Autism usually occurs within the first three years of life, and drastically affects the development of a child. It is also the fastest growing developmental disorder in the United States (Autism Project, 2014). One out of eighty- eight children is diagnosed with Autism, and boys are five times more likely to be diagnosed (ASDS 2013). Many areas of development are affected by autism. This is a disease that disturbs the brains normal development of communication, social interaction, and sensory processing (Inc 2013).
One of the most exciting milestones for a parent to witness is the first words a child speaks. However children that are diagnosed with Autism Spectrum Disorder (ASD) have difficulty speaking. Often times, speech is delayed which makes communication with the child difficult. The first thing that a child learns to do is cry. This is how they alert their parents or caregivers of what they need (Baby Center, 2014). At about six months of age, children will begin to use their tongues, palates, and newly emerging teeth to create sounds. This is there way of teaching themselves to talk. Unlike children who are developing normally, ASD children begin to repeat certain sounds over and over. Once the child is old enough to be able to speak and hold conversations, ASD is easily noticeable. The communication of a child with ASD is habitually rigid and repetitive (CDC, 2013). This can include things that they hear on a normal basis, like commercials or songs.
Uneven language development is one of the biggest red flags that indicate ASD. For example, a normal child consistently learns new words and continues to learn how to arrange them into cohesive statements, whereas a child with ASD learns a few words and then have long p...
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(Autism Project, 2014)
NIDCD. (2012, July 19). Communication problems in children with autism. Retrieved from http://www.nidcd.nih.gov/health/voice/pages/communication-problems-in-children-with- autism-spectrum-disorder.aspx
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CDC. (2013, December 26). Autism spectrum disorder.
Retrieved from http://www.cdc.gov/ncbddd/autism/data.html (CDC, 2013)
Raising Children , N. (2013, November 20). Early signs of
Autism spectrum disorder. Retrieved from http://raisingchildren.net.au/articles/autism_spectrum_disorder_early_signs.html/context/917 (Raising Children, 2013)
Autism Guide. (2014). Social development.
Retrieved from http://www.autism-in-mind.org.uk/social-development-2 (Autism Guide, 2014)
Hooper, S. R., & Umansky, W. (n.d.).
Retrieved from http://www.education.com/reference/article/social-emotional-development-children/ (Hooper & Umansky)
McCleery et al. (2006) studied the speech sound development of minimally verbal and nonverbal children with ASD and compared their development to typically developing children who were matched for language production and comprehension skills. Their findings indicate that children with ASD, even those that are severely language delayed, show the same general consonant production patterns as typically developing children. Moreover, the production pattern of children with ASD is practically identical for sounds produced spontaneously and sounds produced in imitation....
For example, our text describes two symptoms of ASD; 1. social communications and interactions 2. and limited patterns of repetitive behavior, interests, and or activities. This was all evident in the “Neurotypical” documentary. For example, Nicholas was unable to interact with girls or form relationships he believes he has nothing in common with them. Wolf suggested that autistic children are good at mimicking others and that nonverbal cues are important to watch out for. Violet, on the other hand, has a habit of repeating behaviors; she will repeat anything her parents say. In the text it also says severity of language problems vary child to child. In Violets case she does not fall under the mute category but instead she is able to speak in a few words, cry, and even laugh. Our text introduces the term for repetitive speech, echolalia. Violet tends to repeat a word or words her parents say either right away when she hears it or later
The topic for today's reading was Behavioral Language Assessment: Part 1 (ABLLS-R). One of the assigned readings, Language Assessment and Development in Toddlers with Autism Spectrum Disorders, presented several key findings emerged from a study of early language abilities in a large sample of toddlers with ASD. They found out that although the measures employed in this study to assess emerging language skills in toddlers with ASD involved direct assessment, parent questionnaire and parent interview, there was a very close agreement among these different measures. Also, they found that both receptive and expressive language were much correlated with a range of general and social cognitive variables and motor skills, and that the best concurrent predictors for both receptive and expressive language were gestures use and nonverbal cognitive ability. Children with autism are now being identified at younger ages, and earlier research has consistently found that early language skills in this population are heterogeneous and an important predictor for later outcome. The goal of this study was to systematically investigate language in children with autism and to find early correlates of receptive and expressive language in the population. For this study, 164 children with autism between the ages of 18 and 33 months were evaluated on several cognitive, language and behavioral measures. The findings have important implications for intervention programs targeting this population. The acquisition of spoken language should be viewed from a developmental perspective and interventions should target not only training in sound-meaning relationships, but also the broader set of social cognitive skills that are intimately linked to ...
Autism Spectrum Disorder (ASD) can be detected early in a child’s life. ASD is a developmental disorder classified by problems with social interaction,
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).
Adamson, L., Bakerman, R., Deckner, D. & Romskey, M.(2008). Joint Engagement and the Emergence of Language in Children with Autism and Down Syndrome.
Autism Spectrum Disorder (ASD) is one of the most common developmental disabilities in our society today. Most commonly delineated with impairments in social and cognitive processes, specifically social interaction (American Psychiatric Association [APA], 2006). Today, this disability is more prevalent than in year’s prior, and continues to complicate the lives of many individuals. Although ASD is a social disorder, some research also provides evidence of a deficit in an individual’s perception of movement, which too stems from both social and cognitive processes (Kasier & Shiffrar, 2009).
Autism is a developmental disorder which affects many small aspects of the person's life and can sometimes affect major parts. Autism affects 1 in 68 children and for most it’s a lifelong
( Autism Spectrum , 2009 ). Kids with autism usually show signs within the first three years. Signs can be difficult to notice at first even though a child with autism has it at birth. Children at a young age might not be interested in simple common games such as peek a boo, and may not like to be held. They also may seem to have problems with their hearing ability. The child may not seem to be able to hear you and does not respond, but when hearing a distant noise like a truck or train, this will get their attention immediately. Teens with autism seem to start changing their behavior. They may seem to excel in certain skills but with that their ability to understand and relate to others expressions. They also seem to have more of an issue understanding and going through things with emerging sexuality and puberty.
These five developmental disorders are commonly known as Autism Spectrum Disorders. “The most common are Autism, Asperger's syndrome and Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS) (www.learningdisabilitiesinfo.com).” Severe Autism, Rett Syndrome, and CDD are usually recognized before a child reaches the age of three. However, high-functioning Autism and Asperger’s are often times not discovered until a child enters school. High-functioning Autism and Asperger’s are frequently compared, considering children with these disorders express the same traits and characteristics. Conversely, the main difference between the two disorders is pragmatics, or language skills. A child with Asperger’s Syndrome is capable of communicating, but due to their social and developmental impairments, they cannot appropriately communicate with their peers. On the other hand, a child with Autism lacks language skills and requires spec...
During the first years of life, communication is foundational to a child’s healthy development. Most children rapidly acquire speech and language skills to allow them to express needs and wants, interact socially with adults and peers, expand their conceptual development, and develop the foundation for more advanced language and literacy skills. There are many factors that can contribute to speech and language difficulties. It is important when a child is being assessed to rule out any physical or mental disabilities that might be impacting their language. Some children do not develop speech and language skills as expected due to motor, language, cognitive, and sensory impairments that may result from Cerebral Palsy, Autism, Down
Autism is characterized as a developmental disorder that is seen in children by the age of three years old. Autism affects the brains normal, natural development, and causes many impairments. The major impairments that affect an individual are reciprocal socialization, Qualitative impairment in communication, and repetitive or unusual behavior. Signs of Autism can be seen in early infanthood, with proper awareness and resources. An infant child can appear to be adverse to eye contact early on. Some signs in early infancy appear as being indifferent to affection and physical contact. When spoken to, they can appear to be deaf or ignoring the parent or caregiver. Noticing the early red flags of Autism can provide an early intervention and give the child the best chance at learning to tolerate their environment. Children around three years old will display certain signs and symptoms.
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
This stage allows individuals to think more abstractly (Erford & Vernon, 2016) and begin to use meta-cognition. With these newly acquired characteristics, individuals can understand more human nuances and think beyond a single dimension. The way information is processed also begins to evolve both functionally and structurally. Both of these changes impact the ability to learn, remember, and process information to make decisions or problem solve. David Elkind’s three concepts: the invincibility fable, personal fable, and the imaginary audience (p. 264) illustrate how adolescents do not think of themselves as a part of a whole, but an individual where their experience is wholly unique to their peers. Emotionally, adolescents are developing a grasp of understanding other’s emotions and thoughts and are also slowly maturing their emotional stability. Vivian Seltzer’s frameworklessness model explains the inner turmoil an adolescent faces. They are trapped between the familiarity of childhood and the unfamiliarity of adolescence (p. 278). In order to survive, they adopt a process called attribute substitution. They imitate behaviors and characteristics seen in others (p. 278). Autistic children do not have innate skills to adapt to their new stage. The difficulties they experience with social interaction and information processing, sets them on a different pathway than their peers. Peer relationships are an integral component of this stage and lacking the ability to connect with others at this age, does not provide them with socialization skills that will benefit them in their later life
Myers, D.G. (2010). Social Development . In D. Kasowitz ( Ed.) , Psychology (p. 200-201).