Autism is, if not the foremost, one of the most well-known of the disorders among the pervasive developmental disorders list. The conditions are so marked through a set of communicative and social malfunctions in an early age that autism has been commonly diagnosed among children less than three years of age. The disorder is known to statistically affect 1 in 1,000 births for prototypical autism, while autism spectrum disorders can be found in 4 in 1,000 births (Klin, Ami). Around 60% to 70% of those diagnosed with autism display range of mental retardation; however, studies have also indicated that this percentage is gradually decreasing due to further study on the subject. The diagnosis of autism is usually reliant on a number of behavioral criteria. Studies performed on diagnosed autistic behavior usually determine severity by using three different tools for prognosis: the Pervasive Development Disorder Behavior Inventory, the Autism Evaluation Treatment Checklist, and the Severity of Autism Scale (Lee, Wondra). There are at least four criteria defining a cluster of social interaction...
One indicates the obvious impairment with regards to the nonverbal methods of social and communicative engagement. Another affects the development wherein the subject fails to manifest proper relationships with one's peers. A third indicates the lack of experience and communication behaviors. The fourth is a lack of "social or emotional reciprocity" (Klin, Ami). Furthermore, there are also evident delays regarding the spoken language, wherein the autistic individual resorts to the use of nonverbal gestures, as well as displays an inability to maintain conversation with others. Autistic individuals are also identified by the "stereotyped and repetitive use of language," as well as a "lack of spontaneous make-believe or social imitative play" (Klin, Ami). Abnormal development can also be observed through abnormal development regarding the social behaviors of children in the first three years of the children's lives.
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
Children with autism tend to get 'stuck' -- either in the repetition of certain phrases, or 'stuck' on a particular idea in the case of children with Asperger's Syndrome. Teachers can attempt to use these words as a springboard to real communication, circumventing the repetition through responding and attempting to engage the child in dialogue. Specifically, with Asperger's Syndrome, teachers can try to use children's mechanical interests in facts
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
Aggregate Strengths and Weaknesses An all-inclusive, careful evaluation incorporating informal as well as formal methods is vital to adequately understanding and aiding autistic people. An evaluation of autistic persons must, in particular, offer information regarding how their development relates to that of their peers, in addition to information on the unique challenges, symptoms, and strengths displayed by autistic children (Durocher, n.d.). The process of assessment directly facilitates the designing of a
Reading, writing and arithmetic skills can be expected to progress at a different rate, but these skills are essential to self0sufficicincy and are arguably more important in a special needs classroom for this reason. A departure form mainstream educational goals and methods would likely be seen in the more practical elements of instruction; the teaching and practice of certain life skills would not be necessary in most mainstream classrooms
21-32; Lyster et al., 1999, pg. 457-467). Chaudron (1986, pg. 64-84) explained that the error correction exercise might not have statistical backup on its constrictive impact but nonetheless has proven to have a beneficial impact on the overall communicational skills of the students. Many researchers (Birdsong, 1989 as cited in Wen, 1999, pg. 1-22) agree that the benefits for adult ESL students are extensive as they learn the practical
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