How Medication Affects A Child's Development

Due to the constant challenges and struggles that parents of ASD kids are facing, many of these parents exhibit both physical and emotional draining. They also experience emotional distress that can result in stress and depression.

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

“The Medicated Child” sheds light on the dangers and risks associated with children who are put on behavioral-modifying medications. These are issues that parents may not take into consideration when attempting to establish a healthy state of mind for their child. It is estimated that five million children in America have been diagnosed with some form of mental illness. Behavioral disorders are on the rise as each year another 20% of children will be diagnosed. (MedWeb, 2015) Whereas parents tend to turn to their child’s doctor for advice, this may produce a biased resolution that could even be fatal. In “The Medicated Child” we listen to parents who live through this nightmare and the doctors that play a major role in their child’s quality of life.

And there are a few reasons for ASD, yet the vast majority of them are not known yet. There are some symptoms that can easily recognize in kids with autism, as a consequence this will help to begin the treatment early. Parents usually are attention of the sings in the first two years of their child’s life. Autism appears to be occurring more much than was the case in

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

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

Psychotherapy is a treatment option that focuses on helping the individual with ASPD recognize and control his/her behaviors. Cognitive behavioral therapy has been known to incorporate cognitive restructuring, behavior modification, exposure, psychoeducation, and skills training to help the individual understand that they are responsible for creating their problems and how their misshapen thoughts prevent them from having positive self-awareness.

ASDs are chronic conditions that begin in childhood and have potential to affect outcomes into adulthood. Primarily, ASDs are neurodevelopmental disorders. They are characterized by heterogeneous severity of the core impairments (social interaction, communication, behavioral). Their other symptoms include language delay and intellectual disability. Although ASDs have not been reported to be completely cured, the evidence-based interventions have been reported to improve the core impairments and their other symptoms. However, because of the expense associated with behavioral interventions, financing these evidence-based interventions to improve outcomes for children with ASDs has often been the subject of debate. In fact, to improve access to behavioral interventions for children with ASDs, several states have passed mandates. Additionally, evidence suggests improvement in insurance coverage for children with ASDs after the passage of mandate. Therefore, economic evaluation of evidence-based interventions for children with ASDs can contribute to development and dissemination of best practice standards, and also support policies to ensure access to effective

With the prevalence of autism at an all-time high, there are many benefits to identifying a child as early as possible. Identification and intervention can dramatically improve outcomes for children with ASD. Children have increased neural plasticity at a very early age, making it easier for children to learn new skills such as communication, play, and overall skill development. Early intervention will improve children’s behaviors and remediate areas of weaknesses. Also, according to the New Jersey Early Intervention System program, early intervention makes the transition into preschool easier for children diagnosed with autism. In addition, parent-implemented intervention usually leads to better parent-child interaction, improved communication, behavior, and better maternal knowledge of autism.

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.

His repertoire has increased by 2-3 word phrases, and he has started to show interest in others. He is now capable of recognizing familiar faces and maintaining eye contact during social interactions. By following the structure of Leo’s program and with the guidance of the Behavior Analyst, I have helped Leo accomplish his targeted goals. Therefore, similar to the Behavior Analyst on Leo’s case, I aim to provide children with ASD with the necessary skills to prosper and grow as individuals. I want to help these children close the gap of limitations by understanding the importance of using functional communication, engaging in appropriate behavior, and comprehending social norms. Hence, my experience working with the Behavior Analyst has helped solidify my passion for pursuing this profession.

Over the past years, the prevalence of Autism Spectrum Disorders has increased rapidly and so have the development of strategies to help children with ASD to acquire milestones in classroom settings. The prevalence of children being diagnosed with ASD is 1 in 68 children in the United States. The causes of Autism are not well known, however, research studies suggest that causes of ASD may include neurological, heredity and genetic mutations, and environmental influences. Characteristics of children with ASD include lack of delay in spoken language, peer relationships and pretend play; fixation on objects and repetitive use of language are as well characteristics children with Autism may display. Professionally, ASD is characterized as

According to the National Institute of Mental Health (2017), ASD is a group of developmental disorders that impacts 1 in 68 children and includes “a spectrum” of symptoms, skills, and levels of disability. Individuals with ASD may face challenges with social skills, repetitive behaviors, language and communication, and learn differently than

Screening is a fast way of testing the likelihood of an individual having a particular condition and can be used to identify persons for whom more in-depth diagnostic testing may be appropriate in order to confirm the presence of a disorder. In terms of ASDs, two types of screening are currently available: broadband screens within the general population, and ASD-specific screens (Yama et al. 2012, 24). Because the former is not very effective in distinguishing ASDs from alternative development problems, the latter are the preferred screening type. Early screening allows for early detection of ASDs and for appropriate interventions to be made that aid children in improving the communication, socialization, and cognitive skills. The general consensus is that autistic children who manage to develop such skill prior to the age of five have better long-term prognoses than those who take longer (Bilszta and Bilszta 2013, 441). Research to date indicates that intervention before the age of three tends to result in the best outcomes (Scarpa et al. 2013,

Lastly, the implication of treatments used will be discussed based on the recent research. This literature review will conclude with a concise discussion. In addition, it is important to compare the treatments used to control ASD.