Individuals With An Autism Spectrum Disorder ( Asd )

Autism spectrum disorders are a class of developmental disorders that impair social skills, behavior, and communication (Center for Disease Control). ASDs are considered ‘spectrum’ disorders because each patient has a unique experience in the nature and severity of their symptoms (Center for Disease Control). Under the umbrella of ASDs, there are three types of disorders, including Autistic disorder, Asperger Syndrome, and Pervasive Developmental Disorder Not Otherwise Specified (Center for Disease Control). Autistic disorder is the most severe of the three, and patients exhibit significant problems with language, communication, and behavior (Center for Disease Control). Furthermore, people with Autistic disorder often have some intellectual impairment (Center for Disease Control). Asperger Syndrome is a milder form of autistic disorder where patients have some developmental delays, but their language and intellect are not affected (Center for Disease Control). The mildest of the ASDs is the pervasive developmental disorder. These patients usually don’t meet all of the criteria for autistic disorder, but do show some signs of social and communication problems (Center for Disease Control). The number of children diagnosed with ASD is growing, and currently 1 in 88 children fall somewhere on the spectrum (Mari-Bauset et al., 2013). Boys are four times more likely than girls to have autism, and while the exact cause of these disorders is unknown, both genetic and

Autism is a developmental disorder and its frequency rate has risen significantly over the past decade. ASD (Autism spectrum disorder) is a disorder that can emerge in the development of the brain and can be characterized in varying degrees such as repetitive behaviors, impaired social interaction, and also verbal and nonverbal interactions. Social skill discrepancies are a key features within the spectrum of autism disorders. Interacting with one's peers can have a substantial positive impact on the lives of individuals with such disabilities. Interaction allows individuals on the autism spectrum to participate and build in their communities. Individuals having better social skills are more likely to be accepted in

Autism is a lifelong, developmental disability that affects how a person communicates with and relates to other people, and how they experience the world around them. It is also a complex neurobehavioral condition that includes impairments in developmental language and social interaction and communication skills usually combined with rigid, repetitive behaviors.

Millions of Americans are affected, or know someone who is affected by a disorder that affects the very things we need to fit in to society. The ability to be able to fit in, communicate and behave in proper ways, allows us to function, work and survive in life. For many children and adults, they live with a disorder that dictates these behaviors and language skills to be very different from the average American. These skills they are challenged with, make it very difficult to live independently. The disorder these individuals live with is called Autism Spectrum Disorder. With early diagnosis, intervention, and proper treatment, some children with Autism Spectrum Disorder possibly can lead independent lives.

Autism Spectrum Disorder (ASD) is a developmental disability that affects a child’s communication, behavior, and emotional understanding. It has been described as primarily being a social disability (Laushey et at.,2009). Due to their inability to perceive others emotions, ASD children feel alienated. Consequently, this will result in ASD children having ongoing social problems caused by to their helplessness to interact with others. Since children with ASD are delayed in development, they face many challenges; however, the most severe one is the lack of social relationships. A social relationship is something shared with another person; it is formed when you share common interest, have give and take conversations on that interest, experience the rise or downfall with a friend, being there when a friend is in need. These sensitive moments are when relationships are formed. ASD children have a difficulty seeing things from a different perspective, they cannot analyze people’s emotions, and consequently, it is hard for them to understand another person’s actions when trying to accomplish a particular goal. ASD has become more prevalent each year, however, the cause and treatment are still unknown. Even though children with ASD have a social disability, they also face challenges because they cannot learn from parents or peers, they are incapable of reading others emotional cues and are not able to cope with others emotional regulation. There is a separation when it

Autism Spectrum Disorder, or ASD, is a developmental disorder that emerges early in childhood and can have profound effects on an individual 's social functioning and communication. As these social difficulties can significantly affect the lives of children and adolescents with ASD, a substantial number of interventions for these children have focused on the development of constructive social skills. One of these interventions that has shown evidence of its effectiveness in multiple research studies is Reciprocal Imitation Training, or RIT. According to Ingersoll, Walton, Carlsen, & Hamlin, "RIT is a naturalistic behavioral intervention developed for young children with autism that teaches imitation skills within a social context" (2013, p. 248). The intervention targets imitation,

Parron and colleagues conducted a study where children with ASD (autism spectrum disorder) were asked to recognise biological motion through the use of PLDs (point light displays). They aimed to find whether high functioning children with autism showed the same specific problem with perceiving emotional material in PLDs in comparison to typically developing children. Secondly, they wanted to explore the degree performance on these tasks and whether it is comparable to high functioning adults with ASD. The use of PLDs depicted different motions depending on the four conditions which included, a person’s actions, subjective states, emotional condition and everyday objects. Participants were asked to describe the PLD as accurately as

Autism Spectrum Disorder (ASD) is the name given to describe a wide range of behaviors amongst the autistic population Children with autism are less able to interact with the world as other children do. Normally they have shortfalls in four key ranges: verbal, non-verbal correspondence, social mindfulness, and connections.” (This is one of the disorders that can either be recognized right away in a child, take a long time to diagnose, or might not even be noticeable; the lack of diagnosis can also become a negative issue in an autistic person’s life. Because this disorder is fairly common, and can be devastating should a child have ASD but remain undiagnosed, public schools should train their teachers and staff to recognize autism and its symptoms. There are many students that are being failed rather than receiving the help required to help these kids succeed. Many in the general public as well aren’t informed of what autism is, and can be judgmental towards these kids without understanding why these kids act the way they do. People need to be educated about this disorder.

In the educational setting, children with autism spectrum disorders (ASD) commonly experience academic or behavioral challenges that affect their overall educational and social outcomes and require the implementation of evidence-based interventions (Stichter et al., 2006). Of these challenges, attending to a given task is a behavior that is essential to positive educational outcomes. Regardless of a student’s cognitive potential, performance will be poor when a student neglects to attend to an assigned task. Demonstrating on-task behaviors is a critical skill for all students to master, especially those with ASD. A variety of interventions have been implemented as an effort to increase the on-task behavior of students with ASD, such as visual activity schedules (Bryan & Gast, 2000), video social stories (Cihak, Kildare, Smith, McMahon, & Quinn-Brown, 2012), token economies (Carnett et al., 2014), and self-monitoring (Cihak, Wright, & Ayres, 2010; Coyle & Cole, 2004; Holifield, Goodman, Hazelkorn, & Heflin, 2010; Legge, DeBar, & Alber-Morgan, 2010; Stasolla, Perilli, & Damiani, 2014). Previous research has indicated that self-monitoring increases independence and generalization of positive behaviors among various populations (Ganz & Sigafoos, 2005; Holifield et al., 2010; King- Sears, 1999; Levendoski & Cartledge, 2000; Loftin, Odom, & Lantz; 2008; Stahr, Cushing, Lane, & Fox, 2006; Todd & Reid, 2006).

Dr. Seuss once wrote “Why fit in when you were born to stand out?” The world has an opinion quite the opposite of this. If a person acts different than the rest of the word they are categorized as strange or “unfit” to be with the rest of the society. This was also the categorization of children with autism until recently in the United States. Views regarding these kids have changed over time; influence from the environment has had a great impact on these changes. The views of these children now and what teachers in the 21st century need to do to help them are key to not reliving the past.

Autism spectrum disorder (ASD) is a pervasive developmental disorder characterized by impaired social interaction and communication together with demonstration of restricted, repetitive and stereotypical patterns of behavior and interests (American Psychiatric Association; APA, 1994). Delay in numerous different skills such as cognition, social, motor, play and adaptation are prevalent among many children with ASD. (reference)

Play is one of the most crucial ideas in the development of all children. Children play for many reasons including learning, exercise, stimulation, and for pure entertainment. They are learning and exploring the world around them by testing out ideas and just having fun playing with simple objects. However, like language, play is a skill that develops in stages. As a child gradually learns to understand the world around him or her, they begin to play and learn by engaging in exploratory and manipulative play. This is no different for children with Autism except the Autism Spectrum Disorder can impact on how play develops. Play is important for not only developing and advancing their thinking, comprehension and language skills, but also the emotional and creative skill development of children with autism. The stage of symbolic and imaginative play is the one that is often considered to be the most difficult for children with autism because too many presume they are unable to play and pretend. However, this stage is not just about role playing, it is also about learning to substitute one object for another or coming up with a new function for an object. The goal for helping children with autism should be to not necessarily change the things they play with or to teach them to play in the same way that their peers do, but instead to help them use the way they play and the things they find engaging to progress through the developmental stages to develop other more

For children with autism spectrum disorder (ASD), developing language was taken as a major goal (Lim & Draper, 2011; Lim, 2009; Paul, 2008; Prinzant & Wetherby, 2005; Sundberg & Michael, 2001) and music as a part of therapy was an accepted approach (Lim & Draper, 2011; Lim, 2010a; Adamek, Thaut & Furman, 2008; Kaplan & Steele, 2005; Buday 1995; Hoskins, 1998).

Autism is becoming more and more common within young children and can be noticed by the age of 24 months. The definition of Autism spectrum disorder is a steady, developmental disorder, which becomes identifiable by deficiencies in impersonation, signaling, observational learning, joint consideration, typical play, and comprehend the state of feeling (Soucy, 1997). Therefore, it makes it harder for a child to understand concepts or follow directions. These children tend to need extra help or extra guidance to allow them to stay focused during class and being able to stay on task. In this paper, I will be discussing the behavior description of children with autism spectrum and how can impact their interaction with their peers in an early childhood education setting.

The teaching of communication and social skills is an integral part of treating autism. Speech therapy may include gaining language skills or learning sign language. Some devices are used frequently such as picture communication boards. Another device is used with a trained professional supporting the hand or arm of the person helping them to punch keys on a device. This technique, called facilitated communication, is highly controversial because it is sometimes thought that the facilitator is directing the person’s arm unknowingly. One of the main characteristics of autism is the lack of understanding of social cues (Autism Society of America). The person with autism may be taught how to communicate in social situations or respond to certain facial