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. Recent research has noted that a diagnosis of autism can be made as early as 2 years of age (Cox, 1999). Early identification is important and an integral part of the medical management and treatment of children with autism. Identification of autism at young ages can allow for earlier participation in special intervention services, which may reduce the impact of early deficits on later functioning. Although the average age of diagnosis appears to have decreased over the past 2 decades, many children still do not receive definite diagnoses of autism until ages 3-1/2 to 4 or older. Autism diagnoses are behaviorally based and many early childhood professionals are unfamiliar with or inexperienced in recognizing the behavioral manifestations of autism in young children. Research focusing on the symptoms of autism in children as young as 18 to 24 months has demonstrated the diagnostic utility of social communicative behaviors such as imitation, play and joint attention; however, because diagnoses are rarely made prior to this age, many times less is known about symptoms that may be present even earlier (Coonrod, 2004).
For many years, autism occurred in about 5 children per 10,000 live births. However, since the early 1990's, the rate of autism has increased enormously throughout the world, so that figures as high as 60 per 10,000 are being reported. The reasons for this increase are being debated among many. The most likely cause appears to be the over vaccinations of infants. Most autistic children are perfectly normal in appearance, but spend their time engaged in puzzling and disturbing behaviors which are very different from those of children with no autism. They may stare into space for hours at a time, throw uncontrollable fits, show no interest in people (including their parents) and pursue strange, repetitive activities with no apparent purpose. They have often been described as living in a world of their own. Some autistic individuals are remarkably gifted in certain areas, such as music or mathematics, as depicted in the film Rain Man.
In recent years, there has been a marked increase in the percentage of children who have been able to attend school with normal children, and to live more of less independently in community settings. However, the majority of autistic persons remain severely handicapped in their ability to communicate and socialize with other people.
There have been recent trends set forth, with the goal of helping children with autism, academically. There is a necessity to bring forth and utilize these types of alternative teaching methods, so as to better the education for children with autism. One method that is increasingly suggested for teaching social skills to children with autism is the use of Social Stories. Although the rationale behind this method is strong, there has been little research done in order to analyze the effectiveness of Social Story interventions for children with autism. The use of Social Stories has become a popular strategy for improving the social skills of children with autism. A Social Story is an individualized short story that can be used to assist individuals with autism in interpreting and understanding situations that can be challenging or confusing. The norms of behavior, the perspectives of others and the specific steps for implementing the appropriate social skills in a given situation are instructed and modeled through a short written story with pictures. Short story models are written to show children with autism what people are doing, thinking, and feeling in certain situations in an effort to enhance an individual's understanding of social situations and teaches appropriate behavioral responses that can be practiced or mimicked by the individual. Repeated social interactions after the story is gone over with the child, allows for the repeated practice by the child in similar social situations. This in turn allows for a new social behavior to be learned. Social stories serve a wide variety of purposes for the child with autism. In addition, they appear to be particularly helpful in facilitating the inclusion of students with autism in mainstreamed classrooms (Sansosti, 2004).
Autism does have a medley of...
1) Connor (2002) states that studies report findings that mothers of children with Autism "who showed greater satisfaction" in life were those "who made the clearest redefinitions and who were most willing to follow alternative ways of gaining self-fulfillment." (p. 1) II. EFFECTS on LIFE of FAMILY in NORMAL ACTIVITIES In the work entitled: 'Autism and the Family" reported is a study conducted in a 12th grade classroom at 'Our Lady of
Mirror Neuron Dysfunction in Autistic Disorder Autistic disorder is characterized by impairments in communication and social interaction. Autistic children also often display restricted behaviors and repetitive behaviors. These signs of autism usually appear before the age of three. The inability to display empathy and imitate others in autism, a skill crucial to learning communication and social skills, has been hypothesized to result from defects in the mirror neuron system (Williams, Whiten,
Autism is one of the most severe and disruptive of all childhood disorders - a level of disruption that of course lasts well into adulthood. With both genetic and environmental elements at work, autism (which affects boys at least three times more often than girls and is found in all races and throughout the world) is a communicative disorder that interferes with an individual's ability to form social relationships as
One study examined the impact that spiritual or religious faith had on families with autistic children. In this study 49 families of autistic children were examined for signs of stress either psychologically, emotionally or health wise. The study looked at participants who had autistic children between the ages of 4 and 20 years old. The study concluded that parents who have a strong religious or spiritual faith and support from
Melanie's frequency of inappropriate behavior was not consistent; she experienced unpredictable increases and decreases in hair pulling, screaming, scratching, and tantrum behavior. The study occurred in a self-contained classroom for children and youth with autism, which was housed within the special education department of a large state medical center. The classroom included four students, one certified classroom teacher, and three paraprofessionals. Students received one-on-one instruction; group instruction; speech-language, music, art,
Inclusion on Autistic Children The inclusion of autistic children raises some important questions concerning the effects of inclusion, not only on the autistic child, but also on the entire classroom. Children with autistic spectrum disorders ranging from Kanners syndrome to Ausbergers Syndrome sometimes find external stimulation to be excruciating. We must then question the logic of placing them in an environment where their bodies must constantly result to the defensive
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