Autism: Home-Based Treatment of Young Children
Over time, research findings have shown that behavioral intervention (intensive) instituted early enough impacts significantly on the trajectory (developmental) of children having autism. In a big way, such findings have informed quite a number of treatment programs targeting youngsters with autism. Some of the main approaches that have been adopted as far as the treatment of autism is concerned include the school-based approach, the center-based approach and the home-based approach. In this text, I concern myself with treatment (home-based) of children with autism.
According to Sheinkopf and Siegel (1998), parents and professionals have often encountered difficulties formulating appropriate treatment approaches for youngsters with autism. This is mainly as a result of the variations that exist when it comes to the treatment of the condition. Indeed, Sheinkopf and Siegel (1998) note that many children with autism end up receiving a cocktail of modalities in regard to treatment.
According to Volkmar et al. (2005), home-based treatment approaches comprise of programs in which the delivery of a significant portion of the initial instructional hours of a child is done at home. It can be noted that this definition sets apart home-based treatment from other programs i.e. The school-based approach or the center-based approach. In the latter approaches, the majority of the youngster's instructional hours take place in another setting other than the home setting. As Volkmar et al. (2005) note, youngsters...
The participant's conditional use of requests for assistance and independent task completion were sustained across time" (Reichle, Dropik, Alden-Anderson & Haley, 2008, ¶ 1). A number of young children with autism experience considerable communicative delays. Peter (a pseudonym), a 5-year-old boy, diagnosed with autism and global developmental delay, had been diagnosed with autism at 3 years, 8 months (Reichle, Dropik, Alden-Anderson & Haley, 2008, Participants section, ¶ 1). Sessions for
Autism is a developmental disorder as it is marked with pervasive and severe impairment revolving around areas of development such as communication, imagination, reciprocal interaction and behavior. The diagnostic criteria for autism as incorporated by the DSM IV TR includes symptoms such as impairment in the use of nonverbal behaviors like eye contact, gestures, bodily postures during the normal routine social interaction, the inability to form good peer relationships, delay
Autism has reached epidemic proportions between American children with cases increasing amongst adults and children worldwide. Treatments initially began with helping children improve their social and communication skills. With medications like risperidone and aripiprazole to treat irritability, children with autism were managed short-term. However, these medications only present a temporary fix with symptoms continuing after stopping of medication and symptoms recurring even with higher doses. For there to be a
Child Clinical Intervention Part I Child Abuse Physical abuse of children occurs throughout every social strata, although there may be an increased incidence among those living in poverty. Abuse often occurs at moments of great stress, and the perpetrator strikes out in anger at the child. The perpetrator may also have been abused as a child and may have poor impulse control. Because of the relative size and strength difference between adults
If the child reaches this state it cannot develop its own personality and may lose the trust in people. A normal assumption on the part of the child would be that love is followed by loss. If this becomes the child's mind set then it will be unable to make friends and to function properly in society. Our foster care system should provide for these situations. It is understood that
Autism in Children Autism can be defined as a developmental disability significantly affecting verbal and non-verbal communication and social interaction usually evident before age 3 that adversely affects a child's educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movement, resistance to environmental change or change in daily routines, and usual sensory experiences (Coffey, 2004). Symptoms of autism are usually apparent by 30 months of age.
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