A Study On Children With Autism Essay

There are several interventions that are available for those with autism. The interventions are separated into the

Autism according to Merriam-Webster Dictionary is defined as “a variable developmental disorder that appears by age three and is characterized by impairment of the ability to form normal social relationships, to commutate with others, and by stereotyped behavior patterns.” Autism was believed to be a psychiatric or emotional illness, and doctors told mothers that they were the cause. They were wrong. The cause for autism is still a mystery, however, the facts remain that autism in children is on the rise. Erin Allday of the San Francisco Chronicle writes, “Environmental factors play a more important role in causing autism than previously assumed and, surprisingly, an even larger role than genetic.” There are theories based on that

Autism Spectrum Disorder affects various aspects of an autistic child’s life. Many children are diagnosed with autism spectrum disorder every year, while others go undiagnosed for an extended time, or even for their whole life. A child exhibiting delays in language benchmarks or showing little interest in the surroundings should be examined for possible ASD. Language is often impaired and although the level of impairment can range from severe too unnoticeable in each child, a child is likely to have a delay in another area, like coordination of motor skills, if not in language. Autism spectrum disorder is a developmental disorder that causes impairments in various aspects of language development.

With the prevalence of autism at an all-time high, there are many benefits to identifying a child as early as possible. Identification and intervention can dramatically improve outcomes for children with ASD. Children have increased neural plasticity at a very early age, making it easier for children to learn new skills such as communication, play, and overall skill development. Early intervention will improve children’s behaviors and remediate areas of weaknesses. Also, according to the New Jersey Early Intervention System program, early intervention makes the transition into preschool easier for children diagnosed with autism. In addition, parent-implemented intervention usually leads to better parent-child interaction, improved communication, behavior, and better maternal knowledge of autism.

Scientifically, autism and autism spectrum disorder, also known as ASD, are commonly used names for difficult disorders that have to do with brain development. Disorders like these are grouped by someone’s difficulty in social interaction, repetitive behaviors, and nonverbal communication. To the people who are diagnosed with this disorder and the families it affects; it is so much more than just science.

Readers are taught how to use ABA to teach speech and language, social, motor, and adaptive skills through a system of repetition, reward, and goal adjustment. The author also discusses what families should consider before choosing any treatment method for their child with autism, and specifically what key elements an IBI program should have. The curriculum, professional roles, parent involvement, inclusion, and pros and cons of a home based versus center based program are all covered. Staff training….. Characteristics of characteristics of children with autism.

Autistic infants often show little or no interest in other people and lack typical social behaviors. For example, they may not smile at their mother's voice or make eye contact with caregivers. Autistic children fail to develop normal relationships with their parents, brothers or sisters, and other children. Often they seem unaware of the needs and feelings of other people, and may not respond if another person is hurt or in distress. They also fail to make friends.

This journal article involves information pertaining to kids with autism and their caregivers. Throughout the introduction of this article they describe the overall sum of what young children with ASD are like and the overall growth rate. They also mention a Behavioral Intervention and a Behavioral Parent Training Intervention, also known as HOT DOCS. The rate of children with autism spectrum disorder in the United States is one in one hundred and ten, and is the most common of disorders in the pediatric population. They started the Behavioral Interventions with young children that have shown improvements in language, communication, and development skills. Similar results were shown in the Behavioral Parent Training Intervention.

Stock, Mirenda, and Smith (2013) compared the effectiveness of private group applied behavior analysis (GABA) and pivotal response treatment (PRT) on several domains of development in children with autism spectrum disorder. Progress and effectiveness of treatment was assessed through several measures, such as the Preschool Language Scale, the Merill-Palmer-Revised Scales, the Vineland Adaptive Behavior Scales, the Child Behavior Checklist, and the Parenting Stress Index-Short Form. In the GABA group, intervention was individualized based on strengths and weaknesses of each child, and structured 1:1 discrete trial training as well as generalized 1:2 teaching was implemented. Target programs included imitation, manding, receptive language, object matching, adaptive skills, and social skills training. Intervention took place both in intensive teaching and natural teaching environments in a preschool-like setting. Generalized ABA teaching included two children to one therapist, and the children worked on social skills. In the PRT group, individualized intervention goals focused on functional communication skills, developmentally appropriate social and play skills, as well as adaptive skills. A major difference between the two groups was that parents were included in an active therapist role throughout intervention, and therapeutic sessions were conducted in the home and community.

Autism or autism spectrum disorders (ASDS) refer to a group of autistic disorders. The common impairments that come with autism are abnormal social development, impaired language and communication skills, and repetitive behavior and restricted interest. Autism diagnosis have been on the rise in the last few decades, this is likely contributed to the ability to diagnose children at a younger age, such as 2 or 3. Although there is no cure for autism, it has been found that early behavioral treatment can improve their impairments (Sigelman,____). Our focus will be on the effects of parent training interventions on autism. To determine if parent training interventions are effective

This study measured the effectiveness of a joint-attention intervention on preschool children with autism. Joint attention is defined as a “child’s capacity to coordinate attention with a social partner around an object or event and is observed when the child is showing overt skills such as alternating gaze between an object and a person, pointing, showing, or giving to share or to show” (Kaale et al., 2011). This study measured the effects of joint attention intervention on these joint awareness skills and also joint engagement skills, which is seen when the child and a person are focused on the same object. (Kaale et al., 2011)

There has been an increase in the number of children diagnosed with autism or other autism spectrum disorders. It is likely as an educator that you will have at least one child with this diagnosis in your classroom. This paper explores some of the methods used to teach autistic children.

In this study, the researchers were comparing two groups of children with high- functioning autism that received interventions. The treatment group participated in an intervention that was a modification of another treatment designed to improve social skills but had been adapted for children with high functioning autism. The control group received the original treatment. The researchers believed that the group receiving treatment with the adapted program would have a better grasp of taught skills than did the control group. As was hypothesized the results indicated that the children in the treatment group (and their families) had better outcomes than the control group. (Derosier, Swick, Davis, Mcmillen & Matthews, 2011)

Siblings of children with autism spectrum disorder have received little Research attention historically, with most family studies focusing on either the child with the illness/disorder or the parents. More recently, research has identified that these children may need support in their own right, yet little published research is reported to inform this support. The aim of this systematic review was to identify the extent to which siblings of children with autism spectrum disorder facing psychosocial problems and have been researched in a systematic and empirical manner, to provide an overview of empirical evidence in this area, to synthesise the findings from this research and to identify any further research needs. The fifteen studies identified as suitable for inclusion for current review. Coping, adjustment, issues in relationship, quality of life, and behavioural problems were variables. Their findings have been extremely varied, reflecting the fact that no two families or situations are exactly the same. Factors such as the severity of ASD in the affected child, availability of social support, socio-economic status, degree of family cohesion, parental well-being, and individual character traits are all likely to play a role in determining outcomes for the neurotypical children of families affected by ASD (O’Brien et al., 2009).A need was identified for more rigorous empirical research in this area, which incorporates larger samples and uses randomised control

Autism is a unique disability for individual who are diagnose with autism to have as it explains different forms of how the mind works. As students with autism vary from a range of non-verbal to a form of highly intelligent, the role of an educators and parents plays an important part of their growth and well-being. Through my research, I have notice that a majority of researchers express that a diagnoses of autism involves their lacks of inability in adaptive, cognitive, expressive, receptive, personal and social skills and therefore they need early intervention to be able to strengthen their skills. In this paper, I will focus on the factor of joint attention and how it plays an important relationship to the student’s inability of adaptive, cognitive, expressive, receptive, and personal/social skills as they relate to joint attention. In addition, I will provide understanding of what is joint attention and its importance will help any educator and parent improve their student’s skill with autism.