A Case Study of a First-grade Student

The Ontario government is focused on providing effective early interventions for young children with autism (Perry, n.d.). Throughout the years, a substantial amount of research has been done regarding the neuroplasticity and the effectiveness of early intervention in young children (Perry, n.d.). The results of this research have given professionals a greater understanding for a new program directed to young children- which is designed and implemented for children with a diagnosis of Autism Spectrum Disorder and some diagnosed with Pervasive Developmental Disorder- Not Otherwise Specified (PDD-NOS) are also eligible (Perry, n.d.). In 1999, $19 million was funded by the Ontario government to be invested in the services of Intensive Behaviour Intervention (IBI). This specific program is developed for children up to and including the age of 5 years old (Perry, n.d.).

Autistic spectrum condition is a lifelong disability which affects how an individual communicates and relates to, other people. The understanding of autism has greatly improved since the 1940s when it was identified and one thing that we are aware of is that there is no cure however, there are many things that can be done to support people with autism. There are a large number of symptoms that are in relation to autism, such as a delay in speech development, not responding when their name is called and despite being able to hear, being intolerant of others entering their personal space. In addition to these, there are behavioural symptoms such as insisting on a familiar routine and becoming very anxious or upset if this is disrupted or changed, they will sometime talk at people rather than having a two-way conversation and a failure to understand or implement social rules.

Autism spectrum disorder has become the most common neurological and developmental disorder diagnosed in children today. The United States Centers for Disease Control and Prevention (2012) estimate that 1 out of every 88 American children have been properly diagnosed. There is no known cure for autism, and the inconsistencies of the symptoms of autism in each case make it difficult to target a particular set of effective treatments. However some behavior management therapies, specifically physical therapy, may help to significantly control the unwanted symptoms in young children with autism spectrum disorder.

Many of us have heard about Autism, also knows as Autism Spectrum Disorder (ASD). Some have a family member, a friend, or know someone who has ASD. Increasingly it is becoming a more common disability. “Autism is one of the fastest-growing developmental disorders in the U.S” (Autism Speaks). Autism has no respect for gender, race, social class and or ethnicity. “Autism is a pervasive developmental disorder that involves abnormal development and function of the brain.” (Autism Center of Excellence) People who have autism have a lot of difficulties with social skills, communication and also will develop behavior issues. These behavior problems of an individual with autism can vary at times and can go from mild to severe. According to the Autism Science Foundation it says,” Many people with the Autism Spectrum Disorder (ASD) also have unusual ways of learning, paying attention, and reacting to different sensations. The thinking and learning abilities of people with ASD can vary—from gifted to severely challenged.” The causes and symptoms, as well as the diagnosis, and the treatments of autism vary.

Looking at behavior of students with Autism Spectrum Disorders it can often be categorized in four broad categories. Attention/access is behavior that occurs so the child can obtain something that they want. (Heflin & Alaimo, 2011) Avoidance/Escape is a behavior that allows the child to escape something that is undesirable. (Heflin & Alaimo, 2011) Sensory-based is behavior that occurs to solicit pleasurable feedback. (Heflin & Alaimo, 2011) Pain attenuation is a behavior that so that a pain does not hurt so much not seen a lot in education. (Heflin & Alaimo, 2011) Three of the four behaviors will be addressed in how they manifest in the classroom, examples of these behaviors and recommendations to deal with behaviors.

In this paper, the effectiveness of Intensive Behavioural Intervention for teaching/treating young children with autism has been questioned. The effects of age, duration of

Children with autism spectrum disorders life can be challenging. In the article “Practice Pathway Address Problems Behaviors for Children with ASD” (Haelle, Tara 2016). Practice Pathway “is to describe the expected practice in relation to children whose needs may fall within the autism spectrum disorder” (www.leics.gov.uk). It’s a program put in place for children with ASD. A treatment not a cure, but the right treatment for their problems. Two main issues for children with ASD is irritability and behavior. This study defined the behavior, assessed it, treated it and sees how effective treatment is.

144). Some other techniques for improving the learning experience of students with autism are structured teaching, speech and language therapy, social skills therapy, and occupational therapy. Keeping a structured and predictable schedule is imperative when instructing a child with autism. The child will also, most likely, need some specialized classes in speech as well as instruction in appropriate social interaction, as one symptom of autism is a lack of comprehension of social norms. Educators need to keep in close contact with the team responsible for the student’s educational plan and diagnostic write-up to ensure that there are no large gaps in the educational programs suggested and the ones being applied.

There is a wide range and much controversy surrounding the study and overall effectiveness of different interventions for children and adolescents possessing a diagnosis of an autism spectrum disorder (ASD). However, regardless of the method of intervention, every intervention shares the common goal which focuses on improving functioning in one or a combination of the following areas: social, communication, behavior, and academic. Social functioning includes interaction with peers and others, engagement and appropriate participation in activities, while communication refers to goals of “effectively signaling information to a social partner” i.e. utilizing and recognizing aspects of communication such as requesting, labeling, expressive language, speech, pragmatics, etc. (Missouri Autism Guidelines Initiative, 2012). With respect to the behavioral domain of treatment, effective intervention seeks to result in an increase of individuals engaging in the positive, adaptive skills to respond to a situation, person, or environment. Finally academic refers to skills that are required for success with school activities (Missouri Autism Guidelines Initiative, 2012). Focus in these areas of functioning assists in guiding treatment goals and provides a guideline of what to measure in order to gauge the effectiveness of treatment.

The hallmarks of autism spectrum disorder (ASD) involve marked deficits in social interaction as well as engagement in repetitive behaviors and language difficulties (Leblanc, Richardson, & Warnie, 2005). Although autism can have a profound impact on the capabilities and functioning of the individual, emerging research indicates that applied behavioral analysis (ABA) can be an effective tool for addressing many of the deficits that children with ASD face (Boutot & Myles, 2016). In fact, emerging research indicates that when ABA is utilized for the treatment of young children with ASD many of the challenges faced by this group can be ameliorated (Boutot & Myles, 2016). With these issues in mind the current investigation considers the seven elements of ABA identified by Baer, Wolf, and Risley (1968) in their seminal article on applied behavioral analysis and their application to individuals with ASD. Through a critical review of the seven elements of ABA in relation to ASD it will be possible to illustrate how this approach can be effective for improving outcomes for individuals diagnosed with autism.

(Rosenblatt, 2012) It is important to help the child eliminate non-helpful behavior, such as throwing tantrums when they get confused or scared, and help them understand what is acceptable in a public space. The basic goal for parent’s is to help their child develop self advocacy (Rosenblatt, 2012). Self advocacy is often a learned task, but sometimes the use of medications is required to help the child achieve the self advocacy needed to make it through everyday life tasks. People that are diagnosed with ASD are often put on medications that help with irritability, aggression, repetitive behavior, hyperactivity, attention problems, anxiety, and depression. Each medication is tailored to a specific symptom, and along with the benefits of the medications comes the negative side effects. Some children with ASD are heavily medicated, while others carry out daily life on only a couple of medications (Autism Spectrum Disorder, 2014). Throughout a person with autism’s life their medications are altered multiple times to find the perfect amount to help them be a fully functioning member of

Every case of autism is different. Symptoms and behaviors vary in severity and often change over time, thus, the method of treatment is specialized to the needs of that child or adult. It is said that early diagnosis can help these individuals develop to their full potential as the primary goal of treatment is to improve their overall ability to function. Individuals with autism positively respond to highly structured treatments that help improve communication, social, behavioral, and learning aspects of their lives. The American Academy of Pediatrics (AAP) suggests that strategies such as; specialized therapies, behavioral training and management, medicines, and community support and parent training are the best ways to help individuals with

Individuals with autism demonstrate delays or deficits in social interaction and behaviours. Autism is apparent from early childhood, but can emerge in early adulthood. It is associated with a wide range of possible causes, but genetic factors are the main causes. Children with autism have impairments in cognition, language delays, and lack of or poor social interactions. Lack of communication may force these children to adopt repetitive behaviours such as self-inflicted injuries and violence. The teaching process requires interventions that address the repetitive behaviours, skill development, and play

All in all, it can be concluded that children and youth diagnosed with autism spectrum disorder have a neurodevelopmental disorder that impedes on their ability to communicate effectively, form relationships with others, as well as have restricted and repetitive behaviors. Typically, an early diagnosis is recommended for these children in order to begin early intervention, which thus will result in the successful outcomes for mastering life skills, along with functionality. It has been suggested that Applied Behavioral Analysis, Intense Behavioral Intervention, and Cognitive Behavioral Therapy are the most effective and common interventions that help treat targeted skill areas through program plans that adhere to a child’s individual based

Autism spectrum disorder (ASD) is known as a neurodevelopmental disorder that is capable of weakening communication, behavior and socialization. The term ASD includes three major subtypes which is Autism Spectrum Disorder, Pervasive Developmental Disorder and Asperger’s Disorder. About 9.0 in 1000 children have ASD and certain types of autism might not be identified until three years of life. The probability of boys being diagnosed is higher compared to girls (Bravaccio et al. 2013). Autism is not curable, but it can be controlled using certain type of treatments as there is no specific or one treatment for autism. The question that arises for this literature review, if the treatment used for autism is effective?