Naeyc In Education

NAEYC is the National Association for the Education of young children. The NAEYC standards are 1.Relationship standard is promoting positive among all children and adults and it is when all the children see it. The children want to have a relationship with their teachers who help children resolve conflicts and find their feelings. 2.Curriculum standard has a topic in these areas. They are social, emotional, physical, language, and cognitive. They also have to make sure that the children learn through play and have the work through their problems. 3. Teaching standard is where teacher engage children to learn new stuff. 4.Assessment standard benefit children and teachers by knowing if the children have a disability and will let them know

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 characterized as a neurodevelopmental disorder that affects social interactions, nonverbal and verbal communication, and restricted and repetitive behavior. On a global scale, autism was estimated to affect 21.7 million people in 2013, and the number continues to rise as time persists. Children are often diagnosed while they are infants, usually in the first two years of life, when parents notice odd behaviors such as assembling toys or stacking of objects. It is not yet well understood how autism occurs, but we do know that autism affects information processing in the brain by changing the way nerve cells and their synapses connect and organize. Autism is one of the three disorders that make up the Autism Spectrum, the second is

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.

Although it is a fairly common and a treatable disorder, Autism cannot be cured. The majority of people with Autism develop it in the earliest stages of life, including birth and even life in the womb. Like there are many fields of ASD, there are many causes of it. Autism is formed when there is a combination of factors that stop or interject with proper brain development. Most causes can be categorized into two groups: genetic and environmental. Some causes may include the parents age during conception,

Whether a diagnosis of autism, or diagnosis of another disability is to be made, interventions can be developed to add the child 's “tool belt” on their waist of life. Research shows that the early intervention can highly impact the likelihood of success (Krader, 2014). The American Academy of pediatric tells us that the diagnosis procedure should start in children between 18 and 24 months. With the essential screening process, recommendations can be used to begin intervention and start the help that the child needs. As we have seen through research, not all children receive testing that proves equality (Krader, 2014).

Autism is affecting children of the U.S.at a rate of one out of every 68.Meaning one out of 68 children will be diagnosed with ASD. This disorder occurs more often among boys than girls. ASD affects over 3 million individuals in the U.S. Statistics show that the number of people diagnosed has increased by 17% within a year. There is no explanation, Scientists do not know the cause nor is there a cure for ASD. However it is definitely on the rise. It is unknown whether the growing number shows a real increase or is the sudden increase as a result of improved detection by physicians.

Autism is a fairly new diagnosis in the healthcare industry. A rapidly growing number of children are being diagnosed annually. There have been many rumors about how children are developing autism, and many treatment options are being attempted. There is currently no cure for this condition.

There has been an increase in the number of incidents (or rate) of ASD diagnoses, the important word being diagnoses. This could be due to a number of things, such as the change in the criteria for an autism diagnosis in the DSM-V (which has the potential to make it more likely a child with neuro-atypicalities will receive an autism diagnosis), increase in awareness of ASD (parents that suspect their child has autism will take them to be diagnosed to receive services), and improved information for clinicians (children with symptoms of autism are less likely to go undiagnosed and are diagnosed at younger ages). Infants can display predictive symptoms of autism and, while they are not immediately diagnosed, they can be “watched” and diagnosed

Autism spectrum disorder (ASD) and autism are both general terms for a group of complex disorders of brain development (“What is Autism,” 2014). Autism is very common, it affects over 200,000 people in the United States per year. Autism can be treated but there is no known cure for autism, it can only last for a couple of years or a lifetime. This disorder is a serious development disorder that impairs the patient’s ability to interact and communicate with others. This disorder attacks the nervous system, it is known to affect ages 3-60 and is more likely to affect males over females. The symptoms can vary, the most common symptoms include

Autism spectrum disorder (ASD) was introduced in 2013 by the American Psychiatric Association as a disorder comprising four previous mental health disorders: autistic disorder, childhood disintegrative disorder, pervasive-developmental disorder, and Asperger syndrome (Autism Speaks, 2017). As a whole, ASD presents with specific symptoms such as social and communication challenges, restrictive or repetitive behavior, and unique strengths and differences. The diagnosis of ASD is graded on a spectrum of different levels from low functioning to high functioning. On the high functioning end of the spectrum, a child may display some deflections from social gatherings and sensory sensitivity but excel with motor and cognitive skills. However, on

Autism is a non curable disorder that affects children and adults worldwide. Today, about 3 million people struggle with this disorder and have hopes of one day finding the causes.

One of the biggest reasons is that only 3% of children are identified as having ASD outside of the school and its many resources. This means that 97% of children are identified either by schools and their staff or through the assistance of schools with other outside sources. (Brock, Jimerson, and Hanson, 2006) Furthermore, the reasons for identification are even more important. Many children who suffer from ASD without diagnose create a large financial burden for their families without access to the many resources that exist to support these families. The primary method for identifying a child with autism is by using the Diagnostic and Statistic Manual for Mental Disorders (DSM-5). The DSM-5 identifies four key components of the diagnosis criteria. These are: persistent deficits in social communication and social interaction across contexts that are not accounted for by general developmental delays; restricted or repetitive patterns of behavior, interests, or activities; symptoms must be present in early childhood (but may not become fully manifested until social demands exceed limited capacities); and symptoms together limit and impair everyday functioning. (American Psychiatric Association, 2013) However the DSM-5 is not without a level of controversy. It’s important to note that these changes will likely preclude some children from being diagnosed with ASD, even though, they exhibit ASD qualities. For

- Autism spectrum disorder (ASD) is a range of neurodevelopment disorders characterized by social impairments, communication difficulties, and repetitive patterns of behavior. These signs usually begin before a child is three years old. Some parents report the change as being sudden, and that their children start to reject people, act strangely, and lose language and social skills they had previously acquired. In other cases there is a plateau of progress so that the difference between the child with autism and other children the same age becomes more noticeable. It is important to note that not all signs of autism appear in all autistic children. The degrees in which they appear may vary as well. But

Although a routine score of 15 is used typically, a score of 10 points was chosen for this study to not miss higher functioning individuals with ASD. Other diagnostic tools were implemented when scores reached and/or exceeded the cutoff. The diagnostic tools used were Autism Diagnostic Interview-Revised, Autism Diagnostic Observation Schedule, and the Childhood Autism Rating Scale ( ). For a child to be considered autistic they had to meet three criteria domains which are impaired social interactions, impaired communication and repetitive