Children With Autism Spectrum Disorder Essay

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

For people on the Autism spectrum, stereotyped behavior can be one of the most difficult barriers to move beyond. In the context of learning, this repetitive behavior can seriously impede the acquisition of new skills. For the child experiencing it, the reinforcement this stimulus provides is often greater than anything the therapist can offer. This form of behavior, referred to in the DSM – V as being “restricted, repetitive patterns of behavior, interests, or activities, or speech” (p. 50) includes motor and vocal stereotypies.

Autism is a form of neurodevelopment disorder in the autism spectrum disorders. It is characterized by impaired development in social interactions and communication, both verbal and non-verbal. There is an observed lack of spontaneous acts of communication; both receptive and expressed, as well as speech impairments. A person diagnosed with Autism will also show a limited range of activities and interests, as well as forming and maintain peer relationships. The individuals will display limited interests, which are often very focused and repetitive. He or she is likely to be very routine oriented and may show behavioral symptoms such as hyperactivity, impulsivity, aggressiveness, and self-injurious behaviors.

Most parents wonder what is the next chapter after their child with autism spectrum disorder graduate from high school, for some individuals, it is to move onto higher education. As stated by Cai and Richdale (2015), the USA has one of the lowest rates of college enrollment for individuals with ASD, with over 50% of these individuals being in neither education nor employment following their secondary school, with similar finding in the UK (p. 31). For the individuals with ASD who move forward in gaining a higher education will have to learn to adapt and determine how to transition into higher education. Mentioned by Cai and Richdale (2015), a USA national survey illustrated poor outcomes from transitioning from secondary school into adult-hood. “The findings showed that after young adults with ASD left the public school system, 80% continues to live at home, only 32% attended postsecondary education, just 6% had competitive jobs, while 21% had no employment or education experience at all. Further 40% reported having no friends. (p. 32)”

Autism according to Merriam-Webster Dictionary is defined as “a variable developmental disorder that appears by age three and is characterized by impairment of the ability to form normal social relationships, to commutate with others, and by stereotyped behavior patterns.” Autism was believed to be a psychiatric or emotional illness, and doctors told mothers that they were the cause. They were wrong. The cause for autism is still a mystery, however, the facts remain that autism in children is on the rise. Erin Allday of the San Francisco Chronicle writes, “Environmental factors play a more important role in causing autism than previously assumed and, surprisingly, an even larger role than genetic.” There are theories based on that

Autism Spectrum Disorder affects various aspects of an autistic child’s life. Many children are diagnosed with autism spectrum disorder every year, while others go undiagnosed for an extended time, or even for their whole life. A child exhibiting delays in language benchmarks or showing little interest in the surroundings should be examined for possible ASD. Language is often impaired and although the level of impairment can range from severe too unnoticeable in each child, a child is likely to have a delay in another area, like coordination of motor skills, if not in language. Autism spectrum disorder is a developmental disorder that causes impairments in various aspects of language development.

Children With Autism Children with autism have the possibility to improve greatly, and some even overcome the effects of autism if appropriate therapies are begun early enough. A multifaceted disorder, autism has long baffled professionals and parents alike. At a point in time, doctors gave parents absolutely no hope for the recovery of their children. But recently, new treatments and therapies have shown that improvement is possible. With early intervention, intensive care, some children have if not fully recovered, improved, and have been integrated into schools, indistinguishable from their peers.

Those with the IQ of 70-75 tend to do well in adulthood, however even those who have an IQ above this may struggle with financial issues. The transition to adulthood is especially hard for children with ASD because adults with ASD are “socially disadvantaged and tend to be unrecognized” (Henninger & Taylor, 2014). Fortunately, Dr. Paul from Autism Speaks organization recognizes that there is research for people with ASD that shows that with the right amount of training and support, individuals with ASD can work a variety of jobs in their own communities. Ted Talks speaker (Kerry Magro from TED Talks Seminar) was diagnosed with ASD at the age of three, but says he overcame all odds with intensive therapy, support groups, and speech therapy. It is very important that an individual with ASD has the proper support group in order to be successful in the transition to adulthood, and organizations like these can be useful in that. In a recent survey called “Family Perspectives on a Successful Transition to Adulthood for Individuals with Disabilities” it explains that the most important factor for transitioning to adulthood in the ASD community is to have a job or role in the community (Henninger, 2014). Just like all people, it is important to make sure that a person with ASD has the opportunity to do what they love in life. This can be facilitated by parents helping to keep

While sparse, there are colleges and universities that are skilled at providing accommodations for students with ASD. Unfortunately, students with ASD have decreased graduation and employment rates, and they are more likely to develop mental health disorders during their college years when compared with other students with disabilities (Hees, Moyson, & Roeyers, 2015). Challenges the students with ASD will face in college include organizational and time management difficulties, lacking self-advocacy skills, sensory overload, and problems meeting academic demands (Hees, Moyson, & Roeyers, 2015). It is important for a primary care provider to provide anticipatory guidance to the adolescent and their family of what to expect of postsecondary school if that is what they choose for the next step.

Colleges are seeing a larger population of students annually who are on the Autism Spectrum. There is a great need for faculty, college advisors, and student affairs staff to develop better strategies to work with these students. Faculty can play a significant role in helping these students succeed both inside and outside the classroom. A clear understanding of what Asperger’s syndrome is and ways to connect with students with Asperger’s syndrome is extremely important to the ultimate success of these students. These students will be less likely to have a successful transition from high school to college without the proper support system in place to address their specific needs.

When in the early stages of learning how to teach children, many educational students often wonder about the long term educational needs of children on the autism spectrum disorder (ASD). We are often taught about the primary level of needs of children with ASD. But as our education focuses solely on the firs handful of years, we often do not know what happens to children with ASD after they leave elementary school. What happens to children with ASD and how many steps are involved in their transition to upper grades?

Asperger’s Syndrome (ASD) is defined as a developmental disorder related to Autism and characterized by higher than average intellectual ability coupled with impaired social skills. People suffering from ASD can overcome this disease and live a normal, productive life by learning basic life skills, communication techniques, and developing meaningful relationships. These essential life skills are important to everyday life and need to be learned in order for these individuals to maintain a self-sustaining life. Without these skills, it is highly possible these individuals will be unable to leave home or even hold down meaningful employment. John Robison writes

The purpose of the study was to report employment and independent living outcomes of people with autism. They followed 125 graduates from Taft College Transition to Independent Living (TIL) program. This program is designed to serve students with disabilities (Ross, Marcell, and Williams, 2013, p. 337). The study showed that there is only 16 per cent out of 11,429 individuals with autism who live on their own; however, these individuals receive support from Medicare’s Home and Community Based Care Services (p. 339). The authors reported:

Van Hees, V., Moyson, T., & Roeyers, H. (2015). Higher education experiences of students with autism spectrum disorder. Challenges, benefits and support needs. Journal of Autism and Developmental Disorders, 45(6), 1673-1688.

Participant 3: Daniel. Daniel was a 22-year-old male third year college student at a four year public university at the start of the study. He was also referred by the local Department of Rehabilitation for help with social skills that negatively affected his employability. He was first diagnosed at 4 years old with ASD and subsequently received special education services. Daniel was a biology major with a math and science education minor, maintained a 2.63 grade point average, and expressed a desire to be a high school biology teacher after college. He received