Children With An Autism Spectrum Disorder

Autism spectrum disorders are a class of developmental disorders that impair social skills, behavior, and communication (Center for Disease Control). ASDs are considered ‘spectrum’ disorders because each patient has a unique experience in the nature and severity of their symptoms (Center for Disease Control). Under the umbrella of ASDs, there are three types of disorders, including Autistic disorder, Asperger Syndrome, and Pervasive Developmental Disorder Not Otherwise Specified (Center for Disease Control). Autistic disorder is the most severe of the three, and patients exhibit significant problems with language, communication, and behavior (Center for Disease Control). Furthermore, people with Autistic disorder often have some intellectual impairment (Center for Disease Control). Asperger Syndrome is a milder form of autistic disorder where patients have some developmental delays, but their language and intellect are not affected (Center for Disease Control). The mildest of the ASDs is the pervasive developmental disorder. These patients usually don’t meet all of the criteria for autistic disorder, but do show some signs of social and communication problems (Center for Disease Control). The number of children diagnosed with ASD is growing, and currently 1 in 88 children fall somewhere on the spectrum (Mari-Bauset et al., 2013). Boys are four times more likely than girls to have autism, and while the exact cause of these disorders is unknown, both genetic and

Autism is a disorder that is encompassed in the autism spectrum (ASDs) (Landa, 2007). Autism spectrum disorders describe the brain development disorders and encompass Asperger syndrome, autism, and pervasive developmental disorder not otherwise specified (PDD-NOS) disorders. Features of the ASDs includes sensory and cognition problems, difficulty in communicating with other people, and repetitive behaviors. This paper will discuss autism with respect to what it is, the causes, autism in the inclusive classroom (what can be done to enhance total inclusion) and the role of the community.

Today, we are seeing a rising increase in the occurrence of autism spectrum disorder (ASD) in children. What once used to be a rare disorder is now commonly recognized in the medical field as well as in the community. Not only is autism a health issue in itself, but many health issues come along with the disorder. This paper will discuss the description of the population, the top health issues and their relevance, and interventions and outcomes that can help reduce these health issues in this specific population.

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.

Over the years, more people are becoming aware of Autism Spectrum Disorder, ASD. The growing number of individuals who are affected by ASD have been increasing over the years. This could be do to the new DSM development of what is considered ASD or simply more children are being born with ASD. Either way, ASD is more predominate in our society today. ASD is defined in the DSM 5 as having abnormal social aspects, lack of social skills, non-verbal communications skills, deficits in development, lack of understanding of relationships, and self-stimulation through repetitive behaviors (American Psychiatric Association, 2013). Although these are not all of the symptoms caused by ASD

Since the birth of your son/daughter you have dealt with many hurtles and obstacles ever since their doctor said these four words, “Your child has Autism”. No matter where your child is in the Autism Spectrum, you knew that there would be challenges throughout their lives, and I’m sure you also knew that you would do anything you could to help them conquer these challenges.

The student is a 9-year-old child with a diagnosis of Autism and ADHD. In September of 2010 the student was evaluated by the CPSE and determined to be a pre-school student with a disability by the Ithaca City School District. At the time he exhibited deficits in all areas of functioning and thereby received an IEP with programs and services based upon the results of the initial evaluation. These programs and services included Jacob being placed in a 6:1+1 classroom with a special education teacher. He also received services of OT, Speech Therapy, and Counseling. He was also provided with a special education bus through the Birnie Bus service with a bus attendant and less than 15 students.

Numerous studies have been conducted on the diagnostic features and potential definitions of autism, and the accompanying developmental, social and behavioral deficits found in individuals diagnosed with autism. The various editions of the Diagnostic and Statistical Manual of Mental Disorders (5th ed.; DSM-5; American Psychiatric Association, 2013) have changed in their definitions and diagnostic criteria of autism over time. In past editions, Autistic Disorder, Asperger’s Disorder and Pervasive Developmental Disorder were listed as separate disorders. However, in the DSM-5, which is the current edition of the DSM, Autism Spectrum Disorder (ASD) is the name of the disorder that encompasses the diagnostic features and definitions of those three neurodevelopmental disorders. Individuals previously diagnosed with any of those three disorders are now to be given the diagnosis of ASD. The definition and diagnostic criteria of autism and other neurodevelopmental disorders have changed so much over time because screening and diagnosing autism is very difficult for a number of reasons, which will be more thoroughly discussed in this paper. This paper will examine the diagnostic criteria, prevalence and risk factors, most effective forms of treatment and intervention, and life impacts on individuals and families of Autism Spectrum Disorder through the review of the DSM-5 and several peer-reviewed journal articles.

In my opinion, autism is a mutant disorder in a gene during the formation of the gene that causes the child to have difficulties in speech, learning and interaction with others. From what I can remember, autistic children are very good at remember patterns and routines. I believe an autistic child can memorize many things if the child is taught serve times. An autistic child is not good with interacting with others. Autistic children in my opinion, are scared of unknown voices, loud noises and things that they are not sure what they are. When autistic kids are scared, touching them to calm them is probably not the best choice. I think autistic children are very bright. They can remember details better than any “normal” person.

Autism Spectrum Disorder (ASD) is a range of conditions grouped under the neurodevelopmental disorders in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) published in 2013 (Kress & Paylo, 2015). Those who are diagnosed with autism spectrum disorder must present two types of symptoms: 1) Deficits in social communication and social interaction and 2) Restricted, repetitive patterns of behavior, interests or activities (APA, 2013). The DSM-5 merged all autism disorders into one diagnosis of ASD. Before this publication, they were organized as distinct subtypes, which included autistic disorder, childhood disintegrative disorder, pervasive developmental disorder-not otherwise specified (PDD-NOS) and Asperger syndrome (Kress & Paylo, 2015).

There are many things that we take for granted such as being able to tell when someone is upset or excited, being able to express how we feel, or the social norms of how to act in public. Individuals with an Autism Spectrum Disorder (ASD) struggle with these things. Everyday, individuals who have been diagnosed with an ASD have to learn how to deal with their feelings and try to understand the feelings of others. Additionally, those with advanced cases of an ASD struggle to communicate at all. Humans are very social beings and without having these skills it is very difficult to grow up to be a productive person in our society. The key to helping these individuals is to recognize the core traits that are causing them to not fully be able

Life can be troubling, confusing, aggravating, although it can also be delightful, happy, and relaxing. Knowing someone with autism can lead to more confusion, but a child that has autism can be even worse. Commonly people aren’t aware that their child is autistic or that someone around them is autistic. Classifying children as autistic is done correctly and incorrectly every day, because autism has just become recognized and isn’t commonly known by most people and doctors recently. There are many different views on autism, whether it is classified to the children correctly or incorrectly using the DSM-5, and if autism is treated effectively.

In the educational setting, children with autism spectrum disorders (ASD) commonly experience academic or behavioral challenges that affect their overall educational and social outcomes and require the implementation of evidence-based interventions (Stichter et al., 2006). Of these challenges, attending to a given task is a behavior that is essential to positive educational outcomes. Regardless of a student’s cognitive potential, performance will be poor when a student neglects to attend to an assigned task. Demonstrating on-task behaviors is a critical skill for all students to master, especially those with ASD. A variety of interventions have been implemented as an effort to increase the on-task behavior of students with ASD, such as visual activity schedules (Bryan & Gast, 2000), video social stories (Cihak, Kildare, Smith, McMahon, & Quinn-Brown, 2012), token economies (Carnett et al., 2014), and self-monitoring (Cihak, Wright, & Ayres, 2010; Coyle & Cole, 2004; Holifield, Goodman, Hazelkorn, & Heflin, 2010; Legge, DeBar, & Alber-Morgan, 2010; Stasolla, Perilli, & Damiani, 2014). Previous research has indicated that self-monitoring increases independence and generalization of positive behaviors among various populations (Ganz & Sigafoos, 2005; Holifield et al., 2010; King- Sears, 1999; Levendoski & Cartledge, 2000; Loftin, Odom, & Lantz; 2008; Stahr, Cushing, Lane, & Fox, 2006; Todd & Reid, 2006).

More than two million individuals are affected by autism in the United States and it is one of the fastest growing disorders but with very much research being put behind it. Autism can tend to be one of the most confusing and stressful disorders but yet it is still able to be coped with lots of patience. Imagine being put down or not given an opportunity deserved because of something that is out of one’s control, more specifically children with autism spectrum disorder. Parents have a huge role in preparing their kids in order for them to be able to be around others. It is not easy especially with autistic ones but kids with autism can be capable of being at the same pace as others and should be treated the same just as students normally

Kids with autism, sometimes referred to as those on autism spectrum experience issues in learning and particularly in speaking and reading (Harte, 2009). As clarified by Nash and Arciuli (2014), kids on with mental challenge such as autism frequently discover no motivation to speak with everyone around them. Subsequently, this part of their character prompts their slowness and in speaking as well as reading. A portion of the key reasons why kids with autism have discourse difficulties that comes as a result of the absence of or decreased joint attention (Nash & Arciuli, 2014). Extremely introverted youngsters have challenges with joint attention. Besides, it can likewise be brought on by social parts of dialect.