Autism: Interventions to Help

Autism is a developmental disorder, which is characterized by a dyad of difficulties in a) communication and social interaction and b) restricted interests and imagination (American Psychiatric Association, 2013). Individuals on the Autism Spectrum might find it challenging to understand what other people think or what the reasons for their behaviours are, as their ‘theory of mind’ may not be well developed (Schuwerk, Vuori & Sodian, 2015). It is possible that this is why they might behave in socially inappropriate ways, being unable to differentiate between different contexts, while they might also find it difficult to make friends. Moreover, it is likely that they are fond of routines, repetition and structure (Carnahan, Musti-Rao, & Bailey, 2009), as they might be nervous with unknown, new situations. In addition, some of them might not do eye contact with other people, whereas some others might not endure to be touched and might have a difficulty developing speech (Jordan, 2005). Individuals on the Autism Spectrum might sometimes be prohibited to initiate conversations and might struggle with finding different ways to play and behave, due to the possible deficit of imagination, which in some cases might result in them having a narrow sphere of interests. Nevertheless, it should be noted that this group of people is rather heterogeneous, as characteristics of autism may differ from one individual to another (Gwynette, 2013). Another point is that people with Autism

Autism spectrum disorder (ASD) may be portrayed toward critical impairments in social interaction. It also includes restricted repeated behaviors, interests and activities. (Mayo Clinic staff, 2014)

Socially, children with autism have a lot of difficulty with peers as they do not express as much empathy or social involvement as their classmates. Baron-Cohen (2002) refers to children with autism preferring less involved social interaction, saying that “(children)often engage in “parallel play” at the edge of a group rather than joining in cooperative play”

Autism causes atypical social behaviors such as social interaction and social skills. people with autism have a lack of reciprocity and they do not share enjoyments, achievements, and interests with others. Sometimes they can have difficulty making friends. People with autism are often confused about the appropriate social behaviors.

During the second quarter, Lisa Beresford and I have met weekly or sometime more. Our discussions for this quarter have been focusing on several different topics. First, we have discussed different transition activities and strategies that we can use to help the students to be successful. We have discussed transition plans (IEP portion), for students that want to attend the CTC next year, and also students that are graduating this year.

Children with autism also known as autism spectrum disorder or ASD, have social, communication and language problems. It can vary from very severe to very moderate. Many children with autism tend to have restricted and repetitive patters of behavior, interest and activities. Although autism is a developmental disability, not all children with autism have the exact effects. Children with autism can have some of the following social and communication skills and behaviors such as: Social skills, communication skills, and common behaviors, leading to difficulties in areas like imaginative play. When a child has problems with their social skills it may be hard for them to connect or interact with other people. Most, if not all autistic suffer from communication skills such as understanding, talking with others, reading or writing, following directions, knowing how to behave, concentrating on tasks, and more importantly understanding and using of words. For children with autism, communication development happens differently and more

Children with autism don’t know how to communicate. Some do not talk at all, then some will talk very little and only do one answer questions. The children with autism that is able to talk. Normally will hear something that a family member said, or something said on television and repeat something that was said over and over. A lot of the time, they will have mental breakdowns when they need to say something and can’t. The main symptom of autism is the problem with social interaction. People with autism are

A good question to start off with is “what is autism exactly?” Well, “Autism is a ‚spectrum disorder, ‛ which means a child’s symptoms can present in a wide variety of combinations, from mild to severe” (Autism IDE). Kids with autism find it hard to communicate with others. They may also find it hard whenever they faced with a change in regularity,

Autism spectrum disorders are a set of similar disorders that each have their own challenges that educators must address. Although K-12 educators are not directly responsible for the types of interventions that individuals receive before they begin school, it is beneficial for educators to be aware of how those interventions work so they may incorporate useful elements in future teaching. Additionally, educators should have a stockpile of knowledge that they can draw from. This should include current research in the field because so much of education is research- and evidence-based. Therefore, it is the educator’s responsibility to ensure that they are aware of early intervention programs and are keeping up to date with the trends and best practices in the field.

Autism establishes an effect altering brain development very early on. Signs are first observable during infancy or early childhood, originating at the age of six months, noticing symptoms by age two or three, and progressing throughout adulthood. It 's important to realise, though people with autism may be intensely impaired in certain aspects throughout life, they often have the tendency to immeasurably flourish in other areas. Autism transforms each individual differently, vacillating from social awkwardness at the high functioning end to completely trapping one inside themselves at the lower end of the spectrum. Socially, those with autism are unable to engage in the normal give and take aspect of everyday interactions. They fail to see things in another’s perspective as they may lack the understanding that each individual has different thoughts, feelings, and needs. This creates a problem with the conscious ability to predict or understand another’s actions. It is common for those with autism to be unable to express themselves which can lead to outbursts, physically aggressiveness, or even self-injuring behaviors. When it comes to communication some autistic children may never develop language skills needing the use of signs, photos, or electronic speaking devices. Then again, others may develop a precocious language ability, being able to speak like a professor, but have difficulty sustaining or showing interest in a conversation. A noticeable

Autism is a genetic disorder referred to as Autism Spectrum Disorder (ASD) (Makin, 2015). Characteristics of autism show general repetitive behaviors such as hand flapping, rocking, and head banging before the age of three (Makin, 2015). ASD has a variety of neurological and physical symptoms however, some children have high IQ?s with only restrained social deficiencies (Makin, 2015). Children with serious autism can be intellectually disabled and socially awkward (Makin, 2015). They can have problems with

Normal children demonstrate social skills through vocational and expression. The normal child enjoys the presence of people and expressing themselves to other people. However, the autistic one has more interest in objects than people do. For example, a young autistic girl would be more interested in the arm and leg movements of a doll, whereas, a normal child would be fascinated with combing the doll's hair, dressing the doll, and talking to the doll. The young girl would perhaps imagine the doll as if it were a real human being. The autistic one has no concept of imagination.

While all children deserve the same chance at an education, our current educational system is built to accommodate only those children who function as society deems normal. This unfortunate fact overlooks children of various so called mental disorders such as ADHD, Dyslexia, and Autism. While these children are still allowed an education, the teachers that are responsible for them are undereducated on how to recognize each child’s particular needs. While some of the easier disorders have been greatly helped in school, autism - which affects communication, social, creativity, and learning skills - is still widely overlooked and severely underserved. The best methods of helping to correct this education oversight are early detection, early intervention, and proper instruction on how to educate children with autism.

Autism or Autism Spectrum Disorder is one of many developmental disabilities that affect students learning. In fact, in the United States, Autism is the fastest-growing severe developmental disorder (“What is Autism,” n.d.). Also, the prevalence of Autism Spectrum Disorder is 1 in 68 children and the prevalence in boys is 1 in 42 children (“What is Autism,” n.d.). Furthermore, Autism Spectrum Disorders also affects the way a child learns and over the years, several teaching strategies have been developed to help teachers to effectively educate students with Autism. Research has also been conducted to develop and test new teaching strategies for Autism and continues in playing an important role in the education of students with Autism.

Kids with Autism can’t have a good social life because they can’t keep a steady performance. When the kid talks he or she stumbles or mumbles on what they want to say. The kids with Autism can’t concentrate 0n one thing they could be talking, and start walking away from you. Kids with Autism have problems with concentrating with different things around them.