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In the recent decades, autism has been treated much more efficiently than it was when people first found out about autism and started trying to treat the condition. Currently, the earliest detection system is the school system which has been known to not be the best when it comes to the treatment of children in special education. Recently, there have been several improvements in the way that the system handles these children and they have been given more attention. In fact, children in the school system have been diagnosed much more frequently with autism in the recent years (Sullivan, 2013). The recent rise in autism identification has caused many studies to be performed over various aspects of autism.
Several studies have been performed over the emotional and mental state of children who have been diagnosed with autism, and they have had mixed results. Depending on how high functioning the child is in their autism, the results can vary depending on what study is given or what symptoms the child has. Of course, another factor to take into account is how the parent interacts with the child on a regular basis. In one study, parenting styles between parents with autistic children and parents with non-autistic children differed greatly in responses (Strid, 2013). This conclusion leads to the fact that families who have autistic children react differently to certain scenarios. Having an autistic child within the family can lead to several different scenarios involving the child, such as having difficulty maintaining order in the household or arguments concerning the welfare of the child. However, these circumstances can also lead to the child’s family becoming much more understanding towards people with autism (Jahromi, 2012). The ...

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...on regulation in the context of frustration in children with high functioning autism and their typical peers. Journal of Child Psychology & Psychiatry, 53(12), 1250-1258.
Lopata, C. A. (2012). Feasibility and Initial Efficacy of a Comprehensive School-Based Intervention for High-Functioning Autism Spectrum Disorders. Psychology in The Schools, 49(10), 963-974.
Strid, K. (2013). Pretend play, deferred imitation and parent-child interaction in speaking and non-speaking children with autism. Scandinavian Journal of Psychology, 54(1), 26-32.
Sullivan, A.L. (2013). School-Based Autism Identification: Prevalence, Racial Disparities, and Systemic Correlates. School Psychology Review, 42(3), 298-316.
Thompson, T. (2013). Autism Research and Services for Young Children: History, Progress and Challenges. Journal of Applied Research in Intellectual Disabilities, 26(2), 81-107.
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