The Importance Of Emotional Recognition Tests On Children With Asd

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

In my personal story, I reviewed my own experience of being a parent to a child with an ASD diagnosis. As it was demonstrated both from the literature review and though my personal story, it is clear that facing an ASD diagnosis is a big crisis. Part of the crisis relates to the stigma of ASD. Parents face judgment and resentments toward their children from the general public as well as judgment on their parenting style. This judgment comes as a result of the typical appearance of most children with

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

1.2 Analyse the main diagnostic features of autistic spectrum conditions commonly known as ‘triad of impairments’...

1.2 - Analyse the main diagnostic features of autistic spectrum conditions commonly known as the and amp;quot;triad of impairments and amp;quot;

Autism spectrum disorder (ASD) may be portrayed toward critical impairments in social interaction. It also includes restricted repeated behaviors, interests and activities. (Mayo Clinic staff, 2014)

Identify problems that individuals with an autistic spectrum condition may have in social interaction and relationships

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.

Autism is widely described as a spectrum disorder because of the wide variation in the intensity of the condition and the many complex learning difficulties that may accompany the disorder. Baron-Cohen (2007) led a change of emphasis from the definition of autism as a ‘disorder’ or medical condition, to a focus on the social learning aspects of a ‘condition’. The alternative name of autistic spectrum condition (ASC) is, therefore, now commonly used.

Leifer (2015) states “peer-related social behavior normally develops early in the preschool period, with symbolic play normally emerging by two years of age” (p.748). A child with ASD tends to have difficulty interacting with others, has flat facial expressions, avoids eye contact, dose not respond to name when called, and prefers to play alone. They may also have problems with sharing and showing their feelings. Since they have difficulty regulating emotions, their outbursts may be

This implicitly links with the observations of Attwood (2007 p 56) which describe Asperger syndrome (as part of the autism spectrum of characteristics) and social interaction as

It is important to note that when looking at how empathy processes manifest in individuals with ASD, one must first consider how the capacity for empathy originated. It is through the primary relationship—the attachment to the caregiver—that empathy is modeled for young children (Hojat, 2007). Within a secure caregiver-child attachment relationship, a caregiver will model empathic responding by consistently, sensitively, and appropriately attuning to the needs of a distressed child (Ainsworth & Bowlby, 1991). The child, in turn, will internalize this pattern of behavior demonstrated by the caregiver, constructing an internal working model that not only imbues social relationships with value, but also guides how the child should respond to

People with Autism are presented with difficulties with social interactions, in particular, establishing and maintaining relationships. There is a lack of responsiveness to non-verbal forms of communications, like facial expressions, physical gestures and eye contact. Often, they are unable to fully express needs due to being unable to interpret and understand others needs. These lack of social interactions effect their ability to share others interests and activities, which gives the appearance that they are socially distant. The cause of their inability to understand non-verbal forms of communication which causes them to become withdrawn socially; is due to a delay in speech.

Autism is associated with a range of differences and difficulties typically related to core skills in reciprocal social interaction, communication and imagination

Autism defined as “ developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally before age 3,” (as cited in Gilsenan, 2011). These impairments ( social interaction and communication) ,as well as the impairment of imagination( imaginative play and understanding of alternate outcomes), are called the triad of impairments,( Lowth, , 2014, para. 8). While the