Essay On Autism Spectrum Disorders

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

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.

Autism spectrum disorder has become the most common neurological and developmental disorder diagnosed in children today. The United States Centers for Disease Control and Prevention (2012) estimate that 1 out of every 88 American children have been properly diagnosed. There is no known cure for autism, and the inconsistencies of the symptoms of autism in each case make it difficult to target a particular set of effective treatments. However some behavior management therapies, specifically physical therapy, may help to significantly control the unwanted symptoms in young children with autism spectrum disorder.

     Autism is a developmental disability that affects all areas of behavior and perception. Approximately 10 out of every 10,000 children are diagnosed with autism and four out of five are males. Autism is the third most common developmental disability, more common than Down Syndrome. Children with Autism are characterized by impairment in several areas of development such as: Cognitive, Language, Play/Socialization skills and exhibit many challenging behaviors. Behavior Patterns of Autism:

Hendricks (2010) carried out a review of research available and found that more research on how to support adults with ASD for finding employment. The electronic communication board is an example of a support that can enhance employment of patients and their ability to carry out the required tasks.

Scientifically, autism and autism spectrum disorder, also known as ASD, are commonly used names for difficult disorders that have to do with brain development. Disorders like these are grouped by someone’s difficulty in social interaction, repetitive behaviors, and nonverbal communication. To the people who are diagnosed with this disorder and the families it affects; it is so much more than just science.

A majority of people do not think about the transitioning from high school to real world for students with a disability. This article was a great read for people who need a better understanding of the transitioning especially students with high standards that are included in the general education setting for the entire day. The article explained the Triangulated Gap Analysis Tool (TGAP), which is designed to assist educators, students, and IEP teams to identify and create annual goals that address the gap in skills, including nonacademic skills, needed to prepare students for postsecondary education, training, employment, and independent living.

Autistic infants often show little or no interest in other people and lack typical social behaviors. For example, they may not smile at their mother's voice or make eye contact with caregivers. Autistic children fail to develop normal relationships with their parents, brothers or sisters, and other children. Often they seem unaware of the needs and feelings of other people, and may not respond if another person is hurt or in distress. They also fail to make friends.

Neurological disorders are complex in nature and often the least understood. Given the recent boom in imaging technology and other diagnostic methods, it is now possible to see more clearly into the scope of neurological development and accurately determine the etiology of these diseases. One of such disorders is Autism; a multifactorial condition impairing normal brain development. It affects many aspects of development, including social behavior, cognitive ability and communication skills1 and is commonly diagnosed in children before the age of three1. The symptoms of this condition can vary greatly between individuals; hence its classification as a spectrum disorder. Asperger syndrome, Rett syndrome and pervasive

The conundrum regarding the job prospects of adults with Autism Spectrum Disorders, or ASDs is growing. This unsettling truth has become a source of concern for families with autistic children all around the United States. The mental limitations that restrict people with Autism Spectrum Disorders are instigating a grim outlook on the subject of job availability. Some employers are against the idea of hiring a person with even a mild form of an ASD, regardless of whether the job requires advanced communication skills or not. The concept of interviews may also be overwhelming for people on the autism spectrum which may restrict them from finding a worthwhile job. As Jareen Inman of CNN explains, “When it comes to questions from businesses, it is just communicating to them the facts. Giving someone with autism a chance to work, many employers will discover that those on the spectrum are great at working with numbers, computers and spreadsheets" (par. 13). Utilizing programs that help in creating job opportunities for youth with autism is the first step toward gaining financial independence for these individuals.

By understanding their social behaviors and overlooked abilities, we can help destigmatize autism and increase employment for individuals with autism. People unfairly emphasize the debilitating aspects of autism. Because of a stigma associated with these individuals, they are denied job opportunities. Over 90% of adults with autism are unemployed

Autism spectrum disorder is complex in and of itself but that complexity is only compounded by the comorbid conditions that can come with it. Some of these include sensory processing disorder, obsessive compulsive disorder, and seizures. Understanding the disorder and its comorbid conditions is challenging yet important for parents, medical professionals, and educators.

This article focuses on providing information that can determine what predicts the vocational outcome in relation to employment and postsecondary education, as it pertains to youth who have Autism and receive vocational rehabilitation services. The researchers of this article used logistic regressions and multiple regressions to test predictor variables and transition outcomes. Also used was the RSA911 data-base for fiscal year 2008. (Migliore, Timmons, Butterworth, & Lugas, 2012) The general findings indicated that those individuals with Autism, who received job placement services through the vocational rehabilitation program where more likely to have successful integrated employment outcomes. Further findings indicated that that some of the demographic characteristics and vocational rehabilitation services contributed to explaining the outcome of hourly earnings. (Migliore et al., 2012) With this being said the study indicated that individuals who receive college training and postsecondary training had higher earning potential over those who received job placement services. This finding contradicted other research findings regarding job placement and hourly earnings. I chose this article because I have an interest in working with students who are transitioning from high school to employment. Therefore, I feel that it is necessary to follow the research that discusses what might be beneficial in assisting individuals in having a successful employment outcome.

Notably, Lee and Carter (2012) would support the guidelines for pre-placement training, as proposed by VR in Florida. Lee and Carter (2012) provided an overview of existing research and literature which contributes to successful employment for individuals with high-functioning autism spectrum disorders (HFASD). Their recommendations for future research in this area certainly validates my literature review; there are few studies that address the needs of transition age youth with ASD and little research has been done to study the effectiveness of employment training programs. Nonetheless, when researchers and facilitators are considering the development and implementation of a high quality pre-employment training program, it should contain seven major elements, including:

The summer immersion experiences are two- or three-week readiness programs. These immersion experiences are for students with autism spectrum disorder, ADHD or other learning differences. The program has two separate concentrations; the college focus and the career and life focus. The college focused immersion experience is for students entering 9-12 grades or transferring to college. The program recognizes the importance of a student feeling comfortable and supported by a college they attend no matter what their level of ability is, but especially when a student is diagnosed with ASD/LD. This program assists students with being able to determine their own needs, self-advocate their needs, and expose students to different types of college programs (Transitions, 2016). Students who attend this immersion program will tour colleges with strong ASD/LD supports, take part in composition labs for college and scholarship application essays, develop communication and social skills, and earn college credit (Transitions, 2016). The career and life focused immersion experience is for young adults up to age 27 who want to start careers and live on their own. This program works to teach students core skills found to be essential for career success. Students will learn how to properly prepare for work or a career and appropriate ways to act at work. Transitions will assist students in finding their dream job the student feels will fulfil their lives. Students will work at an