Autism spectrum disorder (ASD) is a disability that can make developing major social, communication, ... ... middle of paper ... ...111/j.1460-9568.2005.04217.x Southwick, J. S., Bigler, E. D., Froehlich, A., DuBray, M. B., Alexander, A. L., Lange, N., & Lainhart, J. E. (2011). Memory functioning in children and adolescents with autism. Neuropsychology, 25(6), 702-710. doi:10.1037/a0024935 Williams, D. L., Goldstein, G., & Minshew, N. J. (2005). Impaired memory for faces and social scenes in autism: clinical implications of memory dysfunction.
The ... ... middle of paper ... ...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.
Peer relationships and social and recreational activities among adolescents and adults with autism. Journal of autism and developmental disorders, 34(3), 245-256. Seltzer, M. M., Shattuck, P., Abbeduto, L., & Greenberg, J. S. (2004). Trajectory of development in adolescents and adults with autism. Mental retardation and developmental disabilities research reviews, 10(4), 234-247.
PDD is a general category that includes Autism, Asperger’s Syndrome, Rett Syndrome, Childhood Disintegrative Disorder, and PDD-NOS. These disorders exhibit a range of patterns and characteristics, proving that no child is the same. While one child may be high-functioning, another may completely lack language skills. These five developmental disorders are commonly known as Autism Spectrum Disorders. “The most common are Autism, Asperger's syndrome and Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS) (www.learningdisabilitiesinfo.com).” Severe Autism, Rett Syndrome, and CDD are usually recognized before a child reaches the age of three.
(2003). Instructional Management Tips for Teahers of Students with Autism Spectrum Disorder (ASD). Teaching Exceptional Children, 35 (4), 50-55. Dunlap, G. & Fox, L. Teaching Students with Autism. ERIC Digest, E582.
Mazurik-Charles, R., & Stefanou, C. (2010). Using Paraprofessionals to Teach Social Skills to Children with Autism Spectrum Disorders in the General Education Classroom. Journal of Instructional Psychology, 37(2), 161-169. Retrieved from EBSCOhost. Stokes, M., Newton, N., & Kaur, A.
Children with autism often show some forms of bizarre, repetitive behavior called stereotyped behavior. Each child with autism is unique, with their own individual range of symptoms and behaviors. Broad areas of similarity have been identified so that it is now possible to make some basic general statements about what children with autism are like as a group. Some symptoms and characteristics are: failure to develop normal socialization, problems in speech, language, and communication, strange relationships to objects and events, unusual responses to sensory stimulation, and progress delays. Autism 4 Scientists do not know why some children have autism.
These include qualitative impairment in reciprocal social interaction, qualitative impairment of verbal and non-verbal communication and imaginative activity, and a markedly restricted repertoire of activities and interests. These criteria were used to select the autistic patients for most of these studies. The presenting symptomology of autistic children is the abnormal reciprocal soci... ... middle of paper ... ...ton, DC: American Psychiatric Association, 1987. Bauman, M. L., "Microscopic Neuroanatomic Abnormalities in Autism." Pediatrics.
Video Modeling Interventions for Individuals with Autism. Remedial & Special Education, 28(1), 33-42. Graetz, J. E., Mastropieri, M. A., & Scruggs, T. E. (2006). Show Time: Using Video Self-Modeling to Decrease Inappropriate Behavior. Teaching Exceptional Children, 38(5), 43-48.
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