Young Girl With High Functioning Autism That Has Issues With Her Emotions And Effective Communication Essay

The topic I chose to research for the final project of this quarter is Autism, this paper is geared towards early childhood educators, children and families who are coping with ASD. I have included resources for children and their families, and also included strategies and ideas in working with young children with ASD in the classroom. Starting, with the definition of Autism, which is also called Autism Spectrum Disorder, is a serious developmental disorder that impairs the ability to communicate and interact. Autism is a developmentally disability that involves delays within, speech, social skills, language and behavior. Children left untreated with ASD, can suffer from not developing social skills and may not learn to behave appropriately, very few children recover completely from autism without any intervention. There are a wide variety of treatment options that can be very helpful for children and their families with ASD. Autism Spectrum Disorder impacts the nervous system, common symptoms include difficulty with communication, social interactions, obsessive interest and repetitive behaviors. Early interventions, behavioral, educational, and family therapies can help reduce symptoms and support development and learning. Early signs of autism spectrum disorders may consist of, the ability to read at an early age but often without understanding what it means, may not cry if in pain or seem to have any fear, may be very sensitive or not sensitive at all to smells, sounds,

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)

In the United States today, the fastest-growing disability that deals with development is autism(Facts). Autism Spectrum Disorder can be described as “a condition or disorder that begins in childhood and that causes problems in forming relationships and in communicating with other people(Webster).” Although the number of children diagnosed with autism is on the rise, there are many different levels of autism, which can affect how the cases are dealt with. Autism has no cure, but by informing the world, it can help to prepare an autistic child for the future that they hold.

Although the module was on Autism, many practices presented could also work for Lucia, a case study child who is not diagnosed with autism. Lucia is nine years old. She is in fourth grade and attends a suburban elementary school. Lucia has multiple disabilities including cerebral palsy, an intellectual disability and a language delay. Lucia’s primary language is Spanish. She also uses both a wheelchair and augmentative communication device to accommodate her needs. The case study, indicates that Lucia has progressed in many areas, however, more evidenced based

“Your child has autism spectrum disorder” are words no parent wants to hear. They are words that will instill fear, worry, and sadness. When parents hear this for the first time, they will have many questions. “Is there anything I can do to help my child? If so, what can be done?” Early intervention services; such as applied behavior analysis therapy, occupational therapy, sensory integration therapy, and speech therapy before the age of three; can help improve the development of children with autism spectrum disorder. As an educator, early intervention is a subject teachers should be well educated in. It would be beneficial to the educator and the student, for a teacher to know and understand early intervention strategies.

Raising a child with an Autism Spectrum Disorder (ASD) can be an unexpected and overwhelming experience for parents and families. ASD is a developmental disability that can cause significant delays in communication, social and behavioral challenges (CDC, 2016). With the growing prevalence of ASD comes the increasing need for health, education and social services. As previously mentioned, it is estimated that 1 in 68 children are diagnosed with ASD (CDC, 2016). Additionally, children with ASD can obtain significant challenging behaviors that can include tantrums, aggression, self-injurious behavior, noncompliance, property destruction and hyperactivity (Bearss et. al, 2013). Compared to parents of typically developing children, parents of children with ASD report a greater sense of helplessness along with avoiding conflict when dealing with challenges of parenting. To decrease noncompliance and unwanted behaviors along with increasing independence, parents of children with ASD may need specific instruction in behavioral interventions and procedures (Bearss et. al, 2013). This being said, young children with ASD can benefit immensely from early intervention. Early intervention can be defined as the experiences and opportunities utilized by primary caregivers of infants and toddlers with developmental disabilities that use behavioral concepts to shape and influence social interaction with people and objects (Odom, Horner, Snell & Blacher, 2007). The purpose

Autism Spectrum Disorder (ASD) hits very close to home for me. Considering I have been a child/adult with Autism, I thought the topic of how to handle people with Autism in the health care industry was a good fit. As a child, I personally had difficulties going to the doctor. I have had countless unpleasant encounters with doctors, and I understand what Autistic people go through. If there was more understanding of the condition and more culture competence towards the issues faced with someone having Autism, there would be more autistic people who receive health care.

Having a family member with the disorder of Autism has made me question how people can cope with this type of syndrome. As I am continuing my education I have decided to work as a therapist who diagnose and treat such children with disabilities. As I researched books in the psychology section, I was able to find a book that will extend my knowledge in my career and answer my questions of Autism. Author Liane Holiday Willey is a Parkway North, 1977, graduate that has a Doctoral on education (Ed.D). At the age of thirty-five she was diagnosed with Asperger’s Syndrome, and now she is a professor of psycholinguistics, a motivational speaker and a sponsor of therapy programs. As a woman with Asperger’s syndrome, she is dedicating her career to educate people around the globe about the high-functioning autism in woman. Not only did she experience growing up and living with the disorder but also dealing with her youngest daughter

This assignment will highlight the interview process and the observation analysis of a child named Alice Buck who lives in our neighborhood. She is five years old and she struggles with a condition called Autism a mental disorder which is characterized by difficulty in establishing social interactions, non verbal and verbal communication and behaviors that are repetitive. She was diagnosed with the condition when she was 2 years old when her parents and doctors noticed some difficulty in her intellectual ability, complications in her physical health like inability to sleep, gastrointestinal disruptions, strains in motor coordination and maintaining attention spans. She has two elder sisters Alex and Christine both in secondary school. She is American and comes from a middle-class family. I will interview her parents and observe her in school and at home to further understand her development process and how her condition impacts her life as a child.

In order to create a successful inclusive classroom for children with autism, it is important to know more about the disorder and its characteristics. Every person with autism has different characteristics. “Children diagnosed with autism spectrum disorder display a range of specific characteristics such as: (a) impairments in communication and interactions with others; (b) restricted, repetitive and stereotyped behaviors, interests and activities; (c) delays in either ‘social interaction, language as used in social communication or symbolic or imaginative play’ with onset before the age of three” (Deris & Carlo, 2013). “A child’s profile along the continuum of Autism Spectrum Disorders dictates the severity of impairment in language engagement, social connectedness, sensory integration, and cognitive skills” (Friedlander, 2009). Each person is very unique. “They include autistic disorder (sometimes referred as “classic autism”), Rett syndrome, childhood disintegrative disorder, pervasive developmental disorder-not otherwise specified (PDD-NOS) and Asperger syndrome” (Autism Speaks). The table below shows three different levels of severity of autism. The data focuses on the level of severity, the social communication, and the restrictive, repetitive behaviors

Numerous studies have been conducted on the diagnostic features and potential definitions of autism, and the accompanying developmental, social and behavioral deficits found in individuals diagnosed with autism. The various editions of the Diagnostic and Statistical Manual of Mental Disorders (5th ed.; DSM-5; American Psychiatric Association, 2013) have changed in their definitions and diagnostic criteria of autism over time. In past editions, Autistic Disorder, Asperger’s Disorder and Pervasive Developmental Disorder were listed as separate disorders. However, in the DSM-5, which is the current edition of the DSM, Autism Spectrum Disorder (ASD) is the name of the disorder that encompasses the diagnostic features and definitions of those three neurodevelopmental disorders. Individuals previously diagnosed with any of those three disorders are now to be given the diagnosis of ASD. The definition and diagnostic criteria of autism and other neurodevelopmental disorders have changed so much over time because screening and diagnosing autism is very difficult for a number of reasons, which will be more thoroughly discussed in this paper. This paper will examine the diagnostic criteria, prevalence and risk factors, most effective forms of treatment and intervention, and life impacts on individuals and families of Autism Spectrum Disorder through the review of the DSM-5 and several peer-reviewed journal articles.

Learning about Autism is important for any type of teacher. With many different types of testing for Autism within this article ICD-10R, DSM-IV-TR, and DSM-5 are discussed. Many people do not know that Autism Spectrum Disorder (ASD) is serious. It is a neurodevelopment disorder. “In recent years there has been a rise in reported rates of ASD” (Wilson et al., 2013). There is information about how Autism is diagnosed on three domains. Those domains are abnormal communication, impaired social interaction and restricted and repetitive behaviors along with interests. There were research and testing completed that included 158 individual participants/ All of the individuals were assessed for ASD.

An Autism Spectrum Disorder is a neurological condition that effects social interactions and communication. The Autism Spectrum Disorder is present starting in the early childhood years. In earlier years Bettleheim thought autism spectrum disorder was acquired by a “psychiatric response to an unsupportive and deprived environment” (Hunt, pg. 305). The current understanding about how autism spectrum disorder is acquired is that the child’s brain poses neurological differences and starts before birth in the embryonic development of the child. Autism Spectrum Disorder can be acquired genetically and is acquired at birth but can not be confidently diagnosed until around the age of two. This is because children with autism do not have any physical characteristics. At age two children begin to interact with others and start to work on their communication skills and that is why the warning sign that the child could possibly be on the spectrum is around that age. A child with autism spectrum disorder is affected developmentally and educationally. Development and education go hand in hand and since children with autism have delays with communication and the use of language, they often have a difficult time in the classroom. It is important for early intervention to start with the child as soon as the child is diagnosed with autism.

Early intervention, or intervention provided to children from the ages of birth to three, is a growing and perpetually more important portion of the profession of Speech-Language Pathology. With a growing evidence base supporting the idea that providing speech and language intervention early for children improves outcomes, children with Autism Spectrum Disorders and early Autism symptoms are of particular interest to the field. Children with Autism Spectrum Disorders (ASD) have varying levels of impairments in language and communication, particularly in the domain of social interaction. The studies in this literature review were conducted to address gaps in research about language interventions for infants and toddlers with early Autism symptoms. The two interventions whose efficacies were tested in these randomized control trials were “Autism 1-2-3” (A 1-2-3) and Hanen’s “More Than Words” (HMTW). Both interventions focus not only on the child, but also on teaching the parents to implement early intervention strategies. In early intervention, the parents are the people with whom the child spends the majority of their time, therefore it is increasingly important that parents are empowered to enhance the communication skills of their children. A difficulty that both studies faced is the extreme variability that exists from child to child that has a diagnosis of ASD. A second difficulty was the time spans in which intervention was offered did not allow for

Nowadays, teachers are expected to work with a mixture of students, general education students and exceptional students. “The physical attributes and/or learning characteristics of exceptional children differ from the norm (either below or above) to such an extent that they require an individualized program of special education and related services to benefit from education” (Heward, 2005, p. 10). This paper will discuss autism, characteristics of autism, and educational approaches when working with an autistic individual.