Our Autism Services: Case Study

OAR mission is to use science to address the social, educational, and treatment concerns of self-advocates, parents, autism professionals, and care givers. The research will examine the issues and challenges that children and adults with autism and their families face every day. This will answer questions of daily concern to those living with autism as it defines OAR goals and program objectives.

There is no doubt that raising a child with autism is challenging. There is endless research on Autism Spectrum Disorder (ASD) but a very limited amount on the costs and benefits of caring for a person with the disorder. In order to gain a comprehensive perspective on the biggest challenges parents and caregivers of autistic children face, a look into the private lives of these families and close networks is necessary. The only way to give support and provide the much needed services required to help, one must ask them what the most difficult parts about managing autism are. Below examines three of the most common struggles these families face when trying to understand and help their autistic children develop into the capable people they are certainly able of becoming.

Siegel, B. (2003). Helping children with autism learn Treatment approaches for parents and professionals (Sec, 2002).

Having a child given a diagnosis of an Autism Spectrum Disorder (ASD) is a very stressful event for parents. It is imperative to understand that there is much that can be done for both parent and the child. From the current literature we know that parents of children diagnosed with autism worry about many things like lifetime dependency to family dissonance. We know that these parents are distressed and angry, the parents of children with more unusual behaviors feel a lot more stressed than the parents of children with fewer unusual behaviors. However, having a strategy to approach it correctly and to get the best possible help for your child is probably the most important step, one can take to relieve stress and to aid the child’s development.

This is why it is important that parents become trained in ABA. However, it is important that parents do not think that one approach will solve any child 's autism difficulties. The idea of using a “cookbook recipe” to fix their child is something that must be thrown out the window and techniques that encourage parents to become educated about the broadness of autism should be used. This includes learning how their child functions and ways to help design a ABA for their child rather than basing it off of statistics (Dillenburger et al.,2004).

Each ABA session provides a safe and reinforcing environment for children to learn. By providing therapy in the child’s own home by visiting therapists children are provided a consistent schedule of 25-40 hours of therapy in the safest environment possible. Additionally, ABA providers are able to work on behaviors that matter the most in environments that matter the most with family, school, and community support and involvement. Board Certified Behavioral Analysts, Olive, Fishetti, and Holt describe the numerous capacities which ABA improves the lives of children with Autism “As a discipline, ABA providers are charged with the improvement of socially significant behaviors. Socially significant behaviors include communication, social skills, academics, reading and adaptive living skills such as gross and fine motor skills, toileting, dressing, eating, personal self-care, domestic skills, and work skills. ABA treatment is often extended to other family, community and school environments to help children with Autism Spectrum Disorders live their highest quality of life. All of this provides consistency to clients and paramount to success is consistency across all environments of a child’s

The work of Liu, King, and Bearman (2011) report that autism ""¦is a developmental disorder characterized by impairments in social interaction and communication, often accompanied by stereotypical or repetitive behaviors." (p.1387) Reported as well is that substantial resources are spent providing treatment to children in families who have been diagnosed with autism and specifically stated is that the resources needed are "significantly more than for other children neuropsychiatric and developmental disorders." (Liu, King and Bearman, 2010, p. 1387)

Every single day is a struggle for an autistic child and his or her family. Autism affects all aspects of a child’s life from their ability to show affection to their family to being able to do simple tasks such as communicating and thinking in ways that we take for granted. Autism is defined as a developmental disability in which children experience abnormalities in social functioning, language, often act in puzzling ways, and usually appears before the age of three (Mash &Wolfe, 2010). Although the exact causes of autism are unknown there does seem to be a strong genetic component. Having a child or family member with autism is a constant battle of emotion and frustration. Everyone wants to help the people they love when they have

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.

Research over the past decade has acknowledged the impacts of characteristics and life-functioning for individuals on the autism spectrum. Models of support or interventions strategies have been researched but little, or limited practical or resourced models appeared as accessible for families of older youth.

The Treatment and Research Institute for Autism Spectrum Disorders (TRIAD) presentation was given by Pablo Juarez and Dr. Whitney Loring. They began their presentation by speaking about evidence-based practices and how they are studied within the ever-changing framework of autism spectrum disorder (ASD). Then they discussed a variety of programs that were either supported by strong research, partially supported, or needed more research. Finally, they shared how the Families First Program provides free information sessions to parents and caregivers, whose children have been diagnosed with ASD. Overall, I was most impacted by the visitor’s meaningful discussion about evidence-based practices, their implementation of programs for children diagnosed with ASD through collaborating with community organizations, and their dialogue about the importance and difficulties of data collection.

Sometimes our children who struggle to overcome the challenges of autism, feel frustrated and isolated. They need someone to help them grow. To shower them with expert care....and more.

Karst, J., & Hecke, A. (2012). Parent and Family Impact of Autism Spectrum Disorders: A Review and Proposed Model for Intervention

Before my current position as a preschool teacher, I was a behavior therapist for kids and young adults with moderate to severe levels of Autism. Autism is a very serious neurological disorder that affects the child’s ability to communicate and interact with others. My job was to help these children maneuver the world a bit easier. I worked one on one with the child for a few hours a day. We would go out into the community and do things like go to libraries, museums, parks, grocery stores, and other places like that. Our main objective was to work on specific quirks some of my kids had. We would go to a desirable place followed by a less desirable place to the child. If my child had trouble maintaining his out bursts in the grocery store or

It is crucial to remember that each child with Autism spectrum disorder (ASD) is unique. ASD is a developmental disability causing Jack to experience difficulties in emotional processing, sensory-perceptual processing, and motor proficiency (Foreman & Arthur-Kelly, 2015). Jack experiences significant difficulties in communication and social development, he also displays unusual adaptive repetitive behaviours and learning difficulties (Hall, 2012). Foreman & Arthur-Kelly (2015) state approximately 50 per cent of students with ASD experience significant difficulty developing spoken communication. Although Jack does communicate, his communication attempts are less frequent and involve a narrow range