Autism Spectrum Disorder (ASD)

Communication is significant issue for many children with autism. They do not contact with other people clearly, and they also have many issues in using the language correctly. In the article “Cerebellum, Language, and Cognition in Autism and Specific Language Impairment” Hodge (2010) writes that children with autism have difficulties at the individual understands (receptive language) as well as what is actually spoken by the individual (expressive language) are significantly delayed or nonexistent. In other words, children with autism face difficulties to express their thoughts clearly or response to other people. However, In the article “Making Meaningful Worlds: Role-Playing Subcultures and the Autism Spectrum” Fein (2015) claims that there

Akhtar & Gernsbacher (2007) attempt to explain this atypical pattern of language development for those with Autism, in the idea that in typically developing children initiating interactions was found to be less correlated with vocabulary development compared to responding interactions. Additionally Austic children may still make gains in language development by a reliance on responding to joint attention and less on initiating joint attention which reportedly they exhibit less (Laing et al., 2002).

Autism Spectrum Disorders (ASD / autism) are a group of disorders referred to as "developmental disabilities" and the result for children afflicted with ASD is "significant social, communication and behavioral changes" (Centers for Disease Control and Prevention CDC). In short, children with ASD simply deal with their brain's information in ways apart from others around them. The CDC information explains that autism can afflict a child in a very "mild" way or in a "sever" way as well. Many of the symptoms are typically shared by all children with autism, and among those shared symptoms having to do with social interaction; children with autism struggle to have normal social interaction with others. The differences in how autism manifests itself in a child and how it starts can be dramatic. This paper reviews the physical, social, and cognitive aspects of autism in children, and relates two developmental theories to the literature on autism.

This disorder affects an individual’s ability to communicate, understand language, and relate to others (NICHCY, 2010). Children with Autism take longer to pick up on social cues and have tough time reading what others are thinking and feeling. They have difficulty construing emotions and facial expressions of others as well. Children with Autism often experience developmental delays in speech. More severe cases of Autism can have an affect in the individual’s ability to communicate, so the use of communication systems such as sign language, electronic word processors, and speech generated devices are beneficial (Autism Speaks, N.D.). Children with Autism Spectrum Disorder have difficulty adjusting to changes in their routine, express unusual actions when playing with toys and objects, and may

Autism is the main form of autism spectrum disorders (ASD). Autism is a developmental disorder that is manifested in problems with communication, impairment of social functioning, and repetitive behaviours. According to the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-V), ASD diagnoses must meet four different areas of criteria. There are three symptoms of "deficits in social communication and interaction across contexts," four symptoms of "restricted, repetitive patterns of behaviour, interests, or activities," "symptoms must be present in early childhood," and the symptoms must "together limit and impair everyday functioning" (Carpenter, 2013). There are many theoretical positions on the causes of autism spectrum disorders. Some of which have been discounted by empirical studies that have been researched and performed.

According to Kids Health (2014), “children with Autism have difference in the way their brains develop and process information”. For example, “language delay, trouble communicating with their brains, perform certain unusual or repetitive behaviors, or have difficulties learning in school” (p. 1).

Autism affects many children each year and it is important for parents to be aware of delays in their child’s development, in in any area of communication. According to a study by the Kennedy Krieger Institute’s Center for Autism and Related Disorders, autistic children possessing a language difficulty or delay have a seventy percent chance of showing fluent speech by the age of eight (“Speech”). Although a child shows delay or impairment in language at a young age, it is possible for them to later on exhibit normal language development. Parents should be aware of normal language benchmarks, such as when a child begins babbling, imitating verbally, and using spoken and first words. If a child is lacking skills normally possessed by typically developing children, having said child

According to the 2014 estimates from the Centers for Disease Control and Prevention (CDC), about 1 in 68 children have been identified as having an autism spectrum disorder (ASD); a rate that has been steadily growing over the past 20 years (National Autism Association, 2015). Increases in reported frequencies for ASD are most likely due to a combination of factors including broader diagnostic criteria and increased awareness as well as a true increase in the number of people with ASD (American Psychiatric Association, 2013). Autism it self does not effect life expectancy and, in general, people with intellectual and developmental disabilities (IDD) can expect to live as long as the non-cognitively impaired population (National Autism Association,

- The researchers, Emily S. L. Curiel and Diane M. Sainato from The Ohio State University; and Howard Goldstein from The University of South Florida are interested in how matrix training effects a toddler with autism spectrum disorder (ASD). Throughout this article, the researchers looked deeply into social communication skills because toddlers with autism spectrum disorder tend to have limited speech, little to no social interactions, and have difficulty understanding gestures. It is important that these issues are identified at a young age so that they can receive therapy and/or training to objectively target social communication skills, because even though ASD is not curable it can improve over time. One destination of language intervention is for children with ASD to answer and assemble language that has not yet been taught to them but comes closely to what they have been taught. For example, “recombinative generalization” happens when words that they know or have been taught are reorganized with other words to bring into being new untaught combination. This article has been organized into sections to where it is easier to understand how to study it and how to arrange the answers to my questions.

According to the Center of Disease Control and Prevention (CDC) (2014) autism spectrum disorder is a group of developmental disabilities that can cause significant social, communication and behavioral challenges. Two of these challenges are decreased joint attention and decreased communication (Schertz & Odom, 2007; Coolican, Smith, & Bryson, 2010; Lord, et.al., 2000; Siller, & Sigman, 2002; Rocha, Schreibman, & Stahmer, 2007). Joint attention is defined as visually coordinating attention with a partner to an external focus, showing social engagement and an awareness of the partner’s mutual interest for the purpose of ‘‘commenting’’ rather than ‘‘requesting’’(Schertz & Odom, 2007). The CDC (2014) estimates that about 1 in 68 children has

The correlation coefficient or r is used to measure how strong a relationship is between two variables (Aron, Coups, & Aron, 2013). The closer r is to +1 or -1 the more closely the two variables are related. If r is close to 0 then there is no relationship between the two variables. The correlation coefficient r measures the strength and direction of two variables on a scatterplot to determine if a linear relationship exists. In the article Value-Added Predictors of Expressive and Receptive Language Growth in Initially Nonverbal Preschoolers with Autism Spectrum Disorders (2014), the r values were employed to four elements of putative predicators in expressive language growth and five elements of putative predicators in receptive language growth. In addition, the r-values were assigned to the two variables expressive language growth and receptive language growth. The results for expressive language growth revealed that the p-value for intentional communication and consonant inventory were p<.001; parental linguistic was p<.01; responding to joint attention was p<.05, revealed that the predicators for expressive language had

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

Based on the external evidence, incidental teaching can be an effective approach for children with autism and limited expressive language. Incidental teaching was evolved from Applied Behavior Analysis (ABA) and involves creating an environment that the client will find exciting (McGee, G. G., Morrier, M. J., & Daly, T., 1999). This environment is normally familiar but includes toys or activates that the child would find desirable. The client then initiates incidental teaching by requesting or gesturing the desired toy or activity. After the client has initiated a want the teacher then prompts them for an expansion of their request (Ledford, J. R., Gast, D. L., Luscre, D., & Ayres, K. M., 2007). New information and giving the client practice

There is plenty of time to think and pauses are used to allow pupils the opportunity to spontaneously use language, without pressure. Bellon, Ogletree and Harn (2000) used similar strategies to promote spontaneous language in a child with autism: pausing; adapting language complexity and expanding on the child’s own utterances. Across the school everyone is much more aware of the use of language that is appropriate to a child’s needs. However, we identified times when it is appropriate to give children time to watch something, and provide them with key words that naturally describe what is happening. A discussion occurred around the importance of not always using this strategy and at many points throughout the school day immersing children in a range of language

The topic for today’s reading was Teaching Listener Skills and Echoics. The first assigned reading, Teaching Receptive Language Skills and Other Nonverbal Operants, presented how Skinner describes receptive language as listener skills and doesn’t focus at all on developing imitation and matching skills since he doesn’t consider them verbal behavior. However, this does not mean they are not important. In current verbal behavior (VB) programs, teaching children to respond to these nonverbal operants is important and occurs early in the programming. The beauty of the receptive skills is that they do not require a child to speak and many children find them easy to comply with. Teaching these skills can often turn the tide away from non-compliance and frustration to learning. In addition, Dr. Mark Sundberg has replaced the term receptive skills with the term listener skills. In the same way that he thought the word expressive was too vague to describe manding, tacting, intraverbals, and echoic, he believed that developing listener skills was a better way to describe the process of assessing and developing this skill. Receptive language or listener skills include being able to respond to another person’s direction. Even before a typical child can speak, he will be able to follow instructions to get a tissue, find the remote control, or point to mommy. Children with autism usually do not have strong listener skills when they are diagnosed since these skills are