...testing indicates mental retardation visibility demonstrated by the child’s inability to cope with appropriate activities for everyday life. Even among the gifted children, there can be difficulties in learning attributed to language impairments and reading disabilities, called dyslexia. THE INTELLECTUALLY GIFTED There are educational alternatives for gifted children. Some of these are in the form of enrichment programs like, special activities designed to make their educational advancement more interesting and challenging. There are also special classes for the gifted where they are made to involved themselves in particular areas of their interest. In some schools, enrichment programs consist of special courses like creative writing, painting, and even dancing. The important consideration however, is to ascertain the particular inclination of the child. Since the knowledge about multiple intelligencers as espoused by Gardner, has come into practical application, more schools have begun to offer programs that are designed to harness the special talents of intellectually gifted. CHILDERNE WITH INTELLECTUAL DEFICITS Down syndrome is characterized by a district physical appearance, and physical and mental retardation. The most common physical characteristics are almond shaped eyes, folded eyelids, and short stature. Children with Down Syndrome are susceptible to respiratorial infections, heart disorders, leukemia, and pneumonia. Mental retardation can be moderate to severe. They are...
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...repetitive pattern of behavior, interests and activities” (APA, 2013, p. 53). However, children with ASD may face other problems as well. Sensory/perceptual impairments, intellectual differences, cognitive deficits, adaptive behaviors, physical abnormalities and comorbid conditions are all associated with ASD. These associated problems can have developmental, educational and social implications for ASD students. Sensory/Perceptual Impairments Sensory processing allows individuals to experience, evaluate and respond to information that enters through seven basic sensory systems: tactile, visual,...
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...term Theory of Mind and how deficits may relate to Autistic Spectrum Conditions. The concept of theory of mind (TOM) is a complex one with various considerations, and as we cannot see or touch the mind we therefore have to infer about other’s mental states from the things they say or from their overt behaviour (Smith, Cowie & Blades, 2011). Theory of mind was originally defined by Premack & Woodruff (1978) as having the inclination to make attributions about behaviour based on our acquired knowledge of mental states, such as desires, beliefs and intentions. An equally important facet of theory of mind is the individual’s ability to comprehend the subjectivity of mental states and the comprehension that other individuals also have desires, beliefs and intentions that notably differ from that of our own. This understanding is highly significant to human functioning according to Baren-Cohen (1995). Premack & Woodruff (1978) stated that theory of mind is particularly important for social cognition and that being able to comprehend the world through another’s eyes and to appreciate their emotions and points of view will make it possible to predict what their behaviour and actions may be in certain situations. It has also been researched how deficits and impairments in the development of theory of mind can relate to autistic spectrum conditions. Research into cognitive development mainly begins with Piaget (1962) who claimed that children usually begin development by...
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...Abstract Autism Spectrum Disorder (ASD), also known as Pervasive Developmental Disorders (PDD), is defined as a disorder of neural development characterized by impaired social interaction and communication, and by restricted and repetitive behavior. Autism Spectrum Disorder affects information processing in the brain by altering how nerve cells and their synapses connect and organize, however, how this occurs is not well understood. Autistic Disorder is only one of four recognized disorders in the autism spectrum. The others included in the spectrum are Asperger Syndrome(AS), Childhood Disintegrative Disorder, Rett Syndrome, and Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS), which is diagnosed when the full set of criteria for Autistic Disorder or Asperger Syndrome are not met. In an article from the American Academy of Pediatrics (2011), over the last twelve years, prevalence of developmental disabilities has increased 17.1% which equals about 1.8 million more children in 2006 through 2008 as compared to a decade earlier. Additionally, prevalence of Autism increased 289.5% while the prevalence of ADHD increased 33.0%. With this increase, more research and studies are being done to learn more about a disorder that is relatively recent. Specifically, the focus of this paper is on Asperger Syndrome, which is defined as a pervasive developmental disorder characterized by deficits in social interaction and motor coordination, and unusual or restricted patterns...
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...Introduction Reading is a complex cognitive process of understanding speech when it is printed out or written down (Goswami, 2008). Reading is considered one of the most important skills that children require to successfully access the school curriculum as well as it is the foundation for future progress and success in virtually all other facets of life. Children who achieve reading in early age, they are better prepared to be successful in life than children with a history of reading deficits (Alberto et al., 2007). Although the importance of reading, not all children develop adequate reading, with children diagnosed with an autism spectrum disorder (ASD) being one group identified at risk of reading difficulty. According to Autism Canada,...
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...Critically evaluate the theory of mind hypothesis of autism Childhood Autism is a rare and severe developmental disorder that affects about 4 in every 10,000 children (Baron-Cohen, Leslie & Frith, 1985). Autism affects how an individual communicates, socialises and even how they make sense of the world around them. Many theories have tried to explain what causes autism in an attempt to achieve greater understanding of the disorder and potentially aid those with autism to live happier and more fulfilling lives. In this essay I will be focusing on the symptoms of autism, the ‘theory of mind’ hypothesis and its strengths and weaknesses. The three main symptoms of autism were outlined by Wing and Gould (1979) and are known as the triad of impairments. These three impairments were identified as communication, socialisation and imagination. Many studies have found a distinct lack of communication skills in autistic children. Prior et al. (1998) found that autistic infants don’t attempt ‘babbling’ and they don’t follow the usual patterns of language development displayed by most infants, such as being able to speak simple one syllable words by the age of one, which over half of autistic children don’t do. Then, even when they begin to form understandable sentences, they often make grammatical errors and fail to use or comprehend emotional tone. This impairment of communication, both verbal and non-verbal, most likely plays a part in a lack of social understanding and stable...
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...review of available evidence on motor and cognitive processes, four conclusions were described by Diamond (2000). First, neuroimaging studies frequently point out that tasks that activate the prefrontal cortex, an area of the brain associated with attention, also activate areas of the brain necessary to motor processing, specifically the cerebellum. Second, damage to certain areas of the prefrontal cortex or cerebellum often results in a reduction of activity in parts of the other area (i.e., damage to the prefrontal cortex results in activity reduction in the cerebellum and vice versa,) suggesting that these two regions are dependent on each other for normal functioning. Third, children who are diagnosed with cognitive disorders (e.g., ADHD and dyslexia,) often experience motor impairments; furthermore, children with motor impairments frequently exhibit learning difficulties. Lastly, Diamond suggested...
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...Dictionay.com, autism is, “Psychiatry. a pervasive developmental disorder of children, characterized by impaired communication, excessive rigidity, and emotional detachment.” The word “autism” is derived from the Greek word “auto” which means “self”. Often parent’s question, “How could my child develop autism?” Who fault is it? And so on. Research has shown that autism has a huge impact on, not just the parents, but the family emotionally, physically, and mentally. The most common signs of autism varies from individual to individual. “The most common symptoms of an autistic person are social deficits (they have not much of an interest about other people and they often ignore other children and and prefer playing alone), language deficits (remain mute, babble nonsense), repetitive behaviors and obsessions (stare at objects, rocking back and forth, arranging things in patterns), and etc.” (FIRST PAPER: you sent me in the attach email.). A diagnosis of autism using can be detected by a child third birthday, but signs can been seen when the child is first born. The characteristics of autism has found to be universal, but of course varies from person to person. The cause of autism, until this day, remains unknown. Many studies tend to focus on the family’s history to find the cause of autism. Until this day, there is no clear evidence to show that the family history strongly impacts the outcome of a member of the family will be autistic. “Like everyone else, people with autism move through...
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...Childhood and Cognitive disorders Nicole Foster Psy 410 February 24, 2014 Sarah Wyckoff Childhood and Cognitive disorders Autism- a mental condition, present from early childhood, characterized by difficulty in communicating and forming relationships with other people and in using language and abstract concepts. Biological Components – Many experts feel that Autism is caused by biological factors. The cause of Autism has yet to be identified and a cure had not yet been discovered. As the years have passed important information in regards to the source that Autism has some biological components has emerged sparking the hope for a cure. Genetic factors “studies of monozygotic and dizygotic twin pairs show that autism has an extremely strong genetic component” (page 517 Hansell, Damour). In some studies it is shown that Autism may be linked to having an older father, Autism appears in equal number of sons and daughters of older fathers. Anatomical Anomalies – researchers have shown that it appears to be a disruption in people suffering from Autism (chapter 13 page 517). Children who suffer from Autism according to Dr. Eric Courchesne. “In addition to anomalies in brain size the white matter of people suffering from Autism grows excessively and asymmetrically” (page 518 Hansell, Damour).White matter shows the communication function in the brain, persons suffering from Autism display less white matter in their brain then in someone who is not suffering from Autism. Prenatal...
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...To preface this section, neurodevelopmental disorders are not mental illness. They are different cognitively than neurotypical minds, but not “illness” in any shape or form. Differences are judged, feared, or aggrandized in human societies; it does not make them wrong. “Neurodevelopmental disorders are a group of conditions with onset in the developmental period. The disorders typically manifest early in development, often before the child enters grade school, and are characterized by developmental deficits that produce impairments of personal, social, academic, or occupational functioning. The range of developmental deficits varies from very specific limitations of learning or control of executive functions to global impairments of social...
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...and Behavior Evaluation Over the years autism has been measured a mental illness, a personality disorder, an emotional disturbance, a communication disorder, a developmental disability a mental handicap, as well as, more recently, an information processing problem (Williams, 2006). Autism carries on to be classified as a all-encompassing developmental disorder, a term which mentions children and adults who have severe enduring difficulties in social plus communication skills beyond those accounted for by general developmental delay. Increasingly children are being diagnosed with an autistic spectrum disorder. It is significant that teachers are aware of the features of the disorder and have an understanding of its implications for learning, as well as being able to identify the disorder in its early stages so that appropriate help may be given. Autism is a complex disorder that may not be due to a single cause. It may be that a variety of influences affect neurological development at an early stage (Humphreys and Ramm, 2003). The factors that have been implicated are outlined below. Methodical research has failed to support any more than a small role for the social environment in the development of autism. The conviction that faulty parenting or family factors are implicated has now been discredited, even though raised anxiety levels within the family can lessen children's ability to cope. It is thought that a basic cognitive deficit to do with the way that information is processed...
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...Autism has a strong genetic basis, although the genetics of autism are complex and it is unclear whether It is explained more by rare mutations, or by rare combinations of common genetic variants. In rare cases, autism is strongly associated with agents that cause birth defects. Controversies surround other proposed environmental causes, such as heavy metals, pesticides or childhood vaccines. The vaccine hypotheses are biologically implausible and lack convincing scientific evidence. The prevalence of autism is about one to two per one thousand people worldwide, and the Centers for Disease Control and Prevention or CDC report eleven per one thousand children in the United States are diagnosed with Autism as of 2008. The number of people diagnosed with autism has increased dramatically since the 1980s, partly due to changes in diagnostic practice, the question of whether actual prevalence has increased is unresolved Autism is a disorder of neural development characterized by impaired social interaction and communication, and by restricted and repetitive behavior. The diagnostic criteria require that symptoms become apparent before a child is three years old. Autism affects information processing in the brain by altering how nerve cells and their synapses connect and organize; how this occurs is not well understood. It is one of three recognized disorders in the autism spectrum the other two being Asperger syndrome, which lacks delays in cognitive development and language...
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...The Influence of Affective Empathy and Autism Spectrum Traits on Empathic Accuracy Marije aan het Rot*, Koen Hogenelst Department of Psychology and School of Behavioral and Cognitive Neurosciences, University of Groningen, Groningen, Netherlands Abstract Autism spectrum disorder is characterized by interpersonal deficits and has been associated with limited cognitive empathy, which includes perspective taking, theory of mind, and empathic accuracy (EA). The capacity for affective empathy may also be impaired. In the present study we aimed to determine if EA in normally developing individuals with varying levels of autism spectrum traits is moderated by trait affective empathy. Fifty male and fifty female participants (‘perceivers’) completed the Autism-Spectrum Quotient and the Balanced Emotional Empathy Scale to assess autism spectrum traits and trait affective empathy, respectively. EA was assessed using a Dutch-language version of a previously developed task and involved rating the feelings of others (‘targets’) verbally recounting autobiographical emotional events. Targets varied in trait emotional expressivity, assessed using the Berkeley Expressivity Questionnaire. Perceivers with more autism spectrum traits performed worse on the EA task, particularly when their trait affective empathy was relatively low. Interpersonal deficits in autism spectrum disorder may be partially explained by low cognitive empathy. Further, they might be aggravated by a limited capacity...
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...in Cognitive and Executive Functioning between Autistic and Typically Developing Individuals Julie Sackett The University of Tennessee at Chattanooga Abstract The purpose of this paper is to explore the differences in cognitive and executive functioning between autistic and typically developing (TD) children. The articles used assess different forms of cognitive function and executive function. It is hypothesized that individuals with autism will show impairments in executive function, prospective memory, inhibitory function, cognition, sensory-motor, and language when compared to TD individuals. Multiple measures were used to assess participant’s abilities with working memory, executive function, development, memory, awareness, and cognitive function; some of these measures were self-reported. One study by Rosenthal et al. (2013) found that older children with autism spectrum disorder show executive function impairments with age, meaning that different impairments are noticeable at different ages. In contrast, Iwanaga et al. (2000) found differences in cognitive function between Asperger’s syndrome and high functioning autism. The results of some studies found specific impairments are related to age. The findings from these studies suggest that children with autism show executive and cognitive function impairments, have difficulties with prospective memory, and show lack of awareness; children with autism are unfamiliar with familiarity. Differences in Cognitive Function...
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...Annathur.Kalingan Wednesday, April 18, 2012 W201527095 TEST.III Learning Objectives & Review of Chapters.8, 9 &10. Chapter.8. Schizophrenia Objective.1. Discuss the DSM-IV diagnostic criteria for schizophrenia, as well as the current criteria for brief psychotic disorder. What is the typical age of onset? What percent of people will develop this schizophrenia? Following is the DSM-IV diagnostic criteria for schizophrenia. i. Two (or more) of the following, each present for a significant portion of time during a 1-month period (or less if successfully treated): 1. Delusions 2. Hallucinations 3. Disorganized speech (e.g., frequent derailment or incoherence) 4. Grossly disorganized or catatonic behavior. 5. Negative symptoms, (affective flattening, alogia, or avolition ii. For a significant portion of the time since the onset of the disturbance, one or more major areas of functioning such as work or school, interpersonal relations, or self-care is markedly below the level expected for the individual or achieved prior to the onset. iii. Continuous signs of the disturbance persist for at least 6 months. This 6-month period must include at least 1 month of symptoms (or less if successfully treated) that meet Criterion A and may include periods of prodromal or residual symptoms. During these prodromal or residual periods, the signs of the disturbance may be manifested by only negative symptoms or two or more symptoms listed in Criterion...
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