Autism Speaks Inc (2012) state the core features of ASD are areas in which difficulties can lead to feelings of frustration, confusion, anxiety or lack of control, this could result in a behavioural response. Moreover, since behaviour is often a form of communication, many individuals voice their wants, needs or concerns through behaviours, rather than words. Therefore, we need to understand what motivates children with ASD to have negative behaviours, also what we can do as parent/carers/practitioners to help to motivate them in replacing the negative with a positive appropriate behaviour. In 2008, The Department for Children Schools and Families started a new national strategy called, Every Child A Talker (ECAT) the idea behind this is to highlight, then, help children with their communication in social, speaking, understanding, listening and attention skills.
It has become common today that many Americans have given up on children who have autism. Teachers have even claimed that some kids with autism would never be able to speak, and read. Teachers, and schools for many years have placed autistic children in special-ed classes, and have considered them retarded. For years the parents of these children have been swept of there hope to find a way of giving their child what we consider a normal life. Kristine Barnett has found a way of giving these parents that hope they once lost.
Social interaction problems arise when persons with autism find it very difficult to mingle. Problems associated with interaction include finding it difficult to establish and maintain friendship, lack of interest in people, withdrawing oneself from other people, not paying attention in anything, being distant, and difficulty in expressing one’s feelings and emotions. Social imagination is being able to understand a person’s behavior, thoughts, feelings, and a person’s creativity. People with autism find it hard in imagination due to problem such as general imagination difficulty, trouble in comprehension of future events, challenge in shifting to new and unfamiliar situations, and finding it difficult to understand other person’s feelings, actions, and thoughts. Autism in the Inclusive Classroom Inclusive classroom entails bringing of students with and without disabilities together in school to access education in a general class.
This book report is written regarding the book Look Me in the Eye: My Life with Asperger’s, by John Elder Robinson; published by Crown Publishers, New York. I chose this book due to the fact it’s about Asperger’s syndrome. When I first read a brief description of the syndrome, it was defined as a social inability to interact or connect, with other people properly. As a person who suffered from severe social anxiety for most of my life, I was very interested in learning more about this syndrome. In some way, I thought I could understand the author’s point of view.
When looking at reviews on interventions used with children with asd it appears not all are effective there are features of some that are more effective than others. There has been a great level of importance placed on the key features that promote the effectiveness and that start the intervention process as early as possible that most children benefit from over 15 hours per week of intervention, the more the better. Including interventions were parents and carers can be involved. Interventions that seem to show the most affect are behavioural approaches and those that address the issues of social communication. There is no intervention that will reduce symptoms of autism, there are ones that focus on improving life skills and other abilities
The three distinctive behaviours of Autism are: Repetitive behaviours, problems with verbal and nonverbal communication and social interaction. When parents realize that their child has autism they should be emotionally strong. Being consistent in your child’s learning environment is very key to reinforce learning. Also they should be able to find non-verbal ways to communicate with their child. You just have to learn their language of communication.
The article, Teaching of Speech, Language and Communication Skills for Young Children with Severe Autism Spectrum Disorders: What Do Educators Need to Know?, talks about Autism Spectrum Disorders and the increase of demand for teachers to be trained in ASD knowledge. Children who have ASD need special instructions and reinforcements by paraprofessionals in the classroom to help with their learning (Min, 2011, p. 17). Today, most teachers need to be trained and know how to assist to students with language and speech delays/developments in their classroom. This article gives teachers and educators general information about speech, language and communication development and how they become "active verbal communicative partners" (Min, 2011, p.19).
Autism is described in a uniform way as opposed to being unique disorder for anyone diagnosed, hence the “Spectrum” in Autism Spectrum Disorder. According to studies, only “aproximately 40% of children with ASD do not talk (CDC, 2010)” (Hewitt. et al 2012). The documentary used personal anecdotes only to try to prove that facilitative communication was an advancement in autism studies.
Purpose: The purpose of this speech is to persuade a parent whose child has received a diagnosis of Autism Spectrum Disorder to provide their child with critical early life intervention therapy as well as educate the parent on ABA therapy in addition to touching on a handful of other possible therapies. After delivering this speech, I want my audience to understand why early intervention will provide their child with the best chance of matriculation into society later in life. I want to prompt every audience member to research further therapies available as treatment for their child’s disorder and ultimately decide to enroll their child in a therapy. Intended Audience: My perfect audience would be parents and family members in relation to a young child, between the ages of eighteen months and three years old, that has recently been diagnosed with Autism Spectrum Disorder.
Like wise to Christopher’s reaction, researchers have found that individuals with autism have trouble using language to lead their behavior and emotional control. They have specifically found that individuals with autism “are not proficient in using language as a tool for guiding behavior and emotional regulation, which may lead to uncomfortable or awkard social situations when interacting with others” (Huang
This study used qualitative methods to examine parental influence in pursuing or avoiding diagnosis of ASD. The goal was to explore the meaning of ASD diagnosis for parents, and study whether a diagnosis affected how parents observed ASD. Seventeen parents participated in an in-depth semi-structured interviews that were analyzed using thematic and grounded theory approaches. Data analysis discovered parental dilemmas: whether to act to keep the ‘normal’ status of the child or to ‘normalize’ the child through diagnosis and pursue treatment. Parents who received an ASD diagnosis for their children became proactive in trying to reduce stigmatization of ASD extensively, and in some cases actively advocating ASD diagnosis to other parents.
(2012). A Comparison of Developmental Social--Pragmatic and Naturalistic Behavioral Interventions on Language Use and Social Engagement in Children With Autism. Journal Of Speech, Language & Hearing Research, 55(5), 1301-1313. Ingersoll, B., & Schreibman, L. (2006).
“Children with autism have difficulties in verbal and non-verbal communication, social interactions and or play activities” (autism society). This disorder makes it hard for them to relate to others and It is difficult for them to communicate with others. Children with autism has a unique personality and combination of characteristics. Comparing two children with the same diagnosis of ASD may look very different when it comes to their behaviors and abilities. The abilities of an autistic child may oscillate from day to day due to difficulties in processing, concentration or anxiety.
The prior awareness of the term, however, did not effect their responses about core symptoms associated with autism. In addition, no particular relationship between students’ self-reported contacts or experience of individuals with autism was observed. This finding is in line with previous studies (Hazzard, 1983). Hazzard (1983) suggests that it is likely that the effect of contacts with people with disability on children’s knowledge or attitudes depends on the nature and the type of the contact. Students’ previous experience that was assessed in this study may have been limited to one or two peers with autism, if ever.