Raising A Child With An Autism Spectrum Disorder ( Asd )

Having a child given a diagnosis of an Autism Spectrum Disorder (ASD) is a very stressful event for parents. It is imperative to understand that there is much that can be done for both parent and the child. From the current literature we know that parents of children diagnosed with autism worry about many things like lifetime dependency to family dissonance. We know that these parents are distressed and angry, the parents of children with more unusual behaviors feel a lot more stressed than the parents of children with fewer unusual behaviors. However, having a strategy to approach it correctly and to get the best possible help for your child is probably the most important step, one can take to relieve stress and to aid the child’s development.

The first three years of a child’s life is the most important and central time for the brain’s development. Autism is a disorder that can be diagnosed during the infant or toddler stage. Children can be diagnosed with autism by having different impairments such as social interaction, pattern of behavior, eye contact and speech impairment. Having the child being diagnosed with ASD can change a parent’s life view. Parents can learn different things in order to help their child. Parents will be provided by health providers different treatment, different placement in education and knowing about the different risk factor to make a difference for their autistic child now and in the future.

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.

The interviewee's child was diagnosed with Autism Spectrum Disorder when he was just 2 years old. The child had been enrolled in the public school system since he was able to attend school. The types of classroom settings have been majority of self-contained classrooms, however, in kindergarten he attended a regular education classroom. Currently, his placement is in a self-contained Autism classroom. The family comes from a middle socioeconomic background. Furthermore, the behavior analyst has worked with all types of families and children from many different socioeconomic

The hallmarks of autism spectrum disorder (ASD) involve marked deficits in social interaction as well as engagement in repetitive behaviors and language difficulties (Leblanc, Richardson, & Warnie, 2005). Although autism can have a profound impact on the capabilities and functioning of the individual, emerging research indicates that applied behavioral analysis (ABA) can be an effective tool for addressing many of the deficits that children with ASD face (Boutot & Myles, 2016). In fact, emerging research indicates that when ABA is utilized for the treatment of young children with ASD many of the challenges faced by this group can be ameliorated (Boutot & Myles, 2016). With these issues in mind the current investigation considers the seven elements of ABA identified by Baer, Wolf, and Risley (1968) in their seminal article on applied behavioral analysis and their application to individuals with ASD. Through a critical review of the seven elements of ABA in relation to ASD it will be possible to illustrate how this approach can be effective for improving outcomes for individuals diagnosed with autism.

When in the early stages of learning how to teach children, many educational students often wonder about the long term educational needs of children on the autism spectrum disorder (ASD). We are often taught about the primary level of needs of children with ASD. But as our education focuses solely on the firs handful of years, we often do not know what happens to children with ASD after they leave elementary school. What happens to children with ASD and how many steps are involved in their transition to upper grades?

Autism Spectrum Disorder (ASD) is a developmental disability that can cause significant social, communication, and behavior challenges and was first described by Dr. Leo Kanner in 1943 (Brown & Percy, 2007). Individuals with ASD can range from high functioning to low functioning in their ability to learn, think, and problem solve (Brown & Percy, 2007). Behavior problems are common among individuals with ASD (Hill at el, 2014). Kogan (2009) estimates that approximately 637,000 children in the U.S. alone have ASD and within those 637,000 children, Hagopian (2007) suggests that half of those children, who are diagnosed with ASD, also display problem behavior. According to Hagopian & Hardesty (2014), Applied Behavior

This article is all about AAI otherwise known as the animal-assisted intervention. AAI has been suggested time and time again as a possible treatment practice for people with autism spectrum disorder (ASD). The Article starts off by talking about autism what it is and the diagnosis of it. It then goes into detail to talk about AAI; AAI is an alternative intervention that has developed into treating all sorts of individuals with a range of medical issues and developmental issues. The article talks about the lack of evidence to support the programs on AAI and its effects on children with ADS. IT goes into detail identifying 20 studies that were done to assess the effectiveness of AAI on ADS patients. They assess AAI by participant

When addressing the needs of clients in the social work field, implementing interventions that are evidence-based can ensure the most effective outcomes. As social workers serve a wide range of populations, there are multiple evidence based interventions used for these different populations and their specific needs. Reciprocal Imitation Training has shown to be a successful and effectual intervention that addresses the needs of children with Autism Spectrum Disorder. Supported by several professional research studies, this evidence-based training could be a beneficial intervention for social workers serving this specific population.

Parents who have children with autism spectrum disorder (ASD) should define their parenting technique more so than parents of neurotypical children. Children with ASD have many different needs. For example, an ASD child has great difficulties with their social skills; this deficiency causes them not to have meaningful social interactions. Their interests are narrow, and it dominates the child's life (Volkmar & Klin, 2000, as cited in Sansosti & Powell-Smith, 2006).

Having a child given a diagnosis of an Autism Spectrum Disorder (ASD) is a very stressful event for parents. It is imperative to understand that there is much that can be done for both parent and child. From the current literature we know that parents of children diagnosed with autism worry about many things like lifetime dependency to family dissonance. We know that these parents are distressed and angry, the parents of children with more unusual behaviors feel a lot more stressed than the parents of children with fewer unusual behaviors. However, having a strategy to approach it correctly and to get the best possible help for your child is probably the most important step, one can take to relieve stress and to aid the child’s development.

Scheuermann et al asked, “If a teacher meets state standards for certification, but has no coursework in or experience with autism, is that teacher highly qualified to teach students with autism?”

The article starts out defining Autism Spectrum Disorder (ASD), and the different behavior modifiers. Then, we are given the problem being studied and the questions that the study focuses on. The knowledge of the parents of children with autism spectrum disorder of methods of modifying behavior represents the foundation stone in dealing with these children and evaluate their behavior, and it contribute to the social reintegration of behavior, and help identify training needs of those methods when designing training programs, and thus lead to the effectiveness of training and invest optimally. This will reflect positively on children with autism spectrum disorder. This study attempted to answer the following questions: 1) What is the level of knowledge of the parents of children with autism spectrum disorder of methods of behavior modification? 2) What are the training needs of parents of children with autism spectrum disorder of methods for behavior modification? 3) Are there any statistically significant differences (α = 0.05) in the level of knowledge of the parents of children with autism spectrum disorder of methods for behavior modification attributed to variables: gender of the respondent, qualification of the parents? Age of the child with autism? The gender of a child with autism spectrum disorder? (Deeb)

There is no doubt that raising a child with autism is challenging. There is endless research on Autism Spectrum Disorder (ASD) but a very limited amount on the costs and benefits of caring for a person with the disorder. In order to gain a comprehensive perspective on the biggest challenges parents and caregivers of autistic children face, a look into the private lives of these families and close networks is necessary. The only way to give support and provide the much needed services required to help, one must ask them what the most difficult parts about managing autism are. Below examines three of the most common struggles these families face when trying to understand and help their autistic children develop into the capable people they are certainly able of becoming.

Not having social skills can affect the quality of a child’s life. It is so important to recognize that social challenges in autism are bidirectional, they may either lack social initiation or voluntarily interact with trusted individuals like family. Either way, they need all the support and teachings they can get. Lack of social skills in children with Autism Spectrum disorder can lead to depression, anxiety, aggression and many other negative issues. As these individuals transition into becoming adults, lack of social skills may lead to poor educational outcomes, low employment rates, health challenges and more (Kunzi, 2015). That’s why it is important that these strategies are taught to these individuals. We need more studies and research on social skills of ASD and how it can be improved and the consequences of when it is not.