Children With A Child With Autism

Autism is a brain disorder that is characterized by slow and difficult comprehension of spoken and non-verbal communication and repetition of behaviors. Autism is normally noticed in the first two years of a child (Myers & Johnson, 2007). Asperger syndrome is an autistic disorder that has almost the same similarities with autism. People with Asperger syndrome have little comprehension of the world and its surroundings and poor communication with other people. People with Asperger syndrome are hard to recognize, as they do not show on their outward appearances. They are average or above average intellectually and have fewer problems in terms of speech and specific learning disabilities unlike in autism. These difficulties include dyslexia, epilepsy, and attention

Investigators have stressed the lack of normal socialization as the key in defining this syndrome because "autistic children exhibit a fundamental failure in socialization, as exhibited by their lack of social interaction" (Cohen 28). If language is present, it is usually not used as a means to interact. For example, an older autistic individual "may begin a discussion without providing the listener with adequate background information and may fail to take social norms or the listener's feelings into account (like telling someone they were fat), (Volkmar 41). A mute autism may not use proper facial expressions or any expressions at all when interacting. If an autist does eventually establish a social relationship, he or she would "lack the richness and differentiation seen even in young normally developing children," (Volkmar

Individuals who have Autism will often have difficulties interpreting both the verbal & non-verbal language, tone of voice & other people’s gestures. Many people on the Spectrum will also have a very literal understanding of language. They will often think what other people say, they mean. For instance, if someone says “It’s raining cats & dogs”, individuals with Autism may then look to the sky trying to see the cats & dogs falling, or if someone says “I’m so hungry I could eat a horse”, they may be disgusted that someone will eat a horse.

When addressing the needs of clients in the social work field, implementing interventions that are evidence-based can ensure the most effective outcomes. As social workers serve a wide range of populations, there are multiple evidence based interventions used for these different populations and their specific needs. Reciprocal Imitation Training has shown to be a successful and effectual intervention that addresses the needs of children with Autism Spectrum Disorder. Supported by several professional research studies, this evidence-based training could be a beneficial intervention for social workers serving this specific population.

People with autism may have poor verbal skills, poor eye contact and socialization skills, as well as adjusting to and making changes. Temple Grandin provided an example of what it feels like for people with autism to lack social skills. She stated that it’s like “being trapped between windows, unable to communicate through the glass” (p. 20). Temple did not have many friends in school and her peers called her names such as a “tape-recorder” (p. 17) because she constantly repeated things. Grandin also had difficulty when transitioning from high school to college, which was a big change for her.

Autism spectrum disorder is caused by abnormalities in the brain. Many children that qualify under the autism spectrum disorder, often experience developmental delays in three areas of development. Socially/emotionally, as well as cognitively, children with ASD are unable to progress at a normal rate of development compared to their peers. The level of communication due to language delays can be severely affected as well for children with autism. Children can also exhibit repetitive, unusual behaviors. Those affected by the disorder thrive on consistency, and predictability in the classroom setting. Because of the impaired language skills, visual approaches to classroom instruction are very beneficial for the students (Ormrod, 2011).

Imagine a classroom full of students. The projector is buzzing, students are writing, the computer is whirling, the lights are flickering. In the back, two kids a whispering. The walls are covered in bright posters. The lesson is on the board in three colors, and someone is blowing their nose. Most students can block out all these distractions, and pay attention to the lesson. For someone with autism, all this sensory input could cause overload. The student may have trouble looking the teacher in the eye or staying in their seat without fidgeting. They may not understand subtle non-verbal language, such as how teachers will nod at a student to call on them. When Temple Grandin was born in 1974, disabilities were often misunderstood.

In the last decade, the rate of autism has experienced a dramatic increase (Gerber 1). There used to be a speculation of an apparent correlation between the numbers of vaccines children receive and the increase of autism. A predominant controversy regarding vaccinations was whether or not one of the side effects of vaccines is Autism Spectrum Disorder. The probability of vaccines in children resulting in autism was challenged by various researchers from around the world has proven to be untrue (Gerber 2, 3, 5). The importance of vaccination is being underestimated by a number of parents in today’s society and that has a large impact on the immunity herd.*talk about the 3 hyp*

They can't really communicate that well and have a hard time finding friends at school. Victims of this disorder find it hard to have social interaction. They also cant make eye contact that well in the article “Autism Spectrum Disorder Fact Sheet” from ninds.nih.gov it says “Many people with ASD find social interactions difficult. The mutual give-and-take nature of typical communication and interaction is often particularly challenging. Children with ASD may fail to respond to their names, avoid eye contact with other people, and only interact with others to achieve specific goals. Often children with ASD do not understand how to play or engage with other children and may prefer to be alone. People with ASD may find it difficult to understand other people’s feelings or talk about their own feelings.” What the author is trying to explain is that people with ASD have many side effects that make them incapable of making social interactions. NINDS health-related material is provided for information purposes only and does not necessarily represent endorsement by or an official position of the National Institute of Neurological Disorders and Stroke or any other Federal agency. As reported by giantsteps.tas.edu in the article “Personal and Social Capability” it states “An Autism Spectrum Disorder (ASD) is characterised by difficulty in social interactions, and identifying and expressing emotions.” The social worker who wrote this article wanted to get across that ASD victims cant or have trouble with showing emotion. Giant steps is a school that is specialized of children and adults with autism and is non-profit. I want to verify that by by making these statements that even though there are things that can be put in place to help improve social capability scientists should still be studying to find a cure for

Another, is repeating parts of a conversation heard in the past (delayed echolalia). May repeat certain sounds over and over again (verbal perseveration) it also may be difficult for a child to convey his or her own needs. Examples are, if the child is hungry or ever in pain. This is one of the most lurid obstacles for a parent to come to realize. It is also very hard to socialize with an autistic child. Frequently autistic children will want to play alone, have no interest in making any friends, cannot make contact into your eyes, and will not show any sign of affection. This is very hard for family, friends, caregivers, and teachers to have to deal with. Most autistic children also have an IQ of under 70, that of an average person. About 20-40% of autistic children that have an IQ of fewer than 50 may start having seizures before adolescence. There are also many variances of autism, sometimes called childhood-onset pervasive development disorder or atypical autism. This may begin later then 12 years old. They start to behave in many bizarre mechanisms. The child may also be diagnosed with tourette’s syndromes, obsessive compulsive disorder, or hyperactivity. It is very difficult for a doctor to diagnose one symptom or disorder from another.

Also, 50% of autistic children are nonverbal and can't speak when communicating with others (Allman). Some signs may show they have asd are no babbling or pointing, no words, doesn’t know their name, and does not make eye contact with anyone (Autism 2). If kids have problems making friends, keeping up with a conversation, and/or repeat themselves they show signs of ASD (Autism 2).“Rather it is many condition with many different causes,” says Dr. Geraldine Dawson, Ph.D, the director of the Duke Center for Autism. One- third of people with asd also have seizure disorders (Diagnosis). Children fail to respond they ignore the person and do not worry about responding (Allman). Children with ASD get taught to communicate by using gestures or through speech (Diagnosis). Children with Autism like to play on their own and do not share objects or food (Autism 1). ASD children don’t understand jokes, they do not use gestures, and do not point at things for example if they see an airplane they don't make a big deal out of it (Autism 1). Children with ASD have difficulty interacting with other children (Allman). Sometimes children lose their diagnosis when they get older (Diagnosis). ASD starts before the child turns 3 and last the rest of the child's life. The child's symptoms can possibly improve over the years (Autism 1). Medications can only treat Autism. A cure has not been found can not.

Although, most people with autism do develop language skills, they are generally not at a level of a typically developing person and the progress of their language development is usually slow and irregular. Another way communication is affected in people with autism spectrum disorder is the lack of nonverbal conversation skills. People who suffer from this disorder are unable to interpret nonverbal cues. The lack of this skill can make it more difficult for them to understand the full meaning of what the person is trying to convey. They might also be unable to use nonverbal gestures themselves. This can be very frustrating and can lead to misunderstandings of their true meanings. Without an appropriate way to get their feelings across, they may resort to screaming, and other misbehaviors.

In contradiction to this claim, studies have shown that autism can be strictly categorized as a cognitive disorder (Nolen & Rector, 2015). Again, with that being said, there are cases where such cases of intellectual disabilities may be seen as intertwined with sensory and communication issues. According to the American Speech-Language-Hearing Association, autism does highly affect the cognitive process of an individual, and may manifest itself in a range of manners and with respect to the environmental conditions (ASHA, 2018). In children, some may exhibit normal intelligence levels while others may have slightly delayed intellectual development, if not completely stalled, will pick up new knowledge and procedures very slowly as they are continually taught and exposed (Nolen & Rector, 2015). At this stage of identifying the state and stage of each child, their strengths are recorded and they can be taught at a personal level. Some children may exhibit a high auditory memory while others may be strong in visual skills and understanding. Most of them if not all, have their unique pattern of

They could seem robotic, have repetitive motions and be obsessed with certain items. It seems more cognition related. These developmental issues affect how they make sense of the world around them. Individuals with Autism usually have average to well above average IQ’s. It is not usual for an individual with Autism to have an intellectual disability. While Mental retardation is considered to be intellectual disability. Individuals with MR will have low to below average IQ’s. Not above average IQ’s. With MR individuals will have deficits with intellect, communication, social/interpersonal skills and self-care abilities. With ASD they do not have below average intellect but they may have issues with types of communication, types of social and interpersonal skills and may need help with daily routines. Yes, Mental Retardation and ASD have some things in common but in different ways, and the biggest part that separates the two is intellectual abilities. I guess I can see how some people can mistake the two. (Graziano, 2002) (Psychiatric & CDC,

It is true that a classroom setting represents a lot of diversity and differences among the students. The students can bear distinctions among them regarding their mental and physical endowment. As such, some students have advantages such as increased intelligence while others may suffer impediments in the learning process because of equal shortcomings. Disorders including autism and Asperger’s syndrome have a substantial impact on both the educational and the social experience of students at a school (Sort et al, 2011). Identifying such disorders at an early age will allow both the parents and teachers to put in place necessary measures to ensure that the students enjoy a healthy learning and social experience (Levinger, 2002). Additionally,