Communicative Act Bandura

The goal of this review was to examine ASD and how it has impacted families. The literature was consistent in its findings, which stated that, Autism is a complex disorder that is diagnosed in childhood and has a wide range of symptoms. Many of the studies showed that children with ASD have the same symptoms such as hyperactivity, anxiety and self-injurious or aggressive behavior. The initial autism diagnosis leaves parents and siblings confused and they may have a hard time accepting that the child/sibling they were anticipating is not the child/sibling they expected. This transformation in their family can impact the relationship in the family, as feelings of fear and worry overwhelm the family system. ASD impacts parents and siblings as it changes the dynamics of the family. It is significant for families to find coping mechanisms that work for them as they

By formulating your own intervention techniques and strategies, you can prevent any incidents that involve any ASD patient, and in turn save them from further emotional trauma.

When looking at children and young people’s development it is important to recognise and respond to concerns to ensure that the child or young person receives the help and assistance needed.

In order for children to have a clear diagnosis for ASD, teachers in school should have a more elaborate style of teaching to clearly differentiate between children who shows signs and symptoms of ASD at an early age. Teachers who are trained properly can be more aware of children with ASD and are better equipped to teach them accordingly [1].

To answer this question I found an article to review from the Journal TEACHING Exceptional Children. Two major problems children with ASD face are that fact children with ASD have “persistent deficits in social communication as well as “restricted, repetitive patterns of behavior” affecting both their ability to communicate socially and function in general (p. 147). Another complication for these adolescents is they often have to change location, causing anxiety. This anxiety creates an inability to adapt to change, which is yet another struggle children with ASD experience that children with other disabilities do not experience. Another problem with advancing their IEP is contingent on their ability to express their wants, needs and goals. As this communication is often limited, if available at all, it is particularly challenging to help plan, long term, for children becoming adolescents with ASD.

Children with ASD usually have lower levels of social interaction compared to other students. They have lower levels of play behaviors and the behaviors may be idiosyncratic or unusual. Children that exhibit these behaviors usually have a harder time having successful social interactions with their peers. However, if teachers and parents are aware of and understand the progression of play skills then they can teach children with ASD at an early age appropriate play skills and behaviors. Once a child exhibits appropriate play skills and behaviors with toys, they have a better success rate of having appropriate interactions with their peers. Teachers can teach appropriate play skills by implementing visual structuring in their instruction.

This means that a parent commit diagnose their child themselves. They must go to a doctor and get a check-up and see if there is anything out of the ordinary. It also is a lifelong disease with no cure, but treatment helps with the symptoms. It affects the nervous system. Other symptoms of autism include sensitivity to loud sounds, being used to a similar schedule everyday so they struggle with change an infant child may also have speech delays and hyperactivity. Most of the symptoms or signs or autism are about speech delays and being overly organized with toys and colors. Fortunately, the symptoms of autism will fade, but still be there, overtime and with treatment. There are many treatments for autism specifically for a certain symptom. Many families have had behavioral interventions and they succeeded. These interventions consist of behavioral leaning tactics as well as helping the child with ASD learn new skills. Also, the improvement of positivity in provided. These interventions not only help the child with ASD, they also help the families too. If you do not get your child checked out by a doctor your child's development could be at

After knowing of the diagnosis parents go through a process of denial and uncertainty that leads to high level of distress after knowing of the diagnosis .These feelings increments as they realized how limited is their knowledge of their child’s condition. Among the issues that parents encounter is understanding the disorder, with so much information at hand is difficult to choose which information is reliable. Lack of access to appropriate information, both early on and as the child ages, is a significant barrier to adjustment for families with a child with ASD (Mitchell & Sloper,2002; Russa, Matthews, & Owen-DeSchryver, 2014; Turnbull, Turnbull, Erwin, & Soodak, 2006). Reaching out for professional assistance allows for them to get access

When the parent has a concern about the way their child is learning they will take them to the doctor who would ask them to play or talk to the patient to see how they learn and develop things in their mind. The doctor would ask easy questions about their life and learning experiences. He would even have the young child put together puzzles and play other games depending on the patient’s age. The patient would visit the doctor at 9, 18, and 24 months of age. No medication can completely cure Autism Spectrum Disorder, but there are many prescriptions to help with the symptoms or help them function better. These medications can affect every single person with ASD very differently. Another treatment is to take the victim too different mental or physical therapies. Some environmental factors are some environmental chemicals, bad diets, infections, stress, or drugs. Many toxic metals and chemicals are what really concern most new parents. All in all, Autism Spectrum Disorder is tough to deal

Focusing on operant conditioning principles we predict would achieve positive results in the PEP-R test and adaptive behaviors, such as learning concepts of time, money, and numbers by the end of adolescents. Participants also had higher average scores in skills, such as turn management and literacy. In addition, we expect measures relating to social skills and response to social cues to show higher scores in the LEAP program towards the end of adolescence. Furthermore, I predict mean scores for the LEAP program to be higher in measures of language and sentence structure, facial and body gesture interpretation, and higher levels of eye contact also towards age 16-17. These findings would suggest that in combination, structured classroom settings and peer mediated interactions provide stronger environments to improve social interactions. In comparison, we think we will find similar, yet lower scores in the social

Speech therapy is also a commonly used therapy with children who have been diagnosed with ASD. Every educator interviewed included speech therapy in the list of therapies they incorporate into educating students with ASD. Speech is helpful

Your child just received a diagnosis of Autism Spectrum Disorders. What do you do now? As the parent of a child with ASD, the best thing you can do for your child is to start treatment right away.

However, there are medications that can help some people with ASD function better. For example, medication might help manage high energy levels, inability to focus, depression, or seizures. Medications might not affect all children in the same way. It is important to work with a healthcare professional who has experience in treating children with ASD. Parents and health care professionals must closely monitor a child’s progress and reactions while he or she is taking a medication to be sure that any negative side effects of the treatment do not outweigh the

While, taking into consideration of the possible interventions that may improve the condition of ASD, the following strategies could help in ASD management.

Genetics Beliefs- Most of the families talk about giving information about the probable genetic as the cause of ASD but saw other issues as more central and more likely for their own child. Parents believed that they are blamed for the cause of ASD child because some say it is something that short circuits in the brain, whereas some parents also beliefs that it is a hereditary factor that transfer affected genes from parents to their child, some beliefs that it is a genetic predisposition to being prone to getting metal blips as the cause of ASD. It can help parents to cope up with their beliefs and they also believed that there is a cure for the cause of ASD to support child to carry out a healthy and independent life (Brien & Daggett, p.58).