Social Interaction For Children With Autism

Autism Spectrum Disorders are developmental disabilities with lifelong effects for the person. They are characterized by the repetitive behaviors exhibited by the client with social and communication deficits as well. Clients with ASDs have unusual abilities to learn, they struggle with paying attention and may react inappropriately with extreme tantrums to different sensations. ASDs include and are not limited to autistic disorder, pervasive developmental disorder, atypical autism and Asperger disorder. Research of autism has been tracked by the Centers of Disease Control for prevalence since 1996, however tracking of developmental disabilities began in the 1980s.

Specific data in regards to the individual’s social development and behaviour is collected. Inquiries about core ASD symptoms including, unusual, or repetitive behaviours and social relatedness are done, the family’s input is important.

Social interaction is defined as “a process of reciprocal stimulation and response between two people. It develops competition, interaction, influences social roles and status, and influences people in development of social relationships.” (What is SOCIAL INTERACTION) By adolescence most individuals are fairly competent at social interaction and have a general understanding of what is required of them in most social situations. For high functioning autistic children, this is far from the case. Simple interactions between themselves and others can be confusing and difficult to navigate without proper adaptive training in social behavior. In the following sections, we will explain the need for this training, how it is implemented, and the

When people talk about Autism, they are usually referring to Autism Spectrum Disorders (ASD), which is a brain disorder characterized by social communication challenges and repetitive behaviors. The CDC describes Autism Syndrome Disorders as: “a developmental disability that can cause social, communication and behavioral challenges. Autism Spectrum Disorders are categorized by significant deficiencies in social interaction and communication skills, as well as extremely challenging behaviors. ASD is mostly sensory overload.

Autism is considered a spectrum disorder because symptoms and severity vary from individual to individual. Autistic people express differently from each other. Autistic spectrum describes a range of conditions classified as pervasive developmental disorders.

Having a companion dog, usually either a Golden retriever or Labrador retriever, due to their size and gentle nature, is vastly different from simply having a pet. Service dogs go through extensive training, usually six to eighteen months, before being placed with a child and continue training after being placed in the home. The key is to evaluate the situation as carefully as possible, keeping expectations realistic and conditions flexible. A companion animal is the most rewarding when the whole family is willing to adapt and take on the responsibilities; thus increasing the quality of life substantially.

Autism Spectrum Disorder (ASD) is a group of conditions of the brain development. (Vries, 2015). The main characteristic of individuals with Autism Spectrum Disorder (ASD), is that they have difficulties to adapt and interact with other people. Also, individuals with Autism have problems with their development of verbal and nonverbal communication. They show a repetitive behavior that is usually recognized during the first three years of life. Approximately one of sixty eight children are affected with Autism Spectrum Disorder (ASD) in the United States. (Vries, 2015).

Autism is the main form of autism spectrum disorders (ASD). Autism is a developmental disorder that is manifested in problems with communication, impairment of social functioning, and repetitive behaviours. According to the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-V), ASD diagnoses must meet four different areas of criteria. There are three symptoms of "deficits in social communication and interaction across contexts," four symptoms of "restricted, repetitive patterns of behaviour, interests, or activities," "symptoms must be present in early childhood," and the symptoms must "together limit and impair everyday functioning" (Carpenter, 2013). There are many theoretical positions on the causes of autism spectrum disorders. Some of which have been discounted by empirical studies that have been researched and performed.

Scientifically, autism and autism spectrum disorder, also known as ASD, are commonly used names for difficult disorders that have to do with brain development. Disorders like these are grouped by someone’s difficulty in social interaction, repetitive behaviors, and nonverbal communication. To the people who are diagnosed with this disorder and the families it affects; it is so much more than just science.

Over the years, more people are becoming aware of Autism Spectrum Disorder, ASD. The growing number of individuals who are affected by ASD have been increasing over the years. This could be do to the new DSM development of what is considered ASD or simply more children are being born with ASD. Either way, ASD is more predominate in our society today. ASD is defined in the DSM 5 as having abnormal social aspects, lack of social skills, non-verbal communications skills, deficits in development, lack of understanding of relationships, and self-stimulation through repetitive behaviors (American Psychiatric Association, 2013). Although these are not all of the symptoms caused by ASD

Autism is described as a neurodevelopmental disorder that inhibits characteristics like impaired social interaction, difficulties in verbal and non-verbal communication, cognitive disorders and repetitive behavior.

“Most children with ASD interacted daily with their dogs and reported being “attached” to their dogs.” Relayed a source on how dogs affect autistic children’s social skills. (5) The interaction of children affected by ASD with animals went above and beyond all other sources of therapy to encourage interaction with others, verbal communication, and non-verbal interactions. Often times when children that have ASD are in public areas or classroom settings they become reserved and unwilling to communicate with others. These actions lead to being rejected by society and by their peers. A quote provided by a written evaluation on having therapy animals in the classroom remarked that, “Children with autism spectrum disorder (ASD) in inclusion classrooms tend to be rejected and victimized by their peers, which can lead to social isolation, anxiety, and problem behaviors.” (8, paragraph 1) Often times it has been realized by parents of children with ASD that having an animal present with their child advances their level of communication with others and allows them to fit in better in all cases. Many articles concluded the same facts, one of them being that, “As the definition of ASD goes, children who have autism have difficulties socially interacting with peers, family, teachers, and other humans.” (1,

Although autism is a common disorder, many people are under educated. Autism is a shorter term for autism spectrum disorder or ASD. Both are “general terms for a group of complex disorders of brain development” (What). ASD can involve many brain development issues, including “intellectual disability, difficulties with motor coordination and attention and physical health issues” (What). Individuals afflicted by autism can have a range of development problems from mild to severe. Unlike some other conditions, no two cases of autism spectrum disorder are the same.

Autism is a disorder characterized by significant problems in communication and social functioning. Autism is actually called Autism Spectrum Disorder and encompasses a broad range disabilities such as Asperger syndrome, Rett’s Syndrome, and Pervavasive Development Disorder (Dunlap & Fox, n.d.). There are also varying degrees of the disorder from low-functioning (no communication and no social interaction) to

Wright, H., Hall, S., Hames, A., Hardiman, J., & Mills, R. (2015). Acquiring a pet dog significantly reduces stress of primary carers for children with autism spectrum disorder: A prospective case control study. Journal of Autism and Developmental Disorders, 45(8), 2531-2540. Retrieved from