Essay about The Rise of Autism

The diagnostic criteria requires that symptoms of autism be apparent before the age of three, but it is roughly around that age that a child can be given an autism disorder diagnosis. In order to receive a diagnosis for autism the child must meet several criteria listed in the Diagnostic and statistical manual of mental disorders. At least two qualitative impairment in social interactions such as: failure to develop peer relationships, lack of social or emotional reciprocity, impairment in the use of non verbal behaviors (facial expressions, body posture, eye to eye gaze) and lack of spontaneous seeking to share enjoyment, interests or achievements with other people. They must also show at least one of the qualitative impairments in communication, such as: stereotyped and repetitive use of language or idiosyncratic language, delayed or

Since autistic children have low capacity of absorption, tasks are broken down into different areas, and then children focus on each of them separately through an approach known as discrete trial training (DTT). This method allows autistic children to learn tasks like persistent eye contact, fine and gross motor skills, academics, conversation ability, self help and others.

There are several interventions that are available for those with autism. The interventions are separated into the

Taking your child to therapy or programs could be a good way in teaching your autistic child how the world goes. Some programs may take place at home with a professional specialist and trained

Which is why the Individualized Education Program was created in the late 1970’s. IEP’s provide children with ASD proper personalized learning strategies they need in order to achieve academically. With this program enacted, psychologists, behavioral analysts and doctors began researching the topic of autism and studying how children with ASD learn. They slowly began coming up with effective methods of how to teach children with ASD and how to help these children learn at their highest potential. These methods included DDT, PECS and PRT which have been applied, analyzed and refined over the years to create evidence based techniques that result in the most effective ways

Autistic infants often show little or no interest in other people and lack typical social behaviors. For example, they may not smile at their mother's voice or make eye contact with caregivers. Autistic children fail to develop normal relationships with their parents, brothers or sisters, and other children. Often they seem unaware of the needs and feelings of other people, and may not respond if another person is hurt or in distress. They also fail to make friends.

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.

Autism is on the rise. Many researchers feel the reasons isn’t because there are more kids being afflicted with it, but the increased public awareness has allowed this disorder to be more easily recognized and diagnosed at a earlier age.

There has been an increase in the number of children diagnosed with autism or other autism spectrum disorders. It is likely as an educator that you will have at least one child with this diagnosis in your classroom. This paper explores some of the methods used to teach autistic children.

Individuals with autism demonstrate delays or deficits in social interaction and behaviours. Autism is apparent from early childhood, but can emerge in early adulthood. It is associated with a wide range of possible causes, but genetic factors are the main causes. Children with autism have impairments in cognition, language delays, and lack of or poor social interactions. Lack of communication may force these children to adopt repetitive behaviours such as self-inflicted injuries and violence. The teaching process requires interventions that address the repetitive behaviours, skill development, and play

Several types of therapy are also offered to children with ASD. Occupational Therapy (OT), Speech Therapy (ST), and Sensory Integration Therapy (SI) are three of the most used therapies by Autistic children. Occupational Therapy is the use of treatments to develop, recover, or maintain the daily living and work skills of people with a physical, mental or developmental condition (“Treatments”). Dr. Cathy Pratt, the director of the Indiana Resource Center for Autism, said, “Children with autism need to be taught how to play and how to act in a social situation” (Landau 51). Occupational Therapy also integrates Speech Therapy in order to help the children learn how to communicate in certain situations. Speech Therapy trains people who have trouble speaking or have speech impediments to speak or communicate

Autism Spectrum Disorder is not curable but it can be controlled using a certain type of treatments. There are various types of treatments used by parental, caregiver and clinical. The treatments can be separated into behavior and communication approaches, medication and complementary and alternative medicine. Applied behavioral analysis is a treatment approach that is used in many schools and treatment clinics (Foxx, 2008). There are different types of ABA and one of it is early intensive behavioral intervention (EIBI). EIBI is the most effective treatment used for young children from birth to 3 years old as the services consist of treatments to assist the child to talk, walk and interact with others (Matson & Goldin, 2014). Discrete trials teaching (DTT) is one of the key teaching methods in EIBI. An efficient approach for teaching children with ASD has been shown by DTT and it plays an important role in language, social and academic skills. DTT has a sequence of discrete learning units that allows the skills to broken down into smaller units when teaching a new skill. DTT consist of three-term possibilities,

Tens of millions of people have been diagnosed with Autism worldwide, effecting both genders, all races, ethnicities and people from all socioeconomic classes. In 2010 a Surveillance Summary was conducted in the United States, where it identified that one in 68 children are diagnosed with Autism (Centers for Disease Control and Prevention, 2014). It has been recognised

Autism is a complex disability, as the way it manifests in each child differs in severity across numerous characteristics. Children diagnosed with autism qualify to receive special services and a “free, appropriate public education in the least restrictive environment” under the federal legislation, Individuals with Disabilities Education Act (Hunt & Marshall, 2012, p. 15). Autism was added to IDEA in 1990 as a new disability category. The legislation defines autism as “a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age 3 that adversely affects a child’s educational performance” (Hunt & Marshall, 2012, p. 301). The “Rules for the Provision of Special Education” from the State Superintendent of Public Instruction of Washington state also outlines eligibility and individualized education programs for children diagnosed with autism (Rules for the Provision of Special Education, p. 11 & 46). Furthermore, the DSM diagnoses autism when a child shows “qualitative impairments” in social interaction, communication, and “restricted repetitive and stereotyped patterns of behavior, interests and activities” (Hunt & Marshall, 2012, p. 302).

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.