Children With Autism Spectrum Disorder

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

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

Autism is a developmental disorder and its frequency rate has risen significantly over the past decade. ASD (Autism spectrum disorder) is a disorder that can emerge in the development of the brain and can be characterized in varying degrees such as repetitive behaviors, impaired social interaction, and also verbal and nonverbal interactions. Social skill discrepancies are a key features within the spectrum of autism disorders. Interacting with one's peers can have a substantial positive impact on the lives of individuals with such disabilities. Interaction allows individuals on the autism spectrum to participate and build in their communities. Individuals having better social skills are more likely to be accepted in

Prior research exists which validates the risk of decreased emotional well-being in adults with autism. As a result, it becomes vitally important to identify factors that may contribute to this problem in order to provide increased supports and services to combat the issues. This quantitative comparative study sought to determine whether or not anxiety and/or depression (emotional well-being) of young adults with high-functioning autism is impacted by the possession or lack of a transition plan prior to their leaving high school, by comparing t-scores from the Beck Anxiety Inventory and Beck Depression Inventory, Second Edition. A sample of 32 (N = 32) young adults with high-functioning autism ages 18 to 25 participated in the

Autism Spectrum Disorder (ASD) is a developmental disability that can cause significant social, communication, and behavior challenges and was first described by Dr. Leo Kanner in 1943 (Brown & Percy, 2007). Individuals with ASD can range from high functioning to low functioning in their ability to learn, think, and problem solve (Brown & Percy, 2007). Behavior problems are common among individuals with ASD (Hill at el, 2014). Kogan (2009) estimates that approximately 637,000 children in the U.S. alone have ASD and within those 637,000 children, Hagopian (2007) suggests that half of those children, who are diagnosed with ASD, also display problem behavior. According to Hagopian & Hardesty (2014), Applied Behavior

“Your child has autism spectrum disorder” are words no parent wants to hear. They are words that will instill fear, worry, and sadness. When parents hear this for the first time, they will have many questions. “Is there anything I can do to help my child? If so, what can be done?” Early intervention services; such as applied behavior analysis therapy, occupational therapy, sensory integration therapy, and speech therapy before the age of three; can help improve the development of children with autism spectrum disorder. As an educator, early intervention is a subject teachers should be well educated in. It would be beneficial to the educator and the student, for a teacher to know and understand early intervention strategies.

Millions of Americans are affected, or know someone who is affected by a disorder that affects the very things we need to fit in to society. The ability to be able to fit in, communicate and behave in proper ways, allows us to function, work and survive in life. For many children and adults, they live with a disorder that dictates these behaviors and language skills to be very different from the average American. These skills they are challenged with, make it very difficult to live independently. The disorder these individuals live with is called Autism Spectrum Disorder. With early diagnosis, intervention, and proper treatment, some children with Autism Spectrum Disorder possibly can lead independent lives.

This article is all about AAI otherwise known as the animal-assisted intervention. AAI has been suggested time and time again as a possible treatment practice for people with autism spectrum disorder (ASD). The Article starts off by talking about autism what it is and the diagnosis of it. It then goes into detail to talk about AAI; AAI is an alternative intervention that has developed into treating all sorts of individuals with a range of medical issues and developmental issues. The article talks about the lack of evidence to support the programs on AAI and its effects on children with ADS. IT goes into detail identifying 20 studies that were done to assess the effectiveness of AAI on ADS patients. They assess AAI by participant

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.

Autism Spectrum Disorder is characterized by deficits in social communication and social interaction, and repetitive patterns of behavior and activities. These symptoms are present in early development

Neurodevelopmental Disorders are conditions that become evident in early developmental stages before children are introduced to elementary school (APA, 2013). These disorders have developmental deficiencies that restrict children from “personal, social, academic, or occupational functioning” (APA, 2013, pp. 31). Autism Spectrum Disorder (ASD), a neurodevelopmental disorder, has been represented as a complex brain abnormality that effects children’s cognitive, behavioral, and social performance (APA, 2013; Sears, 2010). Autism has become a growing global phenomenon affecting children among nations (Currenti, 2010; Sears, 2010). The objective of this paper is to provide a prevailing overview of this neurological disorder that has affected many children by analyzing the prevalence, diagnostic criteria, diagnosable problems and the causes of ASD, and acceptable evidence-based treatment options.

Autism has been deeply researched and analyzed in the journal articles, and there are various important aspects of the condition that stand out. Regarding this, though the condition affects a small proportion of the population, understanding it is an effective way of helping its patients and the people around them. Autism affects a person's judgment and perception as well as the relationship aspect. Autistic children have difficulty establishing and maintaining relationships with normal children (Barbares, William, Slavica, and Robert, 2006). At times, the children feel neglected and cannot help feeling lesser persons due to their inability. However, it has been noted that it is possible to help children with autism learn how to live positively

Dr. Seuss once wrote “Why fit in when you were born to stand out?” The world has an opinion quite the opposite of this. If a person acts different than the rest of the word they are categorized as strange or “unfit” to be with the rest of the society. This was also the categorization of children with autism until recently in the United States. Views regarding these kids have changed over time; influence from the environment has had a great impact on these changes. The views of these children now and what teachers in the 21st century need to do to help them are key to not reliving the past.

Autism or autism spectrum disorder is a widespread mental condition that is known to incapacitate people with communication and forming relationships. Autism is believed to have been around since the beginning of mankind, but it was first diagnosed as a disorder in 1908, and revised and clarified during the 1930s. Two percent of children in the United States are affected by autism, which equates to 1 in 45. With such a large percentage of children having autism, many people know someone who is affected. To fully understand autism in today’s society, one must know what this disorder is, the history, symptoms, statistics and the options for treatment. Spectrum refers to the wide variations of challenges and strengths possessed by each person with autism.

The neurodevelopmental disorders, according to the DSM 5, are a group of conditions with onset in the developmental period. The disorders typically manifest early in development, often before the child enters grade school, and are characterized by developmental deficits that produce impairments of personal, social, academic, or occupational functioning. Autism spectrum disorder (ASD) is newly classified as such; it was once classified as “Asperger’s Syndrome.” ASD is a severe neurodevelopmental impairment. The disorder limits the functioning capabilities of children and their capacity to communicate as well as interact with others. ASD effects how children perceive the world around them; socializing with others happens to be the most vital piece of development. Onset for ASD can occur as early as infancy, some children, however, may develop normal and then begin to suddenly withdraw and become unusually aggressive with those around them, they also begin to lose vocabulary and language skills they’ve once had. Other medical conditions may be comorbid with ASD; for example, epilepsy, intellectual and structural language disorders, mental disorders, sleep disorders, and avoidant-restrictive food intake disorders, (DSM 5, pg. 59).