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Social interaction with children with autism
Identify problems that individuals with an autistic spectrum condition may have in social interactions and relationships
Social interaction with children with autism
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There are 3 main areas of difficulty which people who have autism and these can sometimes know as the “Triad of Impairments”. Social communication is difficult, as severe autism may never to develop any speech whilst those with Asperger syndrome may speak fluently. People who are on the autism spectrum have the ability to use their communication skills that are impaired. These difficulties are processing language and interpreting facial expressions, body language or tone of voice. Understanding figures of speech or metaphors. Struggle to follow long or complicated sentences, and only be able to follow one simple instruction at a time. Social interaction as a person with classic autism may appear withdrawn, aloof or uninterested in the people
Think about all the physical feats your body can do and how you use your body every day. There are many people across the globe who do not have this privilege.
According to www.medterms.com , ALS is defined as “a classic motor neuron disease. Motor neuron diseases are progressive chronic diseases of the nerves that come from the spinal cord responsible for supplying electrical stimulation to the muscles. This stimulation is necessary for the movement of body parts.” “1 out of 10 cases are a genetic defect” (Amyotrophic lateral sclerosis- National Library of Medicine, 2012). The other nine times, the cause of cannot be determined.
Autism spectrum disorder, commonly known as autism, is a complex disability that affects a person’s ability to effectively communicate and interact with others (“What is Autism?”). Every year thousands are diagnosed with autism and is quite commonly recognized in children between the ages of two and three years old. People who live with autism primarily associate themselves with a number of behaviors such as “delayed learning of language, difficulty making eye contact or holding a conversation, difficulty with executive functioning which relates to reasoning and planning, as well as narrow, intense interests, poor motor skills, and sensory sensitivities” (“What Is Autism?”). Although these are only some of the most common struggles that people
In comparison to those on the spectrum, Asperger’s is consider a mild or higher functioning version of Autism. Those who are consider in the bracket have normal IQ levels and is often described to have high intellect. More specifically, behavioral cues are social impairments, verbal/conversational and repetitive patterns of behavior (Woodbury-Smith, 2009). Social impairments include social isolation; flat facial expressions; inability to hold conversations; inability to notice social cues; inability to maintain eye contact; lacking the initiation is pursing of new relations; and no capacity of empathy for others. Social impairments is very common among the Autism Spectrum Disorder. Verbal abnormalities include repetition sentences; having trouble expressing their views, decaying of existing abilities; possibility of delayed skills; inability to understand jokes; may have different rhythm of voice when speaking. Repetitive behaviors included a strong need for routine and fixation with interests and inappropriate gazing at others. To reiterate it is very common to another mental disorder with AS. Fixated behaviors with intense compulsion are responsible For Obsessive- Compulsive Disorder. While the preference for isolation and no friends may to lead to Depression and Anxiety. Attention Deficit Hyperactivity Disorder are responsible to the inconsistences in
As Asperger’s is generally known as the most non-verbal and unsociable spectrum of autism, it is very difficult for Christopher to cope with as well as interact with those around him. Facial expressions, behaviour, as well as how one approaches someone can all be challenges faced. Christopher finds it relatively diff...
In 1972, Geraldo Rivera with the help of Dr. Michael Wilkin of Staten Island's Willowbrook State School gained access to the institution and filmed the deplorable conditions the residents were living in. Now 25 years later the documentary reflects on four survivors of Staten Island's Willowbrook State School and their families. The family members give testimonials on how it felt to discover that their child had a disability, leave their loved ones in an institution, and the quality of care and services provided. The film also focuses on the progress made by the members that now live in group homes and the quality of their lives.
Part of the disruption in communication and social interaction that occurs with many individuals who have autism can be better explained by the Theory of Mind and Executive Function Theory. These two theories are very similar in nature in that they both place great emphasis on the executive function of the mind. Executive functions are “cognitive abilities that appear to depend on the prefrontal cortex” of the brain (Pinel, 2014, p. 349). Executive function also encompasses “innovative thinking, lateral thinking, insightful thinking, and assimilating new information to update plans and strategies” (Pinel, 2014, p. 349). This is significant because the executive function of the brain can impact one’s ability to empathize and relate to others, interpret and sustain social interactions, and process new information (Williams et al, 2014). Many times individuals with autism are unable to understand and process what others are feeling. For example, they can recognize sadness or when somebody is crying, but they do not associate with it. It’s not that they don’t feel these emotions themselves, they absolutely do. However, they may have trouble connecting and relating to those feelings when they see somebody else experiencing them. This can result in difficulty in making and sustaining relationships with
First explain the differences between low incidence disabilities (LID) and High Incidence Disabilities (HID). Then discuss three specific transition services for either LID or HID in 2015 and why they are viable for this population. Then, explain 2 specific local/state and/or federal regulations that are in place to support this population of students with disabilities? Be Specific!
Alzheimer’s disease or AD is an incurable disorder of the brain that results in loss of normal brain structure and function. In an AD brain, normal brain tissue is slowly replaced by structures called plaques and neurofibrillary tangles. The plaques represent a naturally occurring sticky protein called beta amyloid and in an Alzheimer’s brain, sufferer’s tend to accumulate too much of this protein. Neurofibrillary tangles represent collapsed tau proteins which, in a normal brain along with microtubules, form a skeleton that maintains the shape of the nerve cells. In Alzheimer’s disease, the tau proteins break loose from their normal location and form tangles. Without the support of these molecules, nerve cells collapse and die. As normal brain structure is lost with progression of the disease, brain function also degenerates. Patients afflicted with Alzheimer’s disease display a gradual mental decline. Initially, and most apparently, there is a loss of short-term memory. Eventually, as a patient progresses to later stages of the disease, the brain becomes so damaged that patients can no longer communicate or recognize immediate family or even themselves. They have difficulty walking and standing and frequently fall. In the final stages, they lose bladder and bowel control and have difficulty with swallowing, frequently leaving them malnourished and dehydrated. Eventually, they are forced to remain bedridden and, without the help of life-prolonging measures provided in a hospital, die. However, this level of deterioration is severe and may take as long as twenty years. Because of the disease’s slow progress and its usual later start in a person’s life, a victim of AD will usually die first of natural causes. Under the objectives ...
Hearing loss and/or hearing impairment occurs when there is an issue with one or more parts of the ear. Someone who has hearing loss may be able to hear some sounds or nothing at all. About 3 in 1,000 babies are born with hearing impairment, making it the most common birth defect (Morlet 2012). There are ways to determine if your child has a hearing impairment at birth, not to prevent your child from having a hearing impairment, but to determine if there is a possibility that your child may have the most common birth defect. Newborn hearing screening focuses on identifying hearing loss early (Listen 2013). In other words, if a newborn were to get a hearing screening shortly after birth, then there would be less percussions than if the parents waited to get a hearing test later on.
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.
Problems with speech and language are one of the defining characteristics of the Autism Disorders. The difficulties that autistics have with speech and language are heterogenous and probably have a number of different causes even in the same individuals. The expressions of normal human speech requires the intent to communicate something. It requires the other individual understands a situation and how they are going to react to what is being communicated.
Children who suffer from ASD usually have the appearance of normal development and then become withdrawn and regress from social interaction (Melinda Smith, 2013). The impaired social interaction of the disorder affects communication both verbally and non- verbally (Melinda Smith, 2013). Their communication with others and the world around them is also affected, as well as their thinking and behavior (Melinda Smith, 2013).
High Incidence disabilities are mild disabilities that affect most of the special education students in schools today. “Approximately 36 percent of all students with disabilities served under IDEA have specific learning disabilities.” (Turnbull, Turnbull, Wehmeyer & Shogren, 2016 p. 104)The three areas that fall under the title of a high incidence disabilities are learning disabilities, mild intellectual disabilities, and emotional/ behavioral disorders. Students with high incidence disabilities are taught and spend most of their time in the general education classroom. They are supported in the classroom with accommodations, modifications, paraprofessionals and related services to help them succeed. They may spend a portion of their day receiving support from a special education teacher, or another related service providers such as a speech pathologist, physical therapist, occupational therapist, or social worker outside of the classroom. It becomes apparent when students start school which ones have a high incidence disability. This is because when they start school educators begin to notice they are different from their peers sometimes socially, behaviorally, or they begin to struggle academically. They all share some similar traits such as a short attention span and lower academic skills in certain areas or subjects. They may also have difficulties with their behavior or social development. At that point they may be referred to for testing or an evaluation to see what might be going on with the student.
Autism is a disorder characterized by significant problems in communication and social functioning. Autism is actually called Autism Spectrum Disorder and encompasses a broad range disabilities such as Asperger syndrome, Rett’s Syndrome, and Pervavasive Development Disorder (Dunlap & Fox, n.d.). There are also varying degrees of the disorder from low-functioning (no communication and no social interaction) to high-functioning (some communication and inappropriate but existent social skills.)