Brain Development and Autism

Do you ever wonder why some autistic children act differently from others? Autism Spectrum Disorder affects three different areas of a child's life; it affects social interactions, communication skills, and their behaviors and interest. Every child is different and has their own way of expressing themselves (Autism Response). Some children may have better social skills than others. Autistic kids do not know how to express themselves so they do so through their different behaviors. Many autistic children are even nonverbal and will make different noises to communicate. It is very easy for a child with Autism to get upset because of their sensory, emotional, and cognitive difficulties. Sensory problems, emotional difficulties, and uneven cognitive abilities are all symptoms of Autism. Some more than others, but these are the most common symptoms of Autism (Autism Spectrum Disorder). For example, many of Autistic children can not express themselves like others who do not have the disorder. In many instances, it is very frustrating for both the child and whomever they are speaking to. If the child doesn't babble, coo, gesture (point, wave, grasp) by 12 months, doesn't speak not one single word by 16 months, and doesn't say any short 2 word phrases on their own by 24 months old they may have autism (Autism Spectrum Disorders Health Center). If a child is not showing any fine motor skills by 12 months, and not

Social interaction is defined as “a process of reciprocal stimulation and response between two people. It develops competition, interaction, influences social roles and status, and influences people in development of social relationships.” (What is SOCIAL INTERACTION) By adolescence most individuals are fairly competent at social interaction and have a general understanding of what is required of them in most social situations. For high functioning autistic children, this is far from the case. Simple interactions between themselves and others can be confusing and difficult to navigate without proper adaptive training in social behavior. In the following sections, we will explain the need for this training, how it is implemented, and the

Some of the characteristics of those who have autism consist of repetitive thinking and compulsive attention in things like symbols, languages and numbers. The cause of autism is not yet known as of now, however, many people consider it a genetic disorder which takes place at birth. Christopher Boone has one specific form of autism known as Asperger’s syndrome, his disorder is reflected through his fascination with mathematics, detail, astronomy and colours; his thoughts on routine and violent hatred to interaction, even though it is not specified in the book. In 1943 Leo Kanner a psychiatrist published a paper surrounded around the research of 11 young patients that fit into a fine variety of diagnostic principles that he measured out to be autistic. During Kanner’s career he has seen fewer than 150 cases that go with the description he came up with of the syndrome, he theorised that autism was very unsupported and rare. Autism turned out to be a foundation of embarrassment and several of those who were diagnosed were certified; in the 1970s everything started to change (Kennedy Krieger Institute and the Simons Foundation, n.d.). Hans Asperger and Leo Kanner both used the word autism, in the 1940s when they were doing

Autistic children should feel motivated and should be able to achieve different goals by being provided with various interventions as an individual and his or her support group. Children that are diagnosed with autism should get early intervention as early as possible in order to get better results by knowing the age group the autistic child is in the more intense the program can feel by the amount of hours that are being offered for the ASD child. The more hours the more change and improvement the parents and the child care center will see from the child with autism. When working with children that have autism there are many different ways to approach to the child so the child feels

Eugen Blueler, a psychiatrist, was the first to introduce the name "Autism" but he diagnosed this disease to a schizophrenic adult. Leo Kanner distinguished the two later in order to clarify the understanding of the disability. (Forty-six)

The Autism Society says, “children with autism often have repetitive body movements such as, hand flapping, spinning, or head banging.” An autistic child often avoids interaction with others and does not like to give eye contact during dialogue.

Autism has undergone significant definition changes in the past. The term was first used in 1912 by the Swiss psychiatrist Eugen Bleuler from the Greek word for self—autos—in his description of patients with “schizophrenic thinking divorced from both logic and reality” (Rorvik 249). However, an established set of guidelines for diagnosis would not be established until 1943, when Leo Kanner, a German émigré to the United States, wrote “Autistic Disturbances of Affective Content”, a landmark essay in which he “described eleven children who, from infancy, had seemed to cut off from their parents…[and] existed in their own, often impenetrable world” (Pollak 250). The common features that he noticed in those eleven children were

Research into Autism has grown enormously over the past 20 years due to growing awareness and the number of children and adults affected. In 1943, Leo Kanner first described the classic autistic syndrome. Since then, our knowledge and understanding in this area has broadened. In consequence, estimates of prevalence have increased considerably.

Autism was founded by Leo Kanner; Kanner distributed his first paper distinguishing mentally unbalanced adolescents in 1943, declaring he had seen such kids subsequent to 1938. Before Kanner saw and recorded a theme of side effects, such kids would be delegated candidly aggravated or rationally slowed down. Kanner watched that these adolescents frequently exhibited abilities that demonstrated that they were not just moderate learners; thus far they didn 't fit the examples of sincerely bothered kids. In this manner he designed another class, which he called Early Infantile Autism, which has subsequently to once in a while been called Kanner 's Syndrome.

Within the last twenty years, the amount of empirical research regarding the possible cause(s) and risk factors for Autism Spectrum Disorder (ASD) has increased (Lai et al., 2014). According to the United States Centers for Disease Control and Prevention (CDC), ASD is currently identified in approximately 1 out of 68 children living in the United States, compared to 1 in 10,000 children in 1980 (Baio, 2014). The rise in ASD prevalence highlights the need to continue research into etiology, risk factors, and effective treatments. Purpose: This paper is a critical review of current scientific studies that have focused on the ASD population about etiology of the disorder, susceptibility, and prevalence. Theories and factors that appear to influence or predict ASD outcome are reviewed. Method: Twenty-two research articles published between January 1, 2009, and November 1, 2014, in scientific, peer-reviewed journals were retrieved from the following electronic databases: ProQuest, CINAHL Complete, and Cochrane Database of Systematic Reviews. The articles were evaluated for risk of bias. Results: Recent findings suggest autism is a disorder caused by interplay of multiple genetic, epigenetic and environmental factors.

In 1943, Leo Kanner observed a small group of children with a condition he called Infantile Autism, launching the scientific study of autism. There were few studies about autism through the 1960s, but “behavioral research began demonstrating that children with autism were capable of learning, if taught systematically and intensively using operant learning methods” (Thompson, 2013). Through the 1970s and

It wasn’t until 1943 when the classification of autism was introduced by Dr. Leo Kanner. Dr. Kanner, a psychiatrist from John Hopkins Hospital in Baltimore, reported on eleven child patients

To encourage the development of social skills students are encouraged to interact with one another throughout the day in a variety of methods, including partner work, small group activities, and large group activities. These teaching techniques enable autistic children to relate to their peers. As autistic children relate to their peers more they are more accepted and in turn continue to learn and acquire new and improved social skills.

According to the CDC, autism is “a developmental disability that can cause significant social, communication and behavioral challenges (Facts About Autism, 2016)”. Autism was first discussed in 1943 by Dr. Leo Kanner, after he observed 11 children who had fixations on the inanimate environment rather than people (Quick Facts About Autism). It affects about one percent of the population, and is

autism was first described in the 1940s. Leo Kanner in the United States and Hans Asperger in Austria independently published papers describing children with severe social and communicative impairments. Both Kanner and Asperger used the term "autism" (meaning “alone”) to describe the syndromes they had identified. Kanner described children who had impoverished social relationships from early in life, employed deviant language, and were subject to behavioral stereotypies. Asperger’s description identified children with normal IQs and normal language development who suffered from social and some types of communicative impairments. (slaughter)