Social And Social Of Young Adults With Autism Disorders Essay

Autism is a developmental disorder, which is characterized by a dyad of difficulties in a) communication and social interaction and b) restricted interests and imagination (American Psychiatric Association, 2013). Individuals on the Autism Spectrum might find it challenging to understand what other people think or what the reasons for their behaviours are, as their ‘theory of mind’ may not be well developed (Schuwerk, Vuori & Sodian, 2015). It is possible that this is why they might behave in socially inappropriate ways, being unable to differentiate between different contexts, while they might also find it difficult to make friends. Moreover, it is likely that they are fond of routines, repetition and structure (Carnahan, Musti-Rao, & Bailey, 2009), as they might be nervous with unknown, new situations. In addition, some of them might not do eye contact with other people, whereas some others might not endure to be touched and might have a difficulty developing speech (Jordan, 2005). Individuals on the Autism Spectrum might sometimes be prohibited to initiate conversations and might struggle with finding different ways to play and behave, due to the possible deficit of imagination, which in some cases might result in them having a narrow sphere of interests. Nevertheless, it should be noted that this group of people is rather heterogeneous, as characteristics of autism may differ from one individual to another (Gwynette, 2013). Another point is that people with Autism

I do not really know what autism is. I believe autism has something to do with delayed learning. Some people with autism do not talk much. They seem very shy and don’t hang around with others much. I hear about autism on commercials. I also heard that people with autism are good at some things though. People with autism tend to be do things differently. For example, some people function by remembering patterns, pictures, or words. Autistic individuals are good at paying attention to detail.

Autism spectrum disorder has become the most common neurological and developmental disorder diagnosed in children today. The United States Centers for Disease Control and Prevention (2012) estimate that 1 out of every 88 American children have been properly diagnosed. There is no known cure for autism, and the inconsistencies of the symptoms of autism in each case make it difficult to target a particular set of effective treatments. However some behavior management therapies, specifically physical therapy, may help to significantly control the unwanted symptoms in young children with autism spectrum disorder.

The article mentions how there is a lack of experimental investigation with Social Stories in general education inclusion settings. Therefore, the purpose of the study was to observe the affects of using a social stories intervention package on the social communication behaviors of 2 students with autism who are enrolled in a full-inclusion kindergarten classroom.

“Where could anybody be without organizing their own thoughts”(Slater 1)? Imagine living in a world where one could not communicate with anyone around them on a truly rational level, even though the individual is completely rational. Imagine feeling so frightened by life, that one escapes to an Alternate reality, where they become catatonic, or even take on forms of different personalities to deal with everyday situations. Try not being able to communicate through one’s own words, only repeating what others have said in order to get along in life. This is what living with Autism is like. Autism, through the book definition is a “complex developmental disability…that appears

Other research studies focus on the ways that animals can be integrated into the classroom to improve the social interactions in children with ASD. The first study by O’Haire, McKenzie, McCune, and Slaughter (2013) studied children participating with two guinea pigs in the classroom for three 10-minute sessions, while having another group of children simply playing with toys. They measured social approach behaviors and the amount of social approaches that the child received. They found that when children with ASD were playing with the animal they presented more social approach behaviors and were approached more than the children playing with the toys. A later study by O’Haire et al. (2014) examined the integration of guinea pigs into the classroom and found significant improvements in the participant’s social approach behaviors and social skills and a decrease in the children’s social withdrawal behaviors. This is supported by Fung and Leung’s (2014) study, which examined children with autism’s interaction with either a dog or a stuffed animal dog. They found a significant increase in the verbal social behavior in children who interacted with dogs. The most recent study by O’haire et al. (2015) examined skin conductance arousal of children with ASD (N=33) and typically developing peers (N=66) interacting with guinea pigs in the classroom. These children were measured in four different social contexts including silent reading, reading aloud, free play with peers and toys, and free play with peers and guinea pigs. They found that the children with ASD had higher levels of arousal than his or her peers, as indicated by skin conductance responses, except for when the animals were present. Children with ASD showed a 43% decrease in skin conductance when animals were present in playtime, as opposed the usual availability of toys. Each of these studies indicates that having animals in the classroom increases positive social

Most parents wonder what is the next chapter for their child with autism spectrum disorder (ASD) after they graduate from high school. For some individuals, it is to move onto higher education. As stated by Cai and Richdale (2015), the USA has one of the lowest rates of college enrollment for individuals with ASD, with over 50% of these individuals being in neither education nor employment following their secondary school (p. 31). Individuals with ASD who move forward in gaining a higher education will have to learn to adapt and determine how to transition into higher education. Mentioned by Cai and Richdale (2015), a USA national survey illustrated poor outcomes from transitioning from secondary school into adult-hood. The findings show that after young adults with ASD left the public school system, 80% live at home, 32% attended postsecondary education, only 6% had competitive jobs, and 21% had no employment or education experience at all. In addition, 40% reported having no friends. (p. 32)

Researchers have focused on studies evaluating the usefulness of various autism intervention models to improve intervention with individuals on the autism spectrum. Newer models aiming to teach these individuals various communication skills have emerged, but the lack of experimentation has researchers questioning their overall effectiveness. A large percentage of individuals along the autism spectrum have difficulties with various communication skills and require intervention to address these sociable differences. Social stories, a recent intervention model, has become a popular method of

Autism, or autism spectrum disorder (ASD) is a pervasive neuro-developmental condition which effects a person’s ability to communicate and interact with others. People with autism may have a difficult time understanding ‘typical’ social cues and social behaviors, and they may face challenges engaging with those around them either by using words or non-verbal behaviors and refers to a broad range of conditions characterized by challenges with social skills, repetitive behaviors, speech. As well as by unique strengths and differences. We now know that there is not one autism but many types, caused by a combination of genetic and environmental influences (what is autism,

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.

Even with a substantial amount of research on the complex concept of Autism Spectrum Disorder (ASD), much remains unknown when it comes to the root of this disorder. Study after study have shown that there are multiple brain regions of the ASD brain that act differently when compared to typically developing (TD) individuals. One area of the brain that researchers have shown an interest in is the fusiform gyrus. The fusiform gyrus is a section of the brain that is located between the parahippocampal gyrus and the lingual gyrus medially and the inferior temporal gyrus laterally on the basal temporal and occipital cortex ( ). The reason why this area is critical to understanding the ASD brain is its functions in color processing, word

Autism is a developmental disorder in which an individual has problems with communication and interaction. Autism Spectrum Disorder was adopted as a categorization in 2013 and begins in childhood and follows throughout the course of a child’s life and is actually a collection of developmental brain disorders. There is a copious difference between autism and Asperger syndrome, the main difference appearing to be language development. “The first documented case of autism was published in 1943 by Dr. Leo Kanner” (Introduction to Autism). This disorder is extremely difficult to diagnose because of the copious different presentations of the symptoms, which leads to misdiagnoses such as ADHD and Rett syndrome.

“Presently we don’t have a medical test that can diagnosis autism. A typical diagnostic evaluation involves a multi-disciplinary team of doctors including a pediatrician, psychologist, speech and language pathologist, and occupational therapist” (Autism Speaks, 2015). Autism is a developmental disability with onset from birth to 3 years old. According to statistics from the CDC released in March 2014, it identified 1 in 68 American children on the autism spectrum (Autism Speaks, 2015). Studies show that autism is four to five times more common in boys than girls. Its presents clinically by impairments in reciprocal social interaction,

Using social stories has proven to be a successful intervention for improving behavior and communication across environments for children with autism. Information for assessing and identifying target behaviors for social story interventions comes from information found in teacher and parent interviews, direct observations of student behaviors, and data collection. This information is then used to create the social story with specific steps and skills needed in obtaining the target behaviors. All participants in the presented journal reviews showed considerable improvements in participant’s target behaviors with the use of social stories. There was only one instance of a child not improving after the social story intervention was implemented.

I am very passionate about working with kids with autism. They have such amazing personalities and I feel like people don’t see past the disability to the unique person they are. For several years I worked at a residential facility for kids on the spectrum. I was a direct care staff that worked one on one with them to work on their goals their treatment plan was focusing on. My passion to help kids with autism comes from my previous experience working with these kids and watching them grow and learn new skills. This transformation that I watched happen and helped be a part of with these kids made me want to help more kids with autism spectrum disorder (ASD). There are a lot of skills that need to be taught to these children. Socialization, communication, and positive behavior are just a few kids with autism need help improving. I believe that the earlier that you teach a child these skills the more successful they will be. Early intervention has had a positive outcome within many research experiments that professionals have done. The Individuals with Disabilities Education Improvement Act (2004) also requires schools to teach kids with disabilities alongside typically developed kids as much as possible.