...Interventions for Children with Autism Name Institution Tutor Date Interventions for Children with Autism 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 activities that promote communication and social interactions. Several authors have discussed different intervention models that are discussed in the sections below. Rita Jordan-Behavioural and Communication Intervention TEACCH Programme The programme is community based and targets children and adults with autism and communication disabilities. TEACCH aims at developing communication skills among autistic children, and help them work and play independently of adults (Jordan, Jones and Murray, 1998). The development of communication skills is based on their understanding capability and their ability to express themselves. The programme teaches several ways of communication, such as the use of photographs and pictures, symbols and words...
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...Autism can potentially present many obstacles in which both the parent and children will face when dealing with this particular disorder. Among many different symptoms or signs of autism, "children with this disorder deal with social and communication impairments that can and will effect everyday life” (Rogers and Vismara, 2008). Diagnosing this disorder can prove to be difficult at times; however, diagnosing autism early is very important for school aged children. Most children with autism get diagnosed at a relatively early age between the ages of 2 or 3 (Rogers and Vismara, 2008). The earlier autism is diagnosed the better. When children with autism enter into preschool it is important to provide the earliest interventions possible. By providing the earliest intervention possible it will allow for the children with autism to be able to improve the conditions that affect them such as communication, adaptive behaviors, intellect and socialization skills (Eldevik, Hasting, Jahr, and Hughes, 2011). In a study conducted by Eldevik, Hastings, Jahr and Hughes these researchers suggests that by offering early intensive behavioral intervention (EIBI) it can possibly “improve adaptive behavior and social behaviors within many young children with autism” (Eldevik, Hasting, Jahr, and Hughes, 2011). Early Intensive Behavioral Intervention, best known as EIBI is defined as “an evidence-based intervention using principles and procedures form Applied Behavior Analysis to teach adaptive behaviors...
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...1. Description: Autistic disorder is categorized as a Pervasive developmental disorder, according to the DSM –IV TR; it is usually diagnosed in the toddler and/or early childhood years. According to Ben J. Atchison (2007), Autism falls in the Autistic Spectrum Disorder (ASD) umbrella, alongside other developmental disorders such as Rett’s disorder, Asperger’s disorder and etc, each varying in the degrees of their severity. Autistic disorder is marked by detachment and impairment in social, communication and behavioral skills and development. Autism is usually detected by the age of three; however Atchison (2007) notes “characteristics of autism noticeably emerge between 12 to 36 months of age” when specific developmental mile stones are not reached or regression occurs. Regression involves the typical development of an infant/child followed by degeneration and loss of skills. Diagnosis can occur later in children for those who are labeled at a higher functioning form of autism. Autism is characterized by challenges and delays in language, social and behavioral development. Autistic children display impediments in verbal and nonverbal communication and interaction; according to Atchison (2007) “approximately half of children with autistic disorder remain nonverbal or struggle with severely impaired speech as adults.” Other core characteristics include difficulty with social interactions, lack or limited use of eye contact, and understanding and interpreting social gestures, facial...
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...Children and adolescents generally receive the greatest proportion of their treatment through school- based educational programs. The reauthorization of the Elementary and Secondary Education Act of 2001( commonly referred to as No Child left Behind) and the Individuals with Disabilities Education Improvement Act of 2004 have introduced both educators and parents to the term evidence- based practices. The purpose of introducing evidence- based practices emanates from the need for educators to identify treatments that have been clearly defined and tested and that yield clear results about the effectiveness of the treatments. The legislative requirement for evidence has spawned two major responses from researchers in special education. First,...
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...Running head: AUTISM AND BEHAVIORAL THERAPY Autism and Behavior Therapy University of South Carolina Katina Clark Autism Autism is described by mental health professionals as a complex and life-long biological disorder of development that causes difficulties in communication skills, problems with social interactions, and repetitive or restrictive behaviors and interests. According to the Autism Society of America, autism is described as a “spectrum disorder”, a group of conditions with a range of similar features, rather than one condition. Children diagnosed with autism can exhibit widely different symptoms ranging from mild to severe and varying in intensity from symptom to symptom (Schoen, 2003). Autistic Disorder is outlined in the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) and is classified as a pervasive developmental disorder (American Psychiatric Association, 1994). A diagnosis of autism must meet certain criteria, which are specifically outlined in the DSM-IV. Although there has been no specific cause identified for autism (Schoen, 2003), there are current studies being done to research possibilities such as congenital brain damage, a genetic disorder or a relationship between autism and vaccines. Autism can be reliably diagnosed by or before age three. The Autism Society of America has developed an Autism Checklist, which can be used to determine if a child should be medically...
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...Controversial Treatments You might think of autism spectrum disorder (ASD) as a new problem because it has become so much more prevalent in recent years. Since its discovery 60 years ago, autism has been puzzling, fascinating and massively researched. Autism was once thought to be very rare. Studies in several countries sought to identify children with autism through a canvass of hospitals, clinics, physicians, special schools, and other institutions found a prevalence of about 4 children with autism per 10,000 children in the general population (Rapin, 1997). In ASD, many parents resort to alternative treatments and these are generally perceived as risk free. Among these, the most commonly used is the gluten-free/casein-free diet. A gluten-free/casein-free diet is also known as the GFCF diet. A GFCF diet is one of several alternative treatments for children with autism. When following this strict elimination diet, all foods containing gluten (found in wheat, barley and rye) and casein (found in milk and dairy products) are removed from the child's daily food intake. The popularity of these diets indicates a need for more research into their efficacy. The first author to establish an association between shizophrenia and the foods containing gluten was Dohan (Mari-Bauset, S., Zazpe, et all., 2014). The withdrawal of Gluten improved symptoms and their reintroduction worsened them (Mari-Bauset, S., Zazpe, et all., 2014). For children with ASD these diets involve significant...
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...Assignment 2 Term paper By Nicole Alonso CDD 2251-04 Speech Language Hearing Disorder Kean University November 26,2011 Introduction Detailed overview of disorder “Autism is a developmental disorder that appears in the first 3 years of life, and affects the brain's normal development of social and communication skills. ( 1.PubMed Health, 2010)” Autism is also known as Autism Spectrum Disorder ( ASD). “ Health care providers think of autism as a “spectrum” disorder, since it is a group of disorders with similar features. (National Institute of Child Health & Human Development, 2011 paragraph)” A child who has autism may have symptoms that span from mild to severe. There are several types of autism that fall under the spectrum. They include Aspergers Syndrome, RETT Syndrome, Childhood Disintegrative Disorder, and Pervasive Developmental Disorder (PDD-NOS). “These disorders are characterized in varying degrees, be it difficulties in social interaction, verbal and non- verbal communication and repetitive behaviors.” ( Autism Speaks, 2011) Aspergers syndrome is a high functioning form of autism. A child with Aspergers might have difficulty interacting with others, awkwardness, and display repetitive behaviors. “Rett syndrome is a disorder of the nervous system that leads to developmental reversals, especially in the areas of expressive language and hand use.” (2.PubMed Health,2010) Childhood...
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...Many children around the world are always being diagnosed with something that involves a lot of care for. It is said that 1 in 68 children are diagnosed with an autism spectrum disorder in the United States and boys are nearly five times more likely than girls to have autism. However, Autism is a mental condition, present from early childhood, characterized by difficulty in communication, forming relationships with other people, using language and abstract concepts. This mental condition includes a group of complex disorders of brain development. Each day multiple children are tested and being treated for this mental condition and people try to come up with any little thing to get through this situation. With autism being a serious developmental...
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...Autism Spectrum Disorder Introduction Imagine seeing and hearing a parents complain to doctors that they have been noticing their infant is not responding to their love and affection like other babies their age. This infant does not babble, make eye contact, smile, or show any interest or emotion to a happy game of patty cake, instead he is staring off fixated on something in the distance. The parent explains to the doctor that their child grunts, seems to just want to play by himself, and will not try to interact with others or show any type of emotion. Now imagine these same parents being told that there is nothing wrong with their child and the child is just lagging behind other infants their age. Unfortunately, these parents find out a...
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...Topical Reference List: Inclusion of Autism Spectrum Disorder Students Lindsey Liermann Liberty University Abstract This paper includes a reference list of literature relating to components of successful inclusion for students with Autism Spectrum Disorder. In general, the literature seems to indicate what practices are effective for successfully including ASD students with typical peers, as well as, if inclusion is right for all ASD students. The literature includes evidence that the different components support students’ progress in general education settings. More empirical data needs to be collected to see if different components work for all students with Autism Spectrum Disorder while with typical peers. Keywords: students with ASD, inclusion, typical peers, successful strategies, perceptions of inclusion, support, and modification for students. Topical Reference List: Inclusion of Autism Spectrum Disorder Students Until recently, the common practice was to pull children with Autism or other disabilities out of regular education classrooms for majority of the day or even have them completely segregated. It seemed more efficient to provide specialized instruction in separate classrooms where children with Autism could received individualized attention without having to alter the mainstream curriculum that typical peers received. But, different practices were proposed in the 1980’s for greater efforts to “include”...
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...features of autism. Consistent with Farmer (2014), children with autism disorder need early and intensive interventions from a myriad of health and educational specialists. They will typically need more medical services, educational needs, rehabilitation therapies, and mental health than other children with special health care needs. Autism is a disability as stated in the Disability Discrimination Act (2005). The legislation states that group such as school must make realistic modifications to include autistic individuals; within the Disability Equality Duty all public bodies must ensure that there is promotion of equality of autistic persons, explained by Parliamentary office of Science and Technology POST (2008). The local authorities under the Children Act 1989, section 17, sets out the accountabilities of councils to provide services to children in need to safeguard and promote their welfare. Where there is a disabled child the local council has an obligation to assist the family if they need help in bringing up the child. It is the duty of the local councils to work in partnership with families to provide those services for children that will best meet their needs, National Autism Society...
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...gluten and casein free diet may have positive and negative effects on autistic children’s behaviors.” Many parents, who have autistic children often try implementing the gluten and casein free diet. To understand why parents implement this type of dietary intervention, one must first be familiar with what autism spectrum disorders and how it can affect a person’s ability to have a normal productive functioning life. Autism is a complex disorder that inhibits a person’s ability to communicate and behave socially. The Center for Desease and Prevention control estimates that 1 in 110 children suffer from some type of autism (“Popular Autism, 2010”). The many treatments for children with autism usually consist of developmental therapies, comprehensive educational programs and behavioral treatments. (“Autism Spectrum,”2006) Dietary interventions such as the gluten and casein free diet, have gained popularity with parents of autistic children. In fact director of the child study center at Yale University, Dr. Fred Volk mar states that nearly ninety percent of parents, who have autistic children often turn to dietary intervention. (Cox, 2010) The protocol for “Defeat Autism Now”, suggest that all children with autism should be on a gluten and casein free diet for at least three months. (“Autism,”1999). To date there is no known medical cure for autism spectrum disorders. So knowing this fact, many parents will use any plausible resource they can to help their live more productive lives...
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...Effects and Management of Autism in Children Autism now has a diagnosis rate of 1 in 50 with the occurrence in boys being five times greater than in girls (Edeiken-Cooperman). With such a high rate of diagnosis, there has been an increased awareness into the effects of this neurodevelopmental disorder and the ways to help manage it. Autism negatively affects socialization and communication and is usually noticed by age three (Edeiken-Cooperman, Berk). Children with autism can be self-absorbed and may struggle in three core areas of functioning. First is their non-verbal abilities such as reading facial expressions that aid in social interaction. The second area in which children with autism are behind is the engagement of make-believe play. The third are is language, which is delayed, and often only used to get what they want versus taking part in an exchange of ideas. These social struggles show that children with autism have a theory of mind and ideas about mental activities that are not at the same level of the average child. “As early as the second year, children with Autism show deficits in emotional and social capacities believed to contribute to an understanding of mental life.”(Berk 342) One of the more noticeable effects of autism in children is the lack of social awareness. They have trouble relating to others’ thoughts and feelings. They just see the world as it pertains to them. A child with autism has trouble comprehending when someone is talking about something...
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...Teaching and classroom assistants often get involved in group work that is aimed to provide interventions for children whose development is not progressing at the expected rate or pattern. These types of groups may be advised by the SENCO or they may be in conjunction with other agencies and professionals linked with the school. SOCIAL SERVICES Social Worker-In the cases where social services have become involved with a child and their family; this may be for a variety of reasons and may also be because the parents have asked for support, a social worker may be involved with monitoring the childâ€TMs development. Social workers also work with children looked after (those who are in care) and monitor their progress through working with the school....
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...Until Every Piece Fits Autism: a pervasive developmental brain disorder, has taken over controversial issue debates, and impacted families all across the globe. Autism has been a part of my life beginning at age five, before I could even conceptualize what a complex disorder it truly is. I was in kindergarten and like any other five year-old, I was curious about how other people acted. I noticed that some kids were more socially isolated than others, had trouble making friends or even playing with others. I noticed that when it got really loud, or whenever we were doing an activity involving a lot of tactile input, certain kids would pull away and repeat certain behaviors. One particular kid would hunch his back, hyper-extend his fingers, shake them vigorously, as if to dry them off in absence of paper towels, and rock back and forth on his heels. These types of behaviors were relatively commonplace in my experience and I accepted them as absolutely harmless. I had seen the calming affect these rituals had on my classmate. My five year-old self was unknowingly picking up on behaviors that were the hallmark of autism. I attended an elementary school that was located in the autism hub of the county; so several students with autism were mainstreamed, or assimilated, into my classes. These students were not the majority. Rather, neurotypical students, a term used to describe children without a diagnosis of an autism spectrum disorder, composed the majority of our school’s population...
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