Language Comprehension And Children With Autism Spectrum Disorder

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

“Language Impairments in Children With Fetal Alcohol Spectrum Disorder” from the Journal of population therapeutics and clinical pharmacology

Autism has become an increasingly important public health concern as the number of yearly diagnoses of the disorder has increased since the late 20th century. The National Institute of Health estimates that 1 in 88 children in the United States are classified as having an Autism Spectrum Disorder (ASD) (NINDS, 2009), a genetic neurodevelopmental disorder that impairs children 's ability to learn and causes issues with social interaction and communication. Symptoms of ASD include delays in speech and language, issues with social interaction, and unusual behaviors/routines.

Autism is categorized by deficits in maintaining social relationships and difficulty communicating. The number of children being diagnosed with autism is steadily increasing. Therefore the need incorporate effective interventions that focus on the development of the individual child has become an imperative component for their success. The key for children with Autism to achieve academic and social success depends upon the collaborative effort that is shared among all parties involved: family, teachers, peers; mental health professionals and the community.

The topic I chose to research for the final project of this quarter is Autism, this paper is geared towards early childhood educators, children and families who are coping with ASD. I have included resources for children and their families, and also included strategies and ideas in working with young children with ASD in the classroom. Starting, with the definition of Autism, which is also called Autism Spectrum Disorder, is a serious developmental disorder that impairs the ability to communicate and interact. Autism is a developmentally disability that involves delays within, speech, social skills, language and behavior. Children left untreated with ASD, can suffer from not developing social skills and may not learn to behave appropriately, very few children recover completely from autism without any intervention. There are a wide variety of treatment options that can be very helpful for children and their families with ASD. Autism Spectrum Disorder impacts the nervous system, common symptoms include difficulty with communication, social interactions, obsessive interest and repetitive behaviors. Early interventions, behavioral, educational, and family therapies can help reduce symptoms and support development and learning. Early signs of autism spectrum disorders may consist of, the ability to read at an early age but often without understanding what it means, may not cry if in pain or seem to have any fear, may be very sensitive or not sensitive at all to smells, sounds,

Autism has become one of the fastest growing developmental disorder in the recent years. In the year 2000, the prevalence of ASD was 1 out of 150 school-age children (Schaefer, 2016, pg***). According to the latest data by the Center of Disease Control, or CDC, it is estimated that the incidence is now 1 in every 68 children that is diagnosed with autism in the United States. It is also estimated that autism is approximately 4.5 times more common among boys (1 in 42) than among girls (1 in 189) (CDC, 2014).

Social interaction and communication skills are important when it comes to learning in the classroom. Students with autism may have been delayed in communication at an early age, and this delay may have delay cognitive development. Conferring to the research of J. E. Ormrod (2012), teachers use adapted instructional materials to aid students with special needs to assist them in a general education classroom (inclusion); moreover, “teachers should expect to have students with a wide variety of special needs in their classrooms at one time or another” (Ormrod, 2012, 4).

Autism Spectrum Disorder (ASD) is considered one of the most challenging symptoms to deal with. Per the National Institute of Neurological Disorder and Stroke, ASD showed high percentage among children of age eight year old. One of every eighty-eight child has ASD while boys are four times higher than girls at the same age group [1]. It is important to mention that ASD is highly researched in North America, Europe, and Asia [2]. Yet, the Middle East does not have as much research in the ASD area. Being from the Middles East, one was surprised the importance of ASD and the challenges that parents, caregivers, and teachers have to face when dealing with students who are diagnosed with ASD.

Are you concerned that your child may suffer an Autism Spectrum Disorder (ASD)? Science studies now suggest prevalence rates at a minimum of one in 100. These statistics suggest that 3% of the population is affected (Yates & Couteur, 2013). This article autism, defines provides some of the characteristics to look for in a 5-12 year old, how to obtain assistance, who may be involved in the intervention process, and a treatment technique that focuses specifically on the area of social cognition.

While there are many difficulties imposed by ASD, it does not appear that ASD has the power to take away one’s ability to learn. During the aforementioned 2003 study of symptom severity in autism, a group of adolescents (age 10-21, mean age = 15.61) was compared to a cohort of adults (age 22 and older, mean age = 31.57), it was observed that symptoms seem to improve overtime. The study attempted to compare childhood symptoms to current symptoms. The results indicated that there was differential improvement; there was a pattern of symptoms suggesting and improved use of language, ability to communicate nonverbally, and reduced stereotyped, repetitive, or idiosyncratic speech over time

The purpose behind the article “Efficacy of Brief Quantitative Measures of Play for Screening for Autism Spectrum Disorders” by Rodman et al. (2010) was to use the measures from a study done by Yoder and Stone in 2006 and another study by Yoder in 2006, that had been shown to be associated with communication and language and determine if those measures could be used to validly predict an Autism Spectrum diagnosis. This study was the first of its type, by comparing the performance on these measures of children with ASD to those of typically developing children. In order to make the case of the studies importance the authors provided the readers with several facts. Such as, the need for screening measures that are quick and effective for detecting ASD with young children (Rodman et al., 2010). Other facts like, clinical judgment remaining the gold standard in diagnosing ASD being problematic in its subjectivity. Another was a statistical fact from a study done by Wiggins et al, in 2006 that identified that 24% of 115 eight year old children had not received their diagnosis of ASD until they were of school age, when

Autism is an exceptionally that effects many people. In order to truly understand autism one must research certain information that helps unpack what autism is and how to help these induvial with any form of an autism spectrum disorder (ASD). This study will include the definition, statistics, characteristics, behaviors, challenges, accommodations, diagnostic tactics, and strategies in order to gain a full perspective of ASD.

Autism is a neuro-developmental disorder, which affects impairments in social interaction, communication, restricted interests, and repetitive behavior. Before May 2013, autism disorders were viewed in different subgroups labeled as autistic disorder, disintegrative disorder, pervasive developmental disorder and Asperger syndrome, but noticing the broad relations to each they have now been merged into a single diagnosis called Autism spectrum disorder. The CDC has found that, “More of an impact is shown towards males as it affects an estimated one out of forty-two boys and only one out of a hundred and eighty-nine girls”. One out of sixty-eight American children fall on the Autism Spectrum There has been a ten to seventeen-percent increase annually over recent years, though there is no real explanation to this, it is most likely due to the recent awareness being taken in this disorder.

There are many disorders that can effect a child’s learning process. Autism is just one of these common disorders that effects 1 in 68 children (Balch). The American Psychiatric Association defines autism as, “a neurodevelopmental disorder characterized by deficits in social communication and social interactions as well as restricted and repetitive behaviors, interests, or activities (Balch, p. 429).” These deficits in social communication greatly hinder the teaching-learning process within the classroom when successful strategies to help these children are not being pursued. Autism effects the communication skills of the child, and there are many effective strategies that can be implemented

For example, autistic children often use “picture boards” to communicate with others or learn a daily routine. The efficacy of visual instruction may generalize to higher-level skills such as social interaction. Ganz, Kaylor, Bourgeois, and Hadden (2008) used visual cues while instructing three children with ASD to follow social scripts. This study expanded on previous findings that autistic children who are taught to perform social scripts demonstrate improved conversational skills. For each child, the researchers created three scripts for different activities such as playing in a sandbox or coloring. A script consisted of short sentences the child could say while conversing with a peer about the activity. Each child was first taught his or her scripts to mastery. Research established baseline performance by instructing the child to perform a script with a peer for the first time. During the conversation, the participant received no other cues. Each child subsequently underwent intervention sessions, during which they were shown cue cards with appropriate lines of their script accompanied by a picture as they conversed with their peer. Lastly, the child was again required to perform the script without cues in a return-to-baseline condition. During baseline, intervention, and return sessions, researchers noted the verbal statements that the participant made, categorizing statements as scripted, unscripted, and preservative. Unscripted speech consisted of any statements not in the script, and unscripted statements were also categorized as preservative if they were repetitions of a previously spoken statement or out-of-context sentences. Researchers responded to perseverative statements discouragingly by showing a “shhh” card containing a drawing of a face with an index finger over the