learned besides speech–language therapy that individuals with ASD also may require other types of therapy such as physical therapy and occupational therapy. Working with students, I recognize that the team that I will be working with may larger than I once imagined. My knowledge base of ASD has been primarily on a personal level. I have watched my friends struggle with obtaining the much needed and necessary services for their children. Fortunately, for both of my friends they have been financial blessed and have had the opportunity to seek out outside therapies that our public school system does not offer. This course is