Table of contentsOnset and population of ASDHistory of autism – Presentation of the pioneersAutism spectrum disordersAutismAsperger syndrome and high functioning autism (HFA)Pervasive disorders Developmental Disorder (PDD)Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS) and AtypicalSuspect ASD and Seek Help Immediately (SASSI)Seek Support ServicesPerform Lead ScreeningPerform Formal Hearing AssessmentsPerform ASD Screening autismSolutions to Cognitive ProblemsSolutions to Social ProblemsSolutions to Behavioral ProblemsApplied Behavior Analysis (ABA)TEACCH (Treatment and Education of Individuals with Autism and Related Disorders)Children with Communication Disabilities)Recommendations for Students with DisabilitiesAutism Spectrum Disorder (ASD) can be defined by Federal explanation in the authorized United States Code, Individuals with Disabilities Education Act follows: A child is classified as having ASD when the developmental disability significantly affects the adolescent. verbal and nonverbal communication or social interaction before the age of three that is usually evident and particularly affects the adolescent's academic performance. and affects the variety of bodily functions, even two children can be diagnosed with the same form of autism and their physiological abilities are different. People living with ASD overlap with other disorders and will exhibit characteristics of ASD. A person with ASD may appear if they are there. own world. Say no to plagiarism. Get a tailor-made essay on “Why Violent Video Games Should Not Be Banned”? Get an original essay and have a unique set of physical, sensory and mentally impaired social situations are different in some cases "and children sometimes can speak and sometimes they cannot speak with ASD as one of many with or without senses and speech delay, repetitive movements, and hyperactivity in the ASD population, an unusual response to sensory stimulation through touch, taste, hearing, smell, and site. The person with ASD may be incredibly excellent at other skills and one child with ASD may have severe cognitive and physical impairments, while the other may have good skills in English, math, in art, science and memory, but may lack social skills and face an inability to control emotions, reactions and behaviors, they may show flat facial expressions and appear emotionless, they may also be more sensitive. The onset and population of ASDASD generally appears at a very early age, usually at the age of onset, or time when the disorder is predictable. Symptoms can be severe between the ages of several months and three years. The person with ASD may belong to any competing social, cultural, or economic group. Men are diagnosed, then women and both sexes are affected and perhaps he or she suffers in combination with other situations such as deafness, attention deficit disorder, Down syndrome, cognitive impairment , blindness, cerebral palsy, epilepsy, etc. Experts say no two autistic children are the same. Common Myths About Autism Myth: Myth: Poor eye contact in people with ASD. Fact: They express their personality in a different way, more or less than that of a typical child. Myth: People with ASD have a preference forsolitude. Reality: Another way they can be interconnected with others, but they don't have the social skills to do so effectively. Myth: They don't have feelings and don't care about others. Reality: They are progressing in their mindset in a different and/or tricky way. People with ASD actually have emotional feelings, but they lack the ability to become attached in unexpected ways. and make a connection.History of Autism – Introducing the PioneersThe word “AUTISM” comes from the Greekword “autos” meaning “self” The first known documented case of ASD dates back to the trial of Hugh Blair de Brogue. In 1747, Blair's younger brother appeared in court to obtain a ruling on Hugh's mental capacity to enter into marriage. He profitably requested the annulment of his marriage in order to recover his brother's inheritance (Autism in History... 88). Hugh's disagreement was that his brother was not mentally repaired. There was no evidence that Hugh was autistic, but there was clear evidence that he exhibited an ASD personality. A Swiss psychiatrist, Eugen Bleuler, first used the word in 1911. He described the symptoms of intellectual illness in one category. The word was later confused with emotional disorders and schizophrenia until 1943. Sometime in the 1940s, the two pioneers Leo Kanner and Hans Asperger described children with the characteristics we recognize today as faced with ASD. ASD became "autism" in 1943 when John Leo Kanner, a psychiatric consultant at Hopkins University, recognized that it was a distinctive neurological problem whose explicit cause was as follows. At this point, Kanner invented a final screening class called “Early Childhood Autism,” sometimes called Kanner Syndrome. In 1944, Hans Asperger, an Austrian pediatrician from Vienna, published a doctoral judgment and described patients also using the term "autistic." Both he and Kanner described similar characteristics of impaired communication and societal communication. Although both doctors described a wide range of symptoms, it was Kanner's description that became the most widely documented. The term "Asperger's syndrome" became universal when it was made public in 1981, as a situation in the past described by Hans Asperger. Autism spectrum disorderASD presents a set of diagnoses that are measured clinically separately from others, but are many times grouped together for learning purposes because their characteristics often overlap. These disorders are listed and developed below: Autism Asperger's syndrome and high-functioning autism Pervasive developmental disorders Pervasive developmental disorders not otherwise specified Atypical autism Autism Autistic disorder is a deficiency in the social situation noted by a failure in the The exchange of non-verbal behaviors such as facial expression, body posture, eye contact and gestures. The onset is before the age of three. Symptoms of ASD can usually be seen by 18 months of age. Some may have a shutdown in one or more areas of development, although many other autistic individuals may be more typical of other ASDs. The main symbols and symptoms of ASD involve problems in the following areas: social communication interaction, reasoning, and age-appropriate play. These deficiencies manifest as a lack of appropriate exchange and thoughtful, spoken, emotional, or bodily language. People with ASD have difficulty developing age-appropriate activities and relationships. Their routine behaviors arepresent because they may repeat essays or words obsessively. Examples include muted others, twisting, finger/hand flapping, sounds, and sudden or slow complex movements of the whole body. Dangerous or developmentally inappropriate games may be displayed. An autistic child may be constantly preoccupied with certain objects, such as a hot cup of coffee or toxic chemicals. This person has an impaired developmental level of communication and may or may not attempt to use other forms of expression to express thoughts of pain, sadness, joy, illness or. Some people may present adequate speech at a normal or odd time, and may or may not have the ability to speak with others. Asperger's Syndrome and High-Functioning Autism (HFA) These conditions are considered by many researchers and health care professionals to have overlapping symbols and symptoms with all others. Behaviors may include additional or less common aspects of each other. Asperger's disease is an impaired ability to exploit common cues such as body language, theoretical thinking, appropriate eye contact, and socialization skills. They tend to exhibit strange behaviors, such as being extremely sensitive when responding to stimuli, and also exhibit unusual or repetitive movements. They are able to see themselves as well-spoken autistic people. Experts say that even if speech is intact, other communication problems may exist. Aspergers can use verbal communication while autism typically has limited or no speech. A person with Asperger's is also described as someone who shows no interest in developing human connections. The extent to which children with Asperger's syndrome are actually aware of their problematic connections with others is often misunderstood. Asperger's and autism share the issue of recognizing extinction and the intentions of others. Children with Asperger's syndrome generally have a typical to complex intellectual stage. They may exhibit satisfactory thinking on vocabulary and grammar topics with reduced ability to concentrate and/or understand humor. Pervasive Developmental Disorders (PDD) The term pervasive developmental disorders is a diagnostic category used to describe many neurological disorders that involve impaired social skills and repetitive behaviors. behaviors. They include autism, Asperger's syndrome, pervasive developmental disorder not otherwise specified (PDD-NOS), childhood disintegrative disorder (CDD), and Rett syndrome. (Rett syndrome and CDD will not be included as they differ and have a more gradual course where loss of skills and abilities occurs over time.) PDDs are characterized by their delays in the development of functional skills and communication. Traditionally, children with autism were said to have PDD, implying that a child exhibits disorganized development. They are ubiquitous, meaning the disease affects many areas. Learning ability is affected but can improve at other levels. This disease occurred early in development and not as a result of an accident or injury. These are medical conditions that are not caused by parental errors, toxins, poor care, etc. Some cases may be genetic. There is a wide range of impairments associated with PDD and ASD, which can range from mild to severe. We cannot overcome PDD and, at thisToday, there is no cure. The condition is expected to be present for the entire lifespan. Pervasive Developmental Disorder Not Elsewhere Specified (PDD-NOS) and Atypical AutismThe characteristics of PDD-NOS are presented because they have overlapping symptoms with atypical autism. Atypical autism is the primary diagnosis given to children who have some form of autistic symptoms but do not exhibit all of the specific traits needed to make a diagnosis of autism. These types of cases, mainly the milder forms, are usually discovered later in life than before the age of three, like general autism. People closely related to affected individuals have a higher than expected incidence of these disorders. The cause may possibly have a genetic basis, but there is no evidence to support this notion. The symptoms and severity of atypical autism can vary from person to person. Some traits of people with atypical autism may be that they have difficulty with language skills, while displaying limited or no verbal abilities and possessing a smaller vocabulary than other children in the same age group. People with PDD-NOS typically have some area of ​​impairment, but their overall living abilities are more advanced than those of people with autism. They often don't know how to respond appropriately to other people's emotions. People with this disorder often have difficulty understanding nonverbal cues or language that should not be taken literally. These factors often lead to uncomfortable social interactions, reinforcing the tendency of people with atypical autism to prefer solitude. Treatment There is no single treatment for all children with ASD because no two individuals are the same. What may work for one may not work for another. A well-structured treatment plan designed to teach specific skills is ideal and very important. Before a family chooses a treatment regimen, it is important to speak with the child's health care team to understand all the risks and benefits involved. Routine medical, dental, physical, and mental exams should be part of the treatment plan. It can be difficult to determine whether a child's behavior is related to ASD or caused by another underlying condition. For example, a child who hits his head could have ASD, or simply have headaches. In some cases, a thorough physical examination is necessary. There are many types of treatment options, such as ear training, discrete trial training, vitamin therapy, anti-yeast or anti-allergy therapy, music therapy, occupational therapy, physical therapy and more. sensory integration. The different types of treatments fall into the following four categories: complementary and alternative medicines, behavioral and communication approaches, dietary approaches and medications. Causes and curesParents should be reassured that at present there is no scientific evidence to support claims that the MMR vaccine or any combination of vaccines causes ASD. No one really knows what causes autism. Autism is not caused by income, parental education, race, ethnicity or social background. Autism can be present in any newborn, anywhere in the world. Some believed that autism had a direct link to poor people. This is not the case because many wealthy people have designedautistic children. Poor parenting was even considered a cause, at one point, in the early years of the disease. We know that, according to the Centers for Disease Control, the incidence rate of autism spectrum disorders now reaches 1 in 110, including 1 in 70 boys. We now know that it is a heterogeneous disease, the forms benign being more frequent than the classic form. Autism is the fastest growing developmental disorder in the United States, accounting for a 600 percent increase over the past 20 years. No one can explain why the disorder develops so quickly. Suspect ASD and Seek Help Immediately (SASSI) A first suspicion of ASD means you should seek professional medical attention immediately. Many options are available to help families provide the best treatment available. Support services and testing procedures will help families deal with their fears and problems. A good acronym to remember is SASSI. Find support services. Any child suspected of having a delay or symptoms of ASD should have the opportunity to immediately enroll in an age-appropriate early intervention program, even before a definitive diagnosis is available. (Pediatric Neurology 39.1 (2008)) Children are eligible for many federally mandated programs and services for children with developmental delays or deviations. Although criteria may vary slightly from state to state, eligibility for these programs is based on the presence of a delay and not a categorical diagnosis. Perform a lead screening In some cases, a child may exhibit developmental delays and behavioral problems that may be a sign of lead poisoning. . Young children tend to put many objects in their mouths. These items can come from a wide range of household items such as pencils, toys or even tools. Given the range of risks involved, lead screenings are performed regularly when a child shows signs of a developmental delay or disorder. If you suspect elevated lead levels, refer the child to a local emergency center. Perform formal hearing assessments. In some cases, a child who may appear to be developmentally delayed might actually be hard of hearing. There is a close relationship between a child's hearing and their ability to communicate. If a child's hearing loss goes undiagnosed, they may experience developmental delays and communication problems. A child with a communication or developmental disorder may also have problems with sound sensitivity. If a doctor is concerned after screening, additional tests should be performed. With any of the above issues ruled out, it may be necessary to seek additional help from an ASD specialist. Perform an autism screening. If there are concerns about developmental screening, it is strongly recommended that parents follow up with an autism screening and diagnosis specialist (Da Capo Press, 2009). Most autism screening tools are designed to detect ASD, focus on societal and communication disorders in children, and focus on criteria from the American Psychiatric Association's Diagnostic and Statistical Manual of Mental Disorders ( DSM-IV) for autism. Some professionals use the 17th International Classification of Diseases (ICD-10), which is a diagnostic manual developed by the WHO. All autism screening tools have their limitations, particularly due to the lackwell-validated screening tools accessible to children aged 18 months and under. It is essential that your child receives the appropriate tests necessary to determine if he or she has autism. Solutions to Cognitive Problems Teachers can convey instructions visually in the following ways: Use color. Color-coded notebooks or colored markers and pens can help students differentiate between topics. Color can also be used to highlight directions. Use multisensory delivery. Drama presentations, comic strips, PowerPoint presentations, transparencies, films and online resources engage auditory and visual processing together. And photos. The alphabet and number lines or mnemonic devices also provide visual cues for students. Bulletin boards, banners, posters, and flashcards reinforce knowledge of the content area. Use notes or other materials to help students stay focused throughout the speaking training. Use visual cues, calendars, schedules. Schedules and lists of items to complete can be placed on students' desks. These can take various forms: written, images or symbols. When information must be presented verbally, teachers can support students with ASD when they: Demonstrate/model/act out instructions; use hand signalsAlways put instructions in the same place.Complete the first examples with students.Repeat instructions after allowing 10 seconds for processing time; speak gradually and clearly, modify the tone and rhythm. Allow additional time and resources. Simplify; analyze tasks and divide them into small steps Involve students in presentations. for struggling learners or children with ASD, manipulative papers, different types of paper – textured, graphing, lined (raised lines, colored lines and center lines), low vocabulary books, audio and video cassettes, sticky notes , various types of writing utensils: magic markers, highlighters, golf pencils, chalk holders, pencil grips, stamps and ink pads, angled writing boards, recipe holders. Many students with ASD do not enjoy writing, whether they are engaged in the mechanical process itself. or the slow process of translating oral language into the written word. Since a large portion of expected student outcomes include written work, it is imperative to provide alternatives for students with ASD to demonstrate knowledge of what was presented in a lesson. Here are some alternative ideas for students with ASD to demonstrate their knowledge: dioramas, dramatic presentations, oral tests, PowerPoint presentations, graphs and charts, comic strips, comic strips, storyboards, flow charts, sign language. Solutions to Social Problems In some cases, parents can minimize unpleasant sensory motivation. For example, parents may avoid certain clothing fabrics that their child finds intolerable. Others may buy second-hand clothes or wash new items repeatedly to minimize the unpleasant rubbing of new fabrics. It can be very difficult for parents to find these causes of distress, especially when the child is very young or does not communicate well. Some detective work and experimentation may be required to find the sources. When a source of distress cannot be logically avoided, there are techniquesbehavioral to allow a child to understand the unsympathetic sensory sensation step by step. With time and tolerance, desensitization can be a method of control. For example, a child may scream hysterically in supermarkets. The parent will tell the child that they will locate the exterior surface of the supermarket for 30 seconds and then go home. Next time, we can explain to them that they will come in for 30 seconds and then go home. The time spent in the supermarket is gradually increased until the child adapts to this environment. For more information, see the Behavior Management Strategies factsheet. There are other interventions available that help children with autism integrate their senses and have more enjoyable interactions with people and their environment. See the Sensory Integration Therapies fact sheet for treatment options. The Temple Grandin “cuddle machine” is a great option for some children with sensory issues. Solutions to Behavioral Problems Applied Behavior Analysis (ABA) This treatment is based on the theory that rewarded behavior is more likely. be repeated rather than an ignored behavior. It aims to give the child short, simple tasks that are rewarded when completed successfully. Children typically work 30-40 hours per week one-on-one with a trained professional. Some practitioners feel that this method is too exhausting and emotionally demanding for an autistic child. Yet years of practice have shown that ABA techniques lead to new skills and improved behaviors in some children with autism. TEACCH (Treatment and Education of Children with Autism and Related Communication Disabilities) This is a structured educational approach based on the idea that the environment should be tailored to the autistic child, not the child with its environment. Teaching strategies are designed to improve communication, social and coping skills. Like ABA, TEACCH also requires intensive individual training. Solutions to Social Problems Children with autism have persistent problems and difficulties with social interactions and communication. They may not understand social rules and etiquettes correctly, making socialization difficult for them. Their abilities are completely different from those of their peers. This, in turn, makes them self-conscious and isolated, putting autistic children at much higher risk of being bullied by other children at school. Autistic children learn differently from other children. They need more attention and a distinctive teaching approach. These children could suffer from ineffective teaching methods. As educators, teachers have a responsibility to ensure that the quality of education their students receive is appropriate to their learning abilities. The best way to help a child with autism develop to their best potential is to understand the problems they face in school. Recommendations for Students with Disabilities Autism is characterized as a unique set of neurological disorders that affect communication skills , reasoning, learning and the physiological response of the individual. . Children with autism exhibit behaviors and skills that can range from mild abnormalities to serious developmental problems. Although clinical patterns vary depending on severity, not all children with ASD have the normal ability to fully engage in interactions. :.