Motor deficits are often reported in children with Autism Spectrum Disorder (ASD). Children with ASD frequently display clumsy gait, imbalance, and poor manual dexterity and coordination (Dowell, Mahone, & Mostofsky, 2009). Difficulty with skilled motor gestures, referred to as apraxia or dyspraxia, is also observed in and is actually one of the most consistently reported motor problems in children with ASD (Dziuk, Gidley Larson, Apostu, Mahone, Decnkla, & Mostofsky, 2007). Yet it is unclear whether children with ASD have a form of apraxia/dyspraxia, or whether their motor deficits can be explained by problems with basic motor skills. Several studies have compared children with ASD to typically developing children and have found that the children with ASD show poorer praxis control than their peers, even when accounting for variables such as basic motor skills, age, and IQ (Dowell et al., 2009; Dziuk et al., 2007; Ham, Bartolo, Corley, Rajendran, Szabo, & Swanson, 2010). Some may try to extend these finding of praxis impairments in general motor skills to account for the difficulty, and in some cases inability, of children with ASD to develop articulate speech, positing that these children have Childhood Apraxia of Speech (CAS). However, research has shown that speech is domain specific (Shriberg, Paul, Black, & van Santen, 2011), and thus we must treat motor apraxia separately from CAS. Overall, the literature reports that although children with ASD often have articulation disorders and unusual prosody, their speech and prosody impairments are not consistent with the motor speech impairments that define CAS (McCleery, Tully, Slevc, & Schreibman, 2006; Shriberg et al., 2011; Shriberg, Paul, McSweeny, Klin, Cohen, & Volkmar, 2001)...
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...it also suggests a strong correlation between praxis performance in children with ASD and the social, communicative, and behavioral impairments inherent in ASD. Dziuk et al. (2007) and Dowell et al. (2009) found that impairment in praxis performance, but not basic motor skill performance, correlated with scores on the Autism Diagnostic Observation Schedule-G (ADOS-G). Furthermore, Dziuk et al. (2007) reported that performance on the praxis examination significantly predicted the scores for each of the individual ADOS-G subsections – communication, social interactions, and stereotyped/repetitive behavior. These findings suggest that there may be a common neurological basis for both apraxia and the social interaction and communication impairments seen in ASD, and that apraxia may in fact be a marker of the underlying neurological deficits of ASD if not a core feature.
to meet with a social worker because of his behaviors. It was reported by Bogdan’s mother reported that he often gets upset with his siblings and hit or kick them. However, it was also stated by Bogdan’s mother that she found Bogdan attempting to suffocate each of his younger siblings when they were babies. “The neurodevelopmental disorders are a group of conditions with onset in the developmental period. Neurodevelopmental disorders typically manifest early in development, often before the child
Each year the number of children diagnosed with autism is increasing so quickly that it is now estimated that roughly 1 in 88 children have some form of autism spectrum disorder (Centers for Disease Control and Prevention, 2007). Recent legislation including No Child Left Behind (NCLB) 2001 and Individuals with Disabilities Education Improvement Act (IDEA) 2004 are mandating that a push towards inclusive classrooms that contain both general education students and special education students in the
is defined as an umbrella term for a group of non-progressive syndromes characterized by motor impairment and various muscle movement patterns that arise from a brain injury or malformation during a child’s early developmental stages (Sankar & Mundkur, 2005). If a child is suspected to have CP, a careful identification process and the use of several evaluation measures are crucial due to the wide range of motor impairments, muscle movement patterns, and levels of severity that exist for individuals
What is Autism? Autism, more recently referred to as Autism Spectrum Disorder (ASD), is an umbrella term for a group of neurodevelopmental disorders that can be characterized by difficulties with verbal & nonverbal communication, social interactions, and repetitive behaviors. The word spectrum infers that there is a range of symptoms, impairments, and severity of ASD. Theses can be arranged as a hierarchical levels based on the severity and functionality of the individual. The sub groups of ASD include
A. General Description/History of the disorder Autism Spectrum Disorder is a developmental, chronic condition characterized by deficits in social communication and interaction in addition to restricted, repetitive behavior patterns (Corcoran & Walsh, 2016). According to Holaday (2012), the term “autism” was coined by a Swiss psychiatrist and psychologist in the early 1900s, and originally referred to an extreme withdrawal of oneself from social life. In 1943, Leo Kanner, who was working
Autism is a mental condition, present from early childhood, it becomes evident before the age of three years old. Autism is a lifelong neurological problem that is characterized by difficulty in communicating and forming relationships with other people and in using language as well as the use of abstract concepts, social interactions, ritualistic/ compulsive behaviors and in most cases intellectual functioning is also evident in a person affected with autism. Autism receive and process information
diagnosis in children with autism spectrum disorder and how the education system will adapt to the diverse learning environments needed to educate these children is a growing controversy within the United States. According to the Journal of Autism and Developmental Disorders “Educating students with autism requires an understanding of the unique cognitive, social, sensory, and behavioral deficits that characterize this developmental disability.” (Mesibov 342) Despite the fact autism is a general
Department of Education, autism is defined as a disorder of neural development characterized by impaired social interactions and verbal and nonverbal communication. Individuals with autism spectrum disorder (ASD) may also display attention deficits, engage in repetitive behaviors, resist environmental changes, have unusual sensory experiences, and may exhibit inappropriate behaviors that have adverse impacts on educational performance (Delano, 2007). The incidence of children identified with ASD has
New Frontiers In Autism Research Sonia Bathija Biocon-KGI Certificate Program in Applied Life Sciences Summary Autism is a neural development disorder characterized by impaired social interaction and repetitive behaviour. These signs all begin before the child is Three years old. Although there is no permanent cure, there are reported cases of children being recovered. At present no definitive cause has been identified for autism, although genetic and environmental factors are now being considered
regarding Autism Spectrum Disorders (ASD), focusing on the neurodevelopment and core symptoms which include social deficits, stereotyped and repetitive behaviors, and the frequent lack of communication. Bahrami (2012) states that many other problems often co-occur with this condition including challenging behaviors, comorbid psychopathology, and physical delays and disabilities. Children have become a focal point for intervention. Notably many efforts have been applied with young children. Suggestions
subject matter. Most students with Attention Deficit Hyperactivity Disorder have difficulty learning in structured classrooms because they want to fidget, move, or talk, making it hard to focus on anything else. Because moving or talking can be distracting to the other students, ADHD students are forced to try to control their urges so as to not endure the consequences. Yet again, music therapy is used as a helpful technique to combat the effects of the disorder. The brain of an ADHD child may find it
Every year, many children in the United States who have disabilities or other difficulties receive special services at school, which are designed uniquely to their needs. These services that they receive are a part of their daily routine in school. The students that receive these services face many problems in school, these problems include: behavior, motor skills, speech, difficulties reading, writing, comprehension, and saying focused. Other children face problems such as learning disabilities
The Weschsler series involves three tests covering roughly three age groups: the Wechsler Adult Intelligence Scale-III (WAIS-III), the Wechsler Intelligence Scale for Children-IV (WISC-IV), and the Wechsler Preschool and Primary Scale for Infants-III (WPPSI-III). In the WAIS-III, various subtests are grouped into verbal and performance areas and, in addition, four index scores can also be derived. These index scores reflect
Autism is a lifelong neurological development condition, which causes the brain to function differently. Autism is often characterized by is social and communicative impairments as well as its restricted and ritual-like behavior and motor skills difficulties. “According to DSM IV (TR) autism is characterized by markedly abnormal or impaired social interactions/communication with deficits in: eye contact/body language; peer relations/friendships; language/speech etc.” (Badcock 2010). This makes it
What is autism? "Autism is a potentially severe neurological condition affecting social functioning, communication skills, reasoning, and behavior. It is considered a "spectrum disorder," meaning that the symptoms and characteristics of autism can present themselves in a variety of combinations, ranging from extremely mild to quite severe" (Fergus 2002 para.1). Autism was first reported in 1943 by a Dr. Leo Kanner of John Hopkins University. Dr Leo Kanner based his theory on 11 children who showed