Autism Spectrum Disorders: Article Analysis

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

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.

In my personal story, I reviewed my own experience of being a parent to a child with an ASD diagnosis. As it was demonstrated both from the literature review and though my personal story, it is clear that facing an ASD diagnosis is a big crisis. Part of the crisis relates to the stigma of ASD. Parents face judgment and resentments toward their children from the general public as well as judgment on their parenting style. This judgment comes as a result of the typical appearance of most children with

The goal of this review was to examine ASD and how it has impacted families. The literature was consistent in its findings, which stated that, Autism is a complex disorder that is diagnosed in childhood and has a wide range of symptoms. Many of the studies showed that children with ASD have the same symptoms such as hyperactivity, anxiety and self-injurious or aggressive behavior. The initial autism diagnosis leaves parents and siblings confused and they may have a hard time accepting that the child/sibling they were anticipating is not the child/sibling they expected. This transformation in their family can impact the relationship in the family, as feelings of fear and worry overwhelm the family system. ASD impacts parents and siblings as it changes the dynamics of the family. It is significant for families to find coping mechanisms that work for them as they

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.

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.

Overall, we expect to observe an average increase in the scores for each construct, noting a general improvement in the core symptoms and severity of ASD compared to the control groups, which had relied on parent and family training interventions. Potentially, I think we will see an average increase in scores of measures related to cognitive and behavioral

The impacts on the family tend to vary according to the severity of the individual with ASD (Seth, 2011). The first major impact on the family is the struggle of adaptation to the child’s behavior and communication. In their comprehensive study of the stress and quality of family life in the parents of children with ASD, McStay et al. (2014) found that more severe levels of symptoms and less social support led to higher stress and lower quality of life for the father. This also is an indication of the differences in stress among parents according to their gender. Maternal stress was higher when there were lower levels of family sense of coherence (FSOC) and higher levels of the child’s external behavior. McStay et al. (2014) also concluded that further research needs to be conducted on the effects on the parents of the time spent caring for a child with

As well as a broad age group, the researchers sought out high functioning ASD patients as well as a homogenous sample which they concluded to be males. Extensive surveys were given to children and adults alike to test for comorbidity, since a participant with an undiagnosed disorder or unusual symptoms could inadvertently and extensively alter results.

This study will involve three male high school students who have a diagnosis of ASD. Students will have an IQ of 80 or above with a first-grade reading level. Students will be able to demonstrate listening and comprehension levels of the first grade as well the ability to communicate using both verbal and written forms. Using

Participants were 493 parents of children with ASD, at ages3 to 21 years old. Most parents ranged in age from 22 to 72 years. Using a qualitative content analysis, 15 negative themes and 9 positive themes were identified. Five main themes were identified: Stress;

The participants were from a larger family study of Leuven Autism Research Families. The adolescents with ASD and their adolescent siblings were randomly contacted by mail and by phone. All participants were administered the Developmental, Dimensional, and Diagnostic Interview (3di) with parents. This served to validate the clinical diagnosis as well as to gather quantitative data on various development areas to be used for further research. Additionally, the adolescents were given the Adult/Adolescent Sensory Profile (AASP) self-reporting questionnaire, plus parents completed the Social Responsiveness Scale (SRS). After exclusions of intellectual disabilities, SRS scores above the cutoff score, participants who were administered antipsychotic drug, or had a hearing loss, the research study consisted of 80 adolescents with ASD and 56 full siblings of 87 different families. The control adolescents came from 21 different families and had 33

According to the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM–5; American Psychiatric Association, 2013), ASD is diagnosed on the premise of two side effect bunches: (a) shortfalls in social correspondence also, (b) the nearness of redundant practices and limited hobbies (5). Children with ASD they must have these three characteristics a) social-emotional correspondence (b) nonverbal communicative behaviors (c) creating, keeping up, what's more, comprehension connections(5).

Autism Spectrum Disorder (ASD) is defined in the DSM-V as a disorder that has impairments in all three areas of social communication (DSM-V, 2013). Social deficits is a major component to anyone diagnosed with ASD, because of this there is a

The participants of the study were 4 children with autism diagnoses based on the Diagnostic and Statistical Manual of Mental Disorders-III criterion. (p. 222) 2 females