Interventions for Children with Autism
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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
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The programme provides a prosthetic environment where difficulties experienced by autistic individuals can be circumvented in order to enable them to live and learn without unnecessary stress and anxiety (Jordan, Jones and Murray, 1998).
Trainers conduct an assessment that identifies the emerging skills and addresses them as the first teaching goals. Students begin by learning functional skills, and good work habits that enable them to function with little intervention provided they are within the TEACCH structure (Jordan, Jones and Murray, 1998). This is the most widely used approach for teaching autistic children. Visual information, predictability and structure help the children understand what they are supposed to do, where and when it should be done, and the order of doing the activity. Parents are also involved in the programme, and their work is to promote a feeling of competence and well-being among the children. They work as co-therapists and participate in home activities when TEACCH instructors make home visits (Jordan, Jones and Murray, 1998). Parents also provide home training for goals such as independent play, increasing communication, and toilet training. They are provided with parent support information that helps them learn strategies of effective training.
The TEACCH programme has advantages such as supporting autistic adults in the employment sector. There are employment support models that include
Autism spectrum condition affects a range of different individuals and is a spectrum condition and affects people in a number of different ways. It is important when supporting an individual with autism to identify and recognise each individuals’ abilities – what they can do successfully, needs – what the individual needs support with, strengths and gifts – what the individual is good at, what they have a real talent in, and interests – what is motivating for the person.
The feelings a parent faces when diagnosed with an autistic child can only be described as guilt, pain, panic and disbelief. Where the dreams of their child surviving all the years of educational schooling and therapy and becoming an independent adult start fading; yet there are success stories of those who did. The Internet has made it possible for parents to have access to a great deal of information about treatment for ASD. Unfortunately, much of the information is not based on solid scientific evidence that demonstrates
Autism is a developmental disorder, which is characterized by a dyad of difficulties in a) communication and social interaction and b) restricted interests and imagination (American Psychiatric Association, 2013). Individuals on the Autism Spectrum might find it challenging to understand what other people think or what the reasons for their behaviours are, as their ‘theory of mind’ may not be well developed (Schuwerk, Vuori & Sodian, 2015). It is possible that this is why they might behave in socially inappropriate ways, being unable to differentiate between different contexts, while they might also find it difficult to make friends. Moreover, it is likely that they are fond of routines, repetition and structure (Carnahan, Musti-Rao, & Bailey, 2009), as they might be nervous with unknown, new situations. In addition, some of them might not do eye contact with other people, whereas some others might not endure to be touched and might have a difficulty developing speech (Jordan, 2005). Individuals on the Autism Spectrum might sometimes be prohibited to initiate conversations and might struggle with finding different ways to play and behave, due to the possible deficit of imagination, which in some cases might result in them having a narrow sphere of interests. Nevertheless, it should be noted that this group of people is rather heterogeneous, as characteristics of autism may differ from one individual to another (Gwynette, 2013). Another point is that people with Autism
The PEAK Assessment tool and Relational Training System was published by Dr. Mark R. Dixon in February of 2014 after six years of empirical research. Dr. Dixon developed PEAK out of the realization that many Board Certified Behavioral Analysts (BCBA) and others working with autistic children were making clinical decisions without having a clear concept of what to instruct and how to execute it. Dr. Dixon worked with over two hundred children over a six year period of time to produce a meaningful and concise assessment of skills. Modules 1-3, Imitation, Consistency and Attention, have been researched for validity and reliability, the fourth module, Cooperation, is in the process of being tested.
Autism is a form of neurodevelopment disorder in the autism spectrum disorders. It is characterized by impaired development in social interactions and communication, both verbal and non-verbal. There is an observed lack of spontaneous acts of communication; both receptive and expressed, as well as speech impairments. A person diagnosed with Autism will also show a limited range of activities and interests, as well as forming and maintain peer relationships. The individuals will display limited interests, which are often very focused and repetitive. He or she is likely to be very routine oriented and may show behavioral symptoms such as hyperactivity, impulsivity, aggressiveness, and self-injurious behaviors.
A lot of people don’t realize the challenges of living with a child who has been diagnose with Autism can be. It is a twenty-four-hour seven day a week job no vacation, no sick time and no pay. From the time the child is diagnosed it is a constant worry especially if the parents don’t know much about the condition. It starts with continuous Doctor visits, social services, and therapy sessions, just to figure out how serious the condition may be and what level of the disability the child has and this is only this beginning. Next, to find the tools the child needs to overcome the disability, like learning development and cognitive process, social skills, comprehension capabilities, and many more depending on the severity of autism.
Autistic children should feel motivated and should be able to achieve different goals by being provided with various interventions as an individual and his or her support group. Children that are diagnosed with autism should get early intervention as early as possible in order to get better results by knowing the age group the autistic child is in the more intense the program can feel by the amount of hours that are being offered for the ASD child. The more hours the more change and improvement the parents and the child care center will see from the child with autism. When working with children that have autism there are many different ways to approach to the child so the child feels
Autism has been made to seem like this huge issue, something that needs to be stopped. While there are many issues that come with autism, it is not something that should be getting such negative attention. People with autism seem to be the most extraordinary out of any of us. “They are usually intelligent, gifted, honest, hard workers when interested in a task and excellent problem solvers. People with high-functioning autism are thought to become excellent scientists and engineers or enter other professions where painstaking, methodical analysis is required. Some believe this particular assertion is a stereotype, as some high-functioning autism adults tend to struggle with the traditional work setting and the surrounding societally accepted ways of behaving,” (Synapse, Pg 2). There
Since autistic children have low capacity of absorption, tasks are broken down into different areas, and then children focus on each of them separately through an approach known as discrete trial training (DTT). This method allows autistic children to learn tasks like persistent eye contact, fine and gross motor skills, academics, conversation ability, self help and others.
Autism is a rare disease that can be characterized by a “neurodevelopmental disorder categorized by the inability to relate to and perceive the environment in the realistic manner.” (Anthes, 1997) The signs of autism are mainly found in infants to young children usually between the ages of newborn to two years. The main symptoms that are discussed are “impairment in social interaction fixation of inanimate objects, inability to communicate normally, and resistance to changes in their daily routine.” (Anthes, 1997) Autism is a very understood disease but one thing most people do not know is that autism not only effects a child’s life mentally and physically, it also effects their social ability to have friends, play normally and even grow up
Many of parents with autistic child wish to involve their son or daughter in outdoor activities. But there are some obstacles prevent them; either for their physically or cognitively playing. In other way there are some solutions and this article gives some solutions for parents and how to get their child involve in community activity. “Brainstorming and inventing a variety of roles that one can fulfill will help a family integrate their child or teen into community-based activities. Being flexible and open-minded, plus adding in some positive thinking, will help a family who has a child or teen with special needs, like ASD. Successful integration depends heavily on preparation, review, reiteration and sensitivity.” (Involving Your Child or Teen with ASD in Integrated Community Activities) I am really agree with this article planning ahead is the main reason to control. Exploring the outdoor environment and moving their bodies can provide a step toward their auto
To conclude, the professionals that have looked at the theories of development have greatly helped the framework and current practice of looking after children and young people. And in my opinion helped and improved the practitioners and professionals capability to look after autistic
To address the perpetual need for widespread public awareness and core education on various Autism Spectrum Disorders (ASD), it is important to provide the normally-born people with training and education to help them support individuals born with an ASD and how not to treat them.
I will be focusing this seminar on children with Autism and how they communicate with family, friends and the wider community and how the families are supported within society by the authority such as social workers, also what role social workers can play within a family with an autistic child.
To encourage the development of social skills students are encouraged to interact with one another throughout the day in a variety of methods, including partner work, small group activities, and large group activities. These teaching techniques enable autistic children to relate to their peers. As autistic children relate to their peers more they are more accepted and in turn continue to learn and acquire new and improved social skills.