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Autism and cognitive development
Autism and intelligence
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Autism Spectrum Disorder (ASD) is not one specific disorder, but a group of disorders that have similar behavioral characteristic, such as difficulty with communication and socialization. The cause of ASD is still unknown but there are studies that indicate there may a genetic or environmental component. More specifically, ASD can cause limitations in intellectual abilities as well as difficulties with attention and motor coordination. ASD is usually identified during the first three years of life and affects boys at a higher rate than girls (Autism Society). ASD actually occurs at five times a higher rate in boys than in girls, affecting as many as 1 in 54 boys as compared to 1 in 252 girls (Center for Disease Control and Prevention). Newer reports have shown that the prevalence of ASD has increased over previous years and indicates that ASD can actually affect as many as 1 in 88 individuals (Autism Speaks). There are a multitude of different types of therapies than can assist individuals whose lives are affected by ASD. This paper describes many of the challenges faced by individuals with ASD and also explores some of the physical based activities that have been shown to be effective in helping children with ASD overcome many of the obstacles they face.
Motor impairments are one of a large number of concerns for children who are diagnosed with ASD. These motor impairments can be quite diverse and include impairments that affect the individual with ASD’s gross and fine motor skills and control of posture (Bhat, Landa, & Galloway, 2011). There is research reflecting that eighty-three percent of children with ASD demonstrate below average functioning on various motor-skill related tests. These motor impairments can affec...
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O'Connor, J., French, R., & Henderson, H. (2000). Use of Physical Activity to Improve Behavior of Children With Autism -- Two for One Benefits. Palaestra , 22-29.
Prupas, A., Harvey, W. J., & Benjamen, J. (2006). Early Intervention Aquatics. Journal of Physical Education, Recreation & Dance , 46-51.
Reid, G., O'Connor, J., & Lloyd, M. (2003). The Autism Spectrum Disorders: Physical Activity Instruction Part III. Palestra , 20-48.
Smith, B. (2011, April). Hippotherapy: Teaching Strategies for Students with Autism. Retrieved March 23, 2012, from Bright Hub: http://www.brighthub.com/education/special/articles/19121.aspx
Tomchek, S. D., & Dunn, W. (2007). Sensory Processing in Children With and Without Autism: A Comparative Studing Using the Short Sensory Profile. The American Journal of Occupational Therapy , 190-200.
Early intervention is effective in treating autism spectrum disorder in many ways. One important way it has been proven effective by research is by increasing a child’s cognitive skills. When a child is first diagnosed with autism spectrum disorder, they will likely be diagnosed as having a cognitive delay. Research shows that early invention services, such as applied behavior analysis, occupational, and speech therapy has helped increase IQ scores in children with autism spectrum disorder. In one study, children who received up to twenty hours a week of early intervention services had an average rise in IQ points of 17.6 (Solis, 2010). This increase in cognitive skills benefited children in the classroom setting. After receiving extensive early intervention treatment, children typically performed better on standardized testing. With an increase in cognitive skills and better achievement on standardized testing, children were able to be placed in less restrictive classroom settings (Smith, 199...
Every year doctors diagnose thousands of adults and children with Autism Spectrum Disorder. Due to the growing awareness of autism and recent developments in technology, scientists and doctors can now discover and observe the effects of autism on society, and people. Starting with its discovery, researchers have been able to diagnose people more effectively. Doctors are beginning to discover what causes this disorder, and are currently trying to find ways to prevent and treat it. Many places have opened their doors to people with this disorder, creating autistic friendly environments where people are patient and understanding. Schools have also become accommodating to autistic children and adults. Autism also puts great strain on family and home lives.
Grandpeesheh, D, Tarbox, J, & Dixon, D. (2009). Applied behavior analytic interventions for children with autism: a description and review of treatment research. Annals of Clinical Psychiatry, 21(3), 63-173.
Snell, M. E. (2003). Autism, Education of Individuals with. In J. W. Guthrie (Ed.), Encyclopedia of Education (2nd ed., Vol. 1, pp. 161-162). New York: Macmillan Reference USA.
In other classes, I have learned about people learning by different senses, such as visual learners, auditory learners and the “hands-on” learners but the way Temple Grandin describes the way those with autism learn is almost unimagi...
Zager, Dianne, Carol Alpern, Barbara McKeon, Susan Maxam, and Janet Mulvey. Educating College Students with Autism Spectrum Disorders. New York: Routledge, 2013. 21-58. Print.
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.
Whereas normal infants move on from engrossing objects or activities to another, explore and play with toys, and seek pleasure and avoid pain. Most children with ASD have difficulty learning to engage in the give-and-take of every human interaction. In addition, they take longer to interpret what others are thinking and feeling as well as have problems seeing things from another person’s perspective. They may lack such understanding, which leaves them unable to predict or understand others people’s actions. As a result of brain malfunction, many children with ASD are highly attuned and sensitive to certain sounds, textures, taste, and smells. Some children find the feel of clothes touching their skin disturbing that they cannot focus on anything else. For others, a gentle hug may be overwhelming and cover their ears and scream at the sound of something loud. The brain of an individual with ASD appear unable to balance the sense appropriately. Children with ASD seem oblivious to extreme cold or pain, but reach hysterically to things that would not bother other children (Staff, P.T., 2011). “The study of autism provides insight into the brain basis of the complex social interactions that are typical of human beings, since a profound impairment in social interactions is the hallmark of autistic disorders”
Because of these findings, it can be guessed that individuals with Autism spectrum disorder (ASD) may show greater peripheral sensitivity than deaf or hearing groups. A study in adolescents with ASD was conducted by Elizabeth Milne, Alison scope, Helen Griffiths, Charlotte Codina and David Buckley to test the sensitivity of peripheral vision in ASD and the study concluded that the participates with ASD detected less light flash stimulus in the nasal hemifield than the temporal hemifield than the control participants
Leslie Neely, Mandy Rispoli, Stephanie Gerow, and Jennifer Ninci (2014) examine the effects of an exercise intervention before academic instruction in their article “Effects of Antecedent Exercise on Academic Engagement and Stereotypy during Instruction.” Neely et al. performed this study to determine the effects of antecedent exercise leading to satiation on academic engagement upon individuals with autism with proposed mechanisms such as fatigue and motivation. Fatigue has been found to reduce stereotypy—which are repetitive vocalizations and motor movements in children with autism—and increase on-task behavior in the classroom. Additionally, individuals with autism have been found to be less motivated in engaging in stereotypy following
Office of Communications and Public Liaison. (2013, November 6). NIH. Retrieved from National Institute of Neurological Disorder and Stroke: http://www.ninds.nih.gov/disorders/autism/detail_autism.htm#243513082
As I mentioned before, it is very hard to tell whether a kid has an ASD. I will give some examples of a kid that has an ASD. A typical child will turn his head when he/she hears their name. A child with an ASD might not turn or look at all even though you have called his/her name several times, but will respond to other sounds. A child without an ASD brings a picture to show to his mom and shares his joy from it with her. A child with an ASD might bring his/her mom a bottle of bubbles but doesn’t even look at his/her mom when he gives it and doesn’t share the pleasure of playing together. Also, a kid with delayed speech will point or use a facial gesture. A with an ASD will not do anything to make up for that delayed speech. (Ro...
Autism Spectrum Disorder (ASD) is a developmental disability that can cause significant social, communication and behavioral challenges (“Chronic Disease Prevention and Health Promotion.”) People with Autism may have difficultly managing their sensory input. They over-or under-react-to visual, tactile, and audio input. They may not be able to participate in typical life activities. They may be unable to movies, sit through concerts, or otherwise take part in social activities because the sound, light or sensations (“Centers for Disease Control and Prevention). Children with ASD may often respond ‘appropriately’ to situations and be seen as having challenging behaviors or obsessions. Basically they have problems with their input and output of their senses. They may become overloaded and may have sensory processing dysfunctions or difficulties. Visually they may have extremely organized or unorganized rooms. They may have auditory problems which may result in covering their ears for a fire drill or when class is loud and runs from loud areas (Indiana University Bloomington). Patient with Autism may have difficulties with tactile input. They could want the touch everything in sight or may over react when approached from behind. They also have issues with taste and smell which may cause they not to eat certain foods because of the texture or taste. Autism patients many react negatively to certain smells in the environment as well. This man cause them to object to farms, petting zoos, and fish stores. (edu) As a result of all of these problems Autistic patients are considered to be behavior issues. These behaviors are the result of sensory processing challenges that can be addressed through sensory training. . These may not be behavior issues, but sensory processing challenges that can be addressed through sensory activities. Visual training can be addressed by hanging pictures
In fact, the general public has inadequacy of education and understanding in the value of sensory friendly resources, as well as training and time to develop modifications. There is also a need of support in the young adulthood areas of autism, including treatment plan and accommodations, currently, most research emphasis on younger children. Most schools face lack of support from adults and suitable accommodating environments in the classroom, such as sensory break or movement break. In addition, class size is often too large, which makes it challenge to provide one-on-one support. School also needs specific programs implemented for kids with autism, to achieve better outcome (reduce distractions), rather than combining them with rest of the special needs students.
Dempsey, I. & Foreman, P. ( 2001). A Review of Educational Approaches for Individuals with Autism. International Journal of Disability, Development and Education, 48 (1), 105-116.