Autism Spectrum Disorder ( Asd )

Labels can negatively impact a person with ASD, and the lack of knowledge and experience with ASD have caused stigmatization. Until

(Autism, 2004, p. 5). Symptoms include Social interaction challenges: difficulty engaging in everyday human interactions, communication difficulties- delayed in babbling speaking, and learning to use gestures at an early age , repetitive behaviors- include hand flipping, rocking, jumping, twirling, arranging and rearranging objects, repeating sounds, words, and phases, compulsive Behavior : intended to follow rules, such as arranging objects in stacks or lines, Ritualistic Behavior: involves a unvarying pattern of daily activities. And lastly Self injury behavior: includes movement that injures or can injure them. (Autism, 2004, p. 5).

Signs and symptoms of autism include avoiding eye contact, delayed language, whole body movements, repetitive motor actions like hand flapping or twisting and sensitivities to loud noises. Also children with autism are often withdrawn. A child with autism may have problems with social skills and communication skills.

Leifer (2015) states “peer-related social behavior normally develops early in the preschool period, with symbolic play normally emerging by two years of age” (p.748). A child with ASD tends to have difficulty interacting with others, has flat facial expressions, avoids eye contact, dose not respond to name when called, and prefers to play alone. They may also have problems with sharing and showing their feelings. Since they have difficulty regulating emotions, their outbursts may be

There is little research to examine experiences and needs of individuals with ASD, or proper and effective support systems such as educational and family support needed for young adults making this transition. Most information that is provided on this topic is based on professional’s experience and knowledge. It is essential more research is provided to develop programs to help individuals transition from secondary education to higher

Specific data in regards to the individual’s social development and behaviour is collected. Inquiries about core ASD symptoms including, unusual, or repetitive behaviours and social relatedness are done, the family’s input is important.

Roger Evans is a 5-year-old enrolled in general education kindergarten classes. Roger has been identified as having ASD during a routine check-up at the age of three. Roger’s parents had been unemployed and receiving government aid. Roger’s parents have not been taking advantage of supportive resources. Mr. and Mrs. Evans have not informed the school that Roger has been identified as having ASD. During the first week, Roger’s teacher Ms. Moore observed Roger sporadically sitting by himself during lunch and recess rocking back and forth and hitting himself in the face. Ms. Moore also noticed that Roger was anti-social with his peers. Ms. Moore recorded her observations for two weeks. Roger’s behavior became a daily occurrence. Ms. Moore met with the principal, counselor, special education, and Roger’s parents to discuss her concerns. Roger’s parents admitted that Roger had been identified with ASD and has been fine at home.

Children with ASD develop differently from other children. They must overcome challenges in interacting and communicating with others. These challenges can affect their development, learning and future trajectories of their lives. This diagnosis is particularly difficult on low income families and minority groups as well as for parents with low educational attainment and those living in rural areas who may not have the financial means, suitable knowledge or access to resources to care for their children’s needs.

Research suggests that regardless of IQ, a majority of adults with ASD remain dependent upon their families or other services for support in adult life (Howlin, Goode, Hutton, and Rutter, 2004). In 2011, an estimated 71% of individuals with a developmental disability lived with a family caregiver (Braddock et al., 2013). Despite a this large percentage of individuals depending on their families for lifetime support, more than half (51%) have begun making plans for the long-term care of their son or daughter with a developmental disability in the event of a family crisis such as the failing health or death of a parent (Kaufman, Adams, & Campbell, 1991). Given the growing prevalence of ASD, the aging of adults with ASD, along with their continued reliance on caregiving support, it becomes important to not only identify the needs of this population but also how parental caregivers experience the task of permanency planning for their adult child with ASD. Permanency planning is the process of procuring long-term services for a person with a developmental

ASD is rather an umbrella terminology, used to describe varying behaviours, which affect the way some groups of people process and act in response to their surrounding stimuli (FP; 2012). As a ‘spectrum’ of disorders, this includes autism, Asperger’s syndrome

The ability for families to remain strong and thrive during difficult, emotional experiences in raising a child with ASD is new to ASD literature (Whitehead, et al. 2015). Families show individual coping responses such as avoidance, disengagement, self-blame, denial, and emotional venting (Whitehead, et al. 2015). In comparison, action oriented strategies include planning, acceptance, and positive transformations (Whitehead, et al. 2015). The combination of behavior and emotional problems exhibited by children with ASD are major contributors to family and caregiver stress (Whitehead, et al.

Several studies have been conducted which focuses the needs for a young child with ASD. The article by Brown et al. (2012) aims to discover the areas where there is an unmet need for information, services, and resources among the families of the school-aged child with ASD. The researchers use a cross-sectional survey to conduct the study among 101 Canadian families who have a school-aged child with ASD. The “Family Needs Questioner” (Siklos & Kerns, 2006, as cited in Brown et. al, 2012, p. 499) is used to complete the survey, and more questions are added by the researcher to further gather information about the family and their child with ASD (Brown et. al, 2012). The questionnaire has identified

First off, Autism has countless number of symptoms that occur at an early age and these include difficulty in socializing with peers, uninterested in conversations, difficulty in making eye contact, and focusing on random objects. In most autism cases, children do develop normally until the second or even third year of life, but then start to act completely different to social engagement (NIH, 2016). And most of these symptoms usually last all the way to adulthood. Moreover, in severe cases of ASD is the lack of communication, practicing and insisting on the same activities, and repetitive patterns of behavior affect the daily functioning of the individual (NIH, 2016). Therefore, diagnosing autism disorders solely off of these symptoms can be very

ASD can cause impairment in multiple areas of development, such a psychological, cognitive, language, and even behavior. By the age of two months, a normal developing infant begins to vocalize by babbling and often engage in social mannerisms such as pointing or verbal communication. Social attention is sought by infants through pointing at an object, imitative communication, and greeting others (Crane & Winsler, 2008, p. 246). Infants developing ASD are deficient in their ability to socialize, and oftentimes that is an initial indicator of the onset of ASD. Infants who are later diagnosed fail to respond to typical environmental cues such as hearing their name called, nonverbal and verbal communication, and sociocommunicative factors (Crane & Winsler, 2008, p. 247).

On researching the historical, theoretical and clinical perspectives regarding ASD, I found the information concerning the Triad of Impairments especially interesting as it explains the main difficulties I encounter within my profession, being that of problems in social communication, interaction and imagination. I had previously considered these secondary issues resulting from ASD and not the primary aspects. On realising this, it has helped me revise my practice into dealing with these principal characteristics instead of treating them as a derivative cause.