Autism has a vast range of different symptoms, and no two people with the same diagnosis display exactly the same behaviours. Children with autism may struggle to understand abstract concepts, difficulty within social situations, limited awareness and certain behaviour patterns.
Autism is observed by looking at three specific areas of difficulty called the â€oetriad of impairments―.
These are social communication, social interaction and social imagination, all of which may be limited for a child with ASD, alongside sensory issues with sound and touch which can trigger certain behaviour due to stress and anxiety.
Limitations with social communication for children with ASD can cause them to have uneven language acquisition, meaning they may
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Most children with autism will meet all language milestones up to ages 3 but then regress, which is a key feature of autism, back to much more limited language, or sometimes none. This obviously affects the child’s learning since education is mostly delivered via language however children with
ASD are visual in the way in which they retain skills and learn, so the more pictures used the better for children with ASD. When children are limited with the language they have acquired they can sometimes repeat certain phrases or words which isn’t always appropriate, this is called â€oeEcholalia―. is the way a typical baby of 18months to 3 years learns to process information, however in children with ASD repeating favourite phrases or immediately copying what someone has said is a way of expressing themselves. This poses problems with learning as it limits their expression and can be frustrating. The next area of impairment is social interaction which looks at nonverbal communication, things such as gestures, body language and facial expressions, all of which children with ASD find extremely difficult to decode and respond appropriately to. Similarly, they struggle to initiate
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This repetitive behaviour however helps to self-regulate the child and their emotions, stopping them from entering crisis. This could be difficult when trying to teach areas of the curriculum not linked with the particular interests or behaviours of the child and therefore not engaging them. Often alongside these repetitive behaviours comes very strict routines or rituals that without doing sends the child into crisis or very high levels of stress and anxiety. These routines can make it challenging when teaching as if it doesn’t correlate with the child’s routines could distress them and consequently disrupting the whole class. Children with ASD likewise can struggle with pretend play as autistic children have a very literal understanding of the world, and don’t always see toys the same as typical children, but sometimes as an object, therefore not using it in the same way a typical child would.
This can make it hard for typical children to interact with children with ASD, and as mentioned
Autism spectrum disorders are a class of developmental disorders that impair social skills, behavior, and communication (Center for Disease Control). ASDs are considered ‘spectrum’ disorders because each patient has a unique experience in the nature and severity of their symptoms (Center for Disease Control). Under the umbrella of ASDs, there are three types of disorders, including Autistic disorder, Asperger Syndrome, and Pervasive Developmental Disorder Not Otherwise Specified (Center for Disease Control). Autistic disorder is the most severe of the three, and patients exhibit significant problems with language, communication, and behavior (Center for Disease Control). Furthermore, people with Autistic disorder often have some intellectual impairment (Center for Disease Control). Asperger Syndrome is a milder form of autistic disorder where patients have some developmental delays, but their language and intellect are not affected (Center for Disease Control). The mildest of the ASDs is the pervasive developmental disorder. These patients usually don’t meet all of the criteria for autistic disorder, but do show some signs of social and communication problems (Center for Disease Control). The number of children diagnosed with ASD is growing, and currently 1 in 88 children fall somewhere on the spectrum (Mari-Bauset et al., 2013). Boys are four times more likely than girls to have autism, and while the exact cause of these disorders is unknown, both genetic and
Autistic Spectrum Disorder, or ASD, is a brain disorder that mutates the ability to produce healthy and energetic brain cells. This is sometimes referred to as mitochondrial disfunction in autism and causes an autistic child to excel in cognitive tactics but to struggle with the simple skills of communication. This fact is easily proven because in most cases, and autistic child is also an extremely genius human being. Autistic children don 't like to be touched, loud noises, or changes in their daily routine. (Autism-Topic) They also have trouble making eye contact, forming relationships, answering to their
The social interaction includes sharing emotions and exchange of information (Brentani, et al., 2013). However, most children with ASD have trouble engaging in everyday social interactions and to request joint attention or respond to another’s request for joint attention (Bolick, 2008).
Specifically, autism impairs communication and social collaboration. Particularly, there are three categories of Autism Spectrum Disorder. The three categories of autism are classified by the severity of the symptoms. The category most people associate autism with is Autistic Disorder. Many times this form of autism is referred to as “classic autism.” Autistic Disorder symptoms include speech suspensions, strange behaviors and interests, as well as academic impairments. Another form of autism includes Asperger Syndrome. This form of autism deals with symptoms similar to Autistic Disorder, however they are not as severe. Unlike Autistic Disorder, individuals who have Asperger Syndrome rarely have speech and intellectual impairments. Therefore,
Many people are affected with autism. Autism spectrum disorder (ASD) is a developmental disorder that affects a person’s ability to socialize and communicate with others. ASD can also result in restricted, repetitive patterns of behavior, interests or activities. (National Alliance on Mental Illness 2015)
Autism Spectrum Disorder (ASD) is now described by the continual deficits in social communication, including, non-verbal communication, understanding relationships and the ability to reciprocate communication socially. In addition, the diagnosis of ASD includes the existence of restricted and repetitive behaviors (APA, 2013). The newly revised criterion has changed the way clinicians will have to diagnose individuals with impairments in regards to the aforementioned deficits.
Children with Autism, who later on develop Asperger’s Syndrome, have displayed numerous distinctiveness of character. They vary in many degrees of relentlessness. Many have difficulty with saying their own words, making them repeat someone else’s words. They also range from random outbursts of laughing or giggles to minimum contact with children of their age group. They may have acute forms of these characteristics. Children with Asperger’s Syndrome tend to put themselves into awkward postures and/or shows lack of empathy, etc. Children with autism may have these following characteristics: they may not want to embrace others, they choose to be alone, they avowal on similarity, repeat words or phrases, unsuitable reply or no reply at all. They also may have a challenging beginning or keeping a conversation going and display interest extremely few objects or hobbies and play with them in recurring ways. ("Inclusive Communities") ("Autism Society")
Children diagnosed with ASD perceive and process the world in a different way than typically developing children. The difference is often times noticed when auditory- verbal language skills fail to develop at the usual time or in the “usual” way. Human non-verbal communication skills usually develop “automatically” through the developmental stages of infancy and early childhood. Children who don’t develop these skills don’t receive the information that tells them whether a situation is safe or dangerous. They also miss social “cues” that would allow them to successfully participate in an interaction with another person.
Autism is a developmental disorder which usually occurs during infancy (Hyman, 2002:217). Autism spectrum disorder (ASD) is an umbrella term used to refer to many disorders which display symptoms of an autistic style. The spectrum covers all types of symptoms ranging from mild to severe (Hollander, 2003:102). Individuals in the spectrum can range from having severe learning disabilities to being mildly impaired (Nimh.nih.gov, 2014). The linguistic skills can also vary from being mute to having the ability to communicate complex sentences (ibid). The different profiles of the sufferers are diverse (Hyman, 2002:217). However, there are three main areas of which they may have difficulties. These are social reciprocity, an inability to communicate effectively and unusual repetitive or restricted behaviour (Davey, 2014:586) this is known as the ‘triad of impairments’ (Dodd, 2005:2). This essay will explain the triad of impairments related to ASD to describe the main features of the disorder. In addition, it will evaluate the biological evidence by investigating the research for genetic factors and brain abnormalities, both of which support a biological basis for ASD (Davey, 2014:588).
The most common feature of ASD is less public interaction. In the child’s first period of life, a child with ASD may carefully focus on a single thing and reject other things for extended periods of time or possibly be cold to people. A child who has ASD can look to grow ordinarily and then pull out and change to be unresponsive to public engagement.
Differences in communication may be present from the first year of life, and may include delayed onset of babbling, unusual gestures, diminished responsiveness, and vocal patterns. In the second and third years of an autistic child’s life there, a decrease in babbling, consonants, words, and word combinations. Their gestures also are less often integrated with words. Other common behaviors that may signify that a child may be suffering from autism are as
Each person with ASD has different communication skills. Some have trouble speaking little or at all while others speak very well. According to the Centers for Disease control and Prevention about 40% of children with autism do not talk at all. Many individuals with ASD also have unusual behaviors and interest like lining up toys or other objects and having obsessive interests. The most common symptom for all types of ASD is trouble with social skills. Some examples of social issues shown by individuals with autism are when they fail to respond to their name by 12 months of age, avoiding eye contact, playing alone, resisting physical contact, and struggling to understand other people’s feelings or talking about their own feelings. This is because some individuals lack interest in other people while others don’t understand how to make friends even if they want to. They also struggle to learn how to share and play with other kids which impacts their social life. These social issues are important to understand and treat because it might lead to depression and anxiety making it harder to manage other social problems
2004) According to article “What is Autism”, ASD can be associated with “intellectual disability, difficulties in motor coordination and attention and physical health issues” (Autism Speak). Autistic children have trouble forming relationships with other people because they have a hard time understanding and responding to emotional signals from others (Greenspan et al., 2006). But on the other hand some children can excel in areas such as visual skills, music, math and art.
Autism is an incurable, lifetime disability that affects communication, social skills and range of interest. One of the key factors in common is the person’s inability to understand or interpret other people’s behavior. Although every case is unique and different they all have problems communicating and interacting. Some have problems fixating on one thing and others may speak in a monotone voice. It varies and can be mild or severe but usually also require a strict schedule or rituals to help their daily
Children with ASD find it challenging, but can find it easier to use eye contact or gestures to get someone to stop doing something. For example, he or she doesn’t like the way their mum put their toys back. They find being in the middle of attention hard, for example, the need to develop communication and language skills. For example theirs a picture of a dog, but he or she is looking somewhere else their distracted, it will be difficult for he or she to learn the association between a picture of a dog or a cat and the word ‘ dog’ or cat’.