General Rationale Of The Aba / Ibi Team

Children with ASD develop differently from other children. They must overcome challenges in interacting and communicating with others. These challenges can affect their development, learning and future trajectories of their lives. This diagnosis is particularly difficult on low income families and minority groups as well as for parents with low educational attainment and those living in rural areas who may not have the financial means, suitable knowledge or access to resources to care for their children’s needs.

There is little research to examine experiences and needs of individuals with ASD, or proper and effective support systems such as educational and family support needed for young adults making this transition. Most information that is provided on this topic is based on professional’s experience and knowledge. It is essential more research is provided to develop programs to help individuals transition from secondary education to higher

A few sets of parents underwent training in order to correctly teach their child the most effective way possible. The dependent variable being measured was the language skills their children learned over the course of a few months. months. This study reported, “that a group training model for the parents is beneficial in targeting language deficits observed in children with ASD” (Minjarez, 98). The children from the study presented enormous growth in their language skills as well as behavioral and emotional. These experiments as well as others currently being conducted help provide beneficial evidence that focus on other ways to provide education for children with ASD. Overall, while PRT itself has tremendous benefits, the fact that it can be brought into the home with evidence that it is effective is even better. This method has continued to be revised and studied for many years since the 1970’s and making it available to everyone who has a child with ASD is the overall

There is an ample amount of positive outcomes supporting the use of SI interventions in documented case studies, single subject experiments, and other less rigorous research, but there is still a lack of rigorous research that supports the efficacy of SI interventions. This lack of supporting evidence could be attributed to the diverse symptomatology of ASD, which makes it is extremely difficult to design a rigorous research proposal that is generalizable with strong psychometric data supporting the proposal. Filling this gap in research around the use of SI interventions in practice could facilitate the growth of the occupational therapy field by validating the SI interventions, which occupational therapists are most qualified to implement,

Transitioning to adulthood can be an extremely hard time for individuals diagnosed with ASD. Adulthood brings about new responsibilities and many lifestyle changes that can not be made smoothly unless the individual has been pushed to develop and grow properly, and given the opportunity to thrive. Families often succumb to the stress of trying to raise a child with a disability, which can lead to abuse, neglect, and overall lack of care of the individual. There tends to be a higher divorce rate among families with ASD. In fact, the divorce rate is five times higher than those families with “normal” childhood development (Van Hecke, 2010). This can be due to the added stress ASD can cause on the family. Added stress can come from confusing, often contradicting interventions that doctors often recommend to the family. On average, children with ASD are put through seven different intervention programs at one time, which clearly puts financial strain on most families (Magro, 2016). Sibling relationships also tend to deteriorate over time as they get older and are not able to keep bonds

Students with ASD require education in life skills during the school day that provide them with the necessary skills for a post-secondary life. Although students with ASD can be high functioning, many lack the skills that would be needed for an independent lifestyle. In order to help the student attain these skills, an IEP team should create a Transition Plan for the student, which must be “individualized and carefully tailored” (Szidone and Ruppar, 2015, p. 148). According to Szidone and Ruppar (2015), transition planning is a coordinated

One can state that the ASD is challenging to be: diagnosed, treated, and assessed. In this paper, high

Some forms of the methods include inclusion and exclusion criteria, search procedures, inter-rater agreement, data extraction, and lastly inter-rate agreement. The results based off of these methods look at the participants, animal, dependent variable, measurement, study outcomes, and certainty of Evidence. The article shows a chart on the 20 different studies and their review and outcome out of the 20 8 had positive outcomes and the rest had mixed outcomes in regards to different animals being used for AAI intervention with different depend on variables. The article is summed up by saying that there is not enough concrete evidence to support AAI as a therapeutic intervention for children with ASD.

The study sought to reveal co-existing behavioral issues within ASD individuals. In addition to this the study also sought to define and recognize other problems within the family unit and home life that could possibly be related to the disorder.

The article by Chiri & Warfield (2012) address the issue of unmet health care need of children with ASD through determining “four core health care service (routine preventative care, speciality care, therapy services and mental health care)” (p. 1082) and two kinds of problems related to health and provider access. The authors of this article used the Behavioral Model of Health Services to further apprehend why children with ASD have a do not receive the health care that they need. This model has three sets of classification which include predisposing, enabling and need. Predisposing is a classification that identifies the child’s demographic information such as their age, language, race, gender, and ethnicity. Enabling is more about the capacity of the family

This study examine the influences of parents’ pursuit or avoidance of an ASD diagnosis to their children. The goal of this study is to explore the parental meaning of ASD diagnosis, and explore if the children’s ASD diagnosis affect the way parents perceive ASD (Russell & Norwich, 2012).

nosed with ASD, highlight ng the need for nurses to be more trained and educated on this disorder

As well as increased knowledge on ASD lead to more in home interventions for the children.

Once again as a Teacher’s Assistant, up and coming teacher (one day), and having worked with ASD, I must go back to the words from who I consider and expert about ASD, Temple Grandin. Now not ever child is as Miss Grandin was, or had the resources Miss Grandin had available, but she gives some great insight and suggestions as to what worked for her growing up, that might be tried with other children of ASD. There is the age old saying, “You’ll never know until you try.” Miss Grandin specifies in conducting rules for a child of ASD to follow, just as you would a “normal” child. For teachers to be firm with the rules, but gentle as well. Not all children like Miss Grandin are visual thinkers, or think in pictures as she does. However, a practice developed in 1984 by Lori Frost and

Citing decreases in behaviors and increases in parent confidence in implementing interventions as well as lowered costs to the community as potential positive effects. Classically, behavioral intervention for children with ASD is provided by highly trained therapists utilizing specialized skills to provide evidence based programs which require multiple weekly visits. These practices require the parents, as well as the child, to participate, but often do not include the necessary training to allow them to do so with confidence. The cost of these services, according to the CDC (2016), is an estimated $40-60 thousand per child annually. Still many of those closest to the child fail to intervene when necessary. It is suspected through increased parental involvement in programming, an increase in parental intervention will also occur; thereby reducing overall costs to the communities in which they live. Further, through providing the parents with key information regarding behavior intervention, they will be empowered to interact with their children more confidently and become active members of the intervention