AutismEssay Preview: AutismReport this essayAutism has become one of the top disabilities in California’s developmental system. Today, the rise of autism is increasing by 10 – 17 percent each year. (Madeleine 3) “The disease was first identified by child psychologist Leo Kanner in 1943 at Johns Hopkins University” (Little 2). Autism is a disorder that is usually detected within the first three years. According to the Autism Society of America, 1 in 166 individuals are diagnosed with autism, making it more common than the pediatric cancer, diabetes, and AIDS combined. Boys are four times more likely to have it than girls. People with autism have a hard time communicating verbally and physically. They have special ways of gathering and reacting to information presented to them. Sometimes people with autism can show violent behaviors. Traits of autism include: avoiding eye contact, preference in being alone, rejecting change, obsessive attachment to objects, and not wanting any physical contact. The main question asked and that can’t be answered is, what causes autism? “There is no known single cause for autism, but it is generally accepted that it is caused by abnormalities in brain structure or function” (Berry 1). Studies have shown that there are differences in the shape and structure of the brain compared to non-autistic individuals. Parents have blamed vaccines, however this theory has not been proven. Other theories researchers are looking into include a connection with heredity, genetics and medical problems. Although there is no cure for autism, there are plenty of treatments and educational approaches that reduce and improve the behaviors associated with this disability.

Starting treatment at an early age gives the child a better chance of reaching normal behaviors. Children under 3 are eligible to receive “early intervention” assistance. (Pericak 4) It is a federally-funded program offered in every state. This program is available in two forms: home-based and school-based. Both of these programs offer help with speech, physical or occupational therapy. Autistic people from the age of 3 through the age of 21 can receive a free educational program. This program addresses a wide range of skill development, such as: language, behavioral issues, academics, self-help skills, social skills, and leisure skills. (Pericak 5)

Many treatment approaches have developed different ways of dealing with the challenges of autism. First, there is the theory of Applied Behavior Analysis (ABA), which consists of giving a child a specific task, which teaches skills from basic ones to more complex ones, such as social interaction. Children taking this approach, work 30-40 hours a week with a trained professional. (West 66) It may be emotionally difficult for the child, and his/her parents to dedicate so much time, yet it is worth it. However, it has been proven that ABA methods have shown consistent results in teaching new skills and behaviors to children with autism. (West 68)

Second, there is a program called, Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH) that uses a teaching approach to instill the idea that the environment should be adapted to the child; not the other way around. “The child’s learning abilities are assessed through the Psycho Educational Profile (PEP), and teaching strategies are designed to improve communication, social and coping skills” (Cohen 23). Instead of teaching a child specific skills or behavior, the TEACCH approach concentrates more on teaching the child to understand his/her surroundings. For example, some children with autism tend to scream when they are in pain. The TEACCH approach would try to find a reason behind the screaming and teach the child how to indicate his/her pain through communications skills. (Cohen 39) This approach is very useful, because it helps children with autism to understand what is expected and how to respond.

The Psychological Trait Questionnaire

A question-based approach to child development needs to focus on defining the characteristics of a child that have a strong response to help him/her better understand his/her needs, feelings, behaviors. A child who has an autism spectrum is more interested in understanding and caring for his/her own needs as a child. It is not surprising that people are more interested in autism than other neurotypical children. Some people also believe that the child will experience difficulties, difficulties with social interactions, problems with social interaction and with daily interactions with others (Barrett, 1990). Children with the disorder are more likely to express difficulties that are common for other neurotypical children. For example, many people prefer to avoid making a specific statement, especially of their own feelings, like “I have no problem expressing that issue.” (For an update, see Ives 1992 (Barrett 1988 ; Fogg 1999.

The Individualized Clinical Diagnostic and Statistical Manual for Mental Disorders and Stroke) and the National Survey on Drug Use and Health (NSDUH) are available for download (Koltenberger et al 2004). The National Research Council, National Institute of Mental Health, National Institute of Mental Health, National Institute of Social Services Research Ethics Board, Center for Psychometric and Cognitive Health Research at the Cleveland Clinic, and the National Institute of Eating Disorders, are among the three main research facilities that produce the NSDUH and the Social Anxiety Clinical Center (SAMCO®) in the Department of Family and Child Mental Health and Behavioral Medicine, the National Institute of Health (IHBM) (Koltenberger et al 2004). The NIH is also conducting studies on the use of therapy in adults with autism spectrum disorders in the United States. The NSDUH provides children with all the basic information needed to understand the autism spectrum and improve their behavior and behavior-focused learning by taking into consideration many of the many different facets of the child’s learning and behavioral development. Children with autism, such as those diagnosed with schizophrenia and that develop severe symptoms (e.g., obsessive compulsive disorder), generally spend most of academic and social life in the developing world. It is important to stress that the NSDUH’s use is not a substitute for an established, objective assessment of the child’s education and functioning. These studies only include children with autism spectrum disorder. Children with autism who have had symptoms that are less severe than the general population report feeling more and more in control than their average peers. There are a number of limitations with these studies, particularly that the methods used do not include behavioral, affective, physical, neurological, or psychiatric testing (e.g., Schlesinger et al 2011). If the child receives a diagnosis other than “Autistic Speaks” such as Speech-Language Ability Test or Autism Spectrum Disorder Test, the use of behavioral test and clinical treatment would probably have been inconclusive for most of these children (Koltenberger et al 2004). An alternative method of self-evaluation could include interviews with parents who have had a history of schizophrenia (fMRI testing, e.g., Gottlieb 1975)), social support groups, or family members. An earlier, more widely used and more accurate method might be to identify and seek mental health care in the community (Koltenberger et al 2004) rather than outside the classroom (eg., outpatient, post-operative, or outpatient, and if necessary at home or during school) (Fogg et al 2006; Tofel et al 2002). For more information, see Koehler et al. (2010).

Behavioral Research Group

Behavioral research research groups (research

Third, there is Sensory Integration, which is designed to help children with autism improve their sensory difficulties. They may be hypo- or hyper-reactive or lack the ability to combine the senses. This therapy assists a child reorganize sensory information. For example, if the child has a hard time with the sense of touch, the therapist might provide different types of materials with different textures. (Baldwin 34)

Fourth, there is a complementary approach, which includes music, art, or animal therapy. This therapy helps increase communication skills and develops social interaction. In correlation to sensory integration, music is used to help develop speech and comprehend language. (Baldwin 28) Art, on the other hand, gives an opportunity to the child to express him or herself in a non-verbal way. Animal therapy involves going horseback riding or swimming with dolphins, which offer both physical and emotional assistance by improving coordination and motor development. It also helps increase self-confidence for children with autism. Interacting with dolphins raises a child’s attention, increasing his/her cognitive process. Studies have shown that children learn faster and keep information longer while they are with dolphins, instead of being in a classroom setting. (Baldwin 38)

Dolphin and animal therapy The concept of dolphin and animal therapy is not new. A number of studies have been conducted on various mammalian species. Some have looked at the anatomy, the developmental history, the physiology of the birds, and the physiology of eagles. These studies are described in several ways. First, a thorough analysis can be used to understand the differences between species. Second, and perhaps more importantly if the behavioral aspects of a species are understood, a large number of children are able to develop positive attitudes and a sense of belonging. Third, these children would not only feel comfortable or accepted, but would express themselves. We would be surprised if the effects of the treatment on the behavior of those children can be understood from this, while the effects of the treatment are not. Fourth, by doing this research, the researchers can also test them on the cognitive abilities of those children with autism. This makes the child’s responses to new information quite different from what he/she would feel from the original. In addition, with this new analysis, we can be certain that the results of this research are comparable with the results of earlier studies. What about those children who have a normal environment? Many of our research has been done with children who live in a low-income population (<$2,000), yet often do not receive food or social services. This means that many of those children are placed in foster care where the children would otherwise be at risk for other problems such as homelessness and abuse. With a basic understanding of animal and human psychology, we can conclude that many of these children will meet some basic biological milestones that can help improve their cognitive and social functioning. (e.g., they have more or less good speech and understand the language of others). Finally, some of these children may be able to develop an appropriate social interactions and learn to read and write while in foster care. As a result of our research, it is possible for these children to become more empathetic and involved in their environments, giving them a sense of belonging and belonging. This is particularly important when dealing with the needs of older children. Some are very sensitive to social interaction and are willing to share a home with others, when they feel most needed. (Baldwin 53) A number of children's children are so overwhelmed by life that they lose their sense of security due to social challenges and can also feel isolated when they are in an unfamiliar environment. However, one study showed that in some cases the child's experience with social isolation is less stressful than in others. (eBaldwin 44) In comparison to their peers, they are more self-confident and sociable than their peers. (Baldwin 62) Another important finding of this research is that both the child and the caregiver have distinct personality traits with a large range of shared experiences. (eBaldwin 73) In other words, the caregiver has a unique ability to give an emotional boost to the child if need be, but also the child has a unique natural response to emotional stimulation that is beneficial to the child. Most of the child's behaviors are found in areas of socialization such as reading in a book, singing and the setting of books. This shows what kind of emotional support the child needs should exist in an emotionally vulnerable situation. What can be done about the child's emotional problems? As we go along, we can make some progress toward developing therapies. We will talk about some of the many different possible solutions. Other research is needed in order to

Fifth, Occupational Therapy assist a person with autism to live independently by proving certain skills, such as: coping skills, play skills, motor skills, and self help skills. This therapy teaches dressing, feeding, toilet training, grooming, as well as reading and writing. (Baldwin 49) It is essential for autistic people to undergo Occupational Therapy, because it enhances them to live comfortably in social settings, while becoming successful in life.

Lastly, Relationship Development intervention (RDI) is a program, which focuses on problems people with autism experience, for example: making friends, feeling empathy for others, expressing their love, and being able to share their personal experiences with others. (Ritvo 42) According to Dr. Gutstein, there are six elements a person with autism lacks. Autistic people have difficulties displaying an emotional response to other people’s experiences. They also lack the ability to observe and regulate someone’s behavior to participate in new relationships. (Ritvo 32) People with autism hardly use language and non-verbal communication to express themselves, not allowing others to communicate back properly. (Ritvo 32) They can’t adapt to changes in plans when certain circumstances occur. They find themselves trapped when it comes to solving problems that don’t have a right or wrong answer. Lastly, autistic people don’t reflect on past experiences to guide them into future scenarios. (Ritvo 33) This program offers workshops for both

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