Assignment 1: Personal Interest Report
Autism spectrum disorder is a core diagnosis broken into three areas Autism disorder, Aspergers disorder and Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS), which all share core symptoms. appear in infancy and early childhood, causing delays in many basic areas of development such as learning to talk, play, and interact with others. Studies have shown that the signs and symptoms of autism vary widely, as do its effects. Some autistic children have only mild impairments, while others have more obstacles to overcome. However, every child on the autism spectrum has problems, at least to some degree, in the following three areas: Communicating verbally and non-verbally, relating to others and the world around them and thinking and behaving flexibly.
During my current employment and project partnership palcement I have observed 4 children which have been diagnosed with an Autism Spectrum Disorder, all of them boys. Research shows that about 1 in 110 children have an ASD and that it is more prevalent in boys than girls (Autism Spectrum Australia, 2012). Each of these children display very different problems on the spectrum however in social situations they tend to come together as language and social status is not a worry. I have become intrigued by their individuality and the need to study each very closely.
An Autism Spectrum Disorder is diagnosed through an assessment which includes observing and meeting with the individual, their family and the external services working with them. Information is collated regarding the individual’s strengths and difficulties, particularly in the areas of social interaction and communication as well as restricted and repetitive interests, activities and behaviours. There is no singular behaviour that indicates an ASD however there are three main areas of difficulty which are considered when determining a diagnosis of an Autistic disorder. These are impaired social interaction, impaired communication and restricted, repetitive or stereotyped patterns of behaviour. If all the criteria are not met, they may consider Asperger’s disorder or PDD-NOS (atypical autism) (Notbohm, E 2006). These diagnosis’ can somewhat differ as through observations of children with Autism I have noted the significant differences in social capacity, as well as ability to comprehend language.
To be diagnosed with autism, a child must exhibit a significant number of the following characteristics a significant delay in social interaction, such as eye contact or facial expression, a communication delay, behaviours including stereotypical behaviour such as intense almost obsessive, preoccupation with objects, the need for routines that are non-functional and ritualistic, such as lining up all the books or food in a certain manner. In some cases there are repetitive motor movements over and over, such as finger-popping or hand flapping (Willis 2008, p. 19). As an Early Childhood/Primary Educator or parent sometimes it is difficult to identify these characteristics especially at such a young age. In the field it is important to hold a non bias approach to the collation of evidence, as things we may see as unacceptable does not necessarily place a child on the Spectrum.
According to MacKenzie (2008) Children with Asperger’s Syndrome traditionally behave much like children with other types of autism when they are young, in that they will have some difficulty with communication, social interaction, and/or behaviours. However, as they grow in to adolescence, they often learn how to socialize, communicate, and behave in a more socially acceptable manner. Most children with Asperger’s have normal or above normal intelligence, so they learn new skills as fast or, in many cases, faster than their peers without autism.
Pervasive Developmental Disorder Not Otherwise Specified is used when determining that a child has autism, although the characteristics displayed by the child are not like the
characteristics of other children with autism (Willis 2008, p. 19). This diagnosis is also used when the disorder happens after age three. Of all the classifications used for autism, this is the most vague and confusing for both parents and teachers. On the other hand, this classification allows a child with a few, but not all, of the characteristics of autism to be classified as having autism so that he can receive the needed services.
As an Early Childhood/Primary Educator teaching practices may be tainted when including a child with Autism Spectrum Disorder into a program or lesson, especially when they have a special interest or obsession. However, it is important to identify what the child needs or wants immediately, in hope to encourage the child to engage socially and emotionally. For example instead of trying to remove an obsession limit and control it, by setting clear and consistent rules about when, where and how much of the activity is allowed. This may be challenging in the beginning but setting realistic expectations which match the child’s ability and interest; you are providing consistency and strengthening communication.
According to Handen, McGonigle & Lubetsky (2011) it is suggested the following strategies are to be considered when meeting the needs of children with ASD, and reflected upon teaching practices. These are creating a predictable routine; using a picture schedule of the day’s routine, reassure the child before transition and change and keeping the arrival and departure for the child as consistent as possible. By creating an optimal learning environment you are providing a safe place which offers choice and promotes peers to join in and model play. This is the best type of learning where a child is free to explore and confident in the space. It is also vital to consider the functionality of group times, in order to encourage children with ASD to participate consider using visual props and cues to gain attention, and minimise background distractions such as sensory disturbances.
Hence, the complexity of Autism Spectrum Disorder is very vast but it is up to us as educators to identify the individual needs of each child, and try our best to accommodate so that they are at no disadvantage. As there are such a prominent number of children diagnosed with ASD it is vital that society is socially accepting and understanding of their differences, and encourage inclusive practices.
Reference List
Autism spectrum Australia 2012, What is autism?, Autism spectrum Australia, viewed 2 August 2012, .
Bernier, R & Gerdts, J 2010, : A , , Santa Barbara, California.
Bowler, D 2006, Autism Spectrum Disorders : Psychological Theory and Research, , West Sussex, London.
Handen, L, J McGonigle & Lubetsky, J 2011, , .
Kershaw, P 2011, The ASD Workbook : Understanding Your Autism Spectrum Disorder, , London.
Luiselli, K 2011, and for and with : A , .
MacKenzie, H 2008, Reaching and Teaching the Child with Autism Spectrum Disorder : Using Learning Preferences and Strength, , Philadelphia, USA.
Notbohm, E 2006, Ten things your student with Autism wishes you knew, Future horizon, Arlington, TX.
Williams, B & Williams, R 2010, Effective Programs for Treating Autism Spectrum Disorder: Applied Behaviour Analysis Models, Maddison Ave, New York.
Willis, C 2008, Teaching young children with Autism spectrum disorder, Gryphon house, Beltsville, MD/US.
Bianca Camilleri 3786696
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