Autism Spectrum Disorder

Autism Spectrum Disorder

Autism spectrum disorder (ASD) occurs in early childhood and is evidenced by disturbances in social functions. Key altered parameters include communication, learning and behavior, preferences, and routine activities. The disorder is considered developmental because the onset of its signs and symptoms is usually in early childhood. However, the diagnosis of the disease can happen at any age. This research paper describes Autism spectrum disorder. It addresses various aspects of the disease: the category and characteristics, the effects on learning, the impact on an individual and society, and a comparison with other disabilities.

Disability Category Characteristics

            Studies indicate that the incidence of autism spectrum disorder has increased over the past years. Data obtained in 2018 revealed that the incidence of the infection had risen by 0.4% to 2.3% over two years in the United States of America (USA) (Centers for Disease Control and Prevention, n.d.). Approximately 1 out of forty-four children were diagnosed with the disorder (Centers for Disease Control and Prevention, n.d.). Furthermore, these estimates reveal that more than 1 million children aged between 3 and 17 years have the disorder (Centers for Disease Control and Prevention, n.d.). Global data shows that approximately 14 in 10,000 people have been diagnosed with ASD (Centers for Disease Control and Prevention, n.d.). The disorder is independent of race, ethnicity, and socio-demographic characteristics. Its prevalence in males is approximately four-fold compared to females. Get in touch with us at eminencepapers.com to get your assignment completed by a team of experts.

The disorder diagnosis is based on the child’s behavioral history and development. The child’s development is monitored to determine whether they fulfill standard milestones that the general population attains by that age (AlSalehi & Alhifthy, 2020). The milestone checklist covers behavior, mobility, speech, and the ability to learn and socialize (Jackson et al., 2019). Resources that can help accomplish this include the CDC’s Milestone Tracker app and other checklists evaluating the milestones (Centers for Disease Control and Prevention, n.d.). Screening of the child’s development and behavior occurs at specific intervals: 9, 18, and 36 months (Lord et al., 2020). A criterion similar to developmental monitoring is used in screening. Questionnaires and checklists compare the child’s performance with their peers. Comparison is made concerning speech or language, mobility, thought, learning, and behavior. Accordingly, this helps assess the child and provide preliminary information on their development.

A definitive diagnosis is based on the findings during the monitoring and screening. Subsequently, this can be achieved by incorporating various techniques to rule out other disorders. Electroencephalography and polysomnography can rule out seizures and disturbances in sleep (Lord et al., 2020). Psychophysiological evaluation can detect auditory, respiratory, and sensory changes in people with ASD (AlSalehi & Alhifthy, 2020). Genetic testing to identify Fragile X is necessary for children demonstrating intellectual impairment.

The etiology of the disorder is multifaceted. Factors implicated include genetics, infections, the environment, and obstetrics (Jackson et al., 2019). Having a first-degree relative with the disorder or possessing fragile X syndrome increases the likelihood of the disease (Lord et al., 2020). Obstetric complications: mothers aged above forty years and fathers aged above fifty years are at risk, increasing the likelihood of ASD. Furthermore, infections such as rubella and tuberous sclerosis have been identified as risk factors for the disorder (AlSalehi & Alhifthy, 2020). Therefore, various aspects should be evaluated when determining the etiology of ASD.

ASD has physical, medical, social, and behavioral implications. Children are unable to utilize verbal and nonverbal cues of communication. Furthermore, they cannot use protodeclarative pointing (Jackson et al., 2019). Children with ASD experience difficulties establishing social relationships with friends. They are likely to focus on abnormal inanimate objects. They are likely to be isolated due to the inability to develop sound social relationships (Factor et al., 2019). Furthermore, an inappropriately high threshold for pain has been reported, and children with the disorders sustain serious injuries. ASD predisposes individuals to infections due to defective immunological function.

The Individuals with Disability Education Act (IDEA) defines autism as a disorder that impairs verbal and nonverbal communication cues and the ability to socialize (Individuals with Disability Education Act, n.d.). Essentially, this occurs in children older than three years old and is accompanied by other manifestations such as repetitive movements and impaired sensation (Individuals with Disability Education Act, n.d.). According to the Individuals with Disability Education Act (n.d.), ASD is not defined as an emotional disturbance that significantly affects a child’s academic performance. Furthermore, any child who develops the signs and symptoms of autism after three years is considered to have ASD if the manifestations are consistent with those defined by IDEA.

IDEA stipulates that the State should ensure that children with autism access free and appropriate public education that addresses their holistic requirements. Furthermore, children with autism should be able to interact with other children without autism and enjoy the same curriculum as the general population (Individuals with Disability Education Act, n.d.). This aspect of inclusivity is called the least restrictive environment. IDEA advocates for prompt intervention programs that improve the child’s communication. The child is entitled to individualized programs (Individuals with Disability Education Act, n.d.). In addition, the child has a right to extended school-year services. These services minimize a regression in the child’s abilities.

Learning Needs

ASD affects different aspects of learning. Children with this disorder have difficulties developing verbal and non-verbal communication cues, socializing, and understanding their peers and the environment (Paskins, 2018). As a result, this can negatively impact the child’s learning process. Verbal and non-verbal communication is essential in learning a language and expressing feelings (Paskins, 2018). Diminished development of this aspect impairs the exchange of information: the child’s specific need may not be identified promptly due to impaired communication.

Socializing is vital in the process of learning. It enables the child to learn from their peers and helps them make new friends. Poor social interaction limits the exchange of information and hinders the learning process (Paskins, 2018). Creative play allows a faster, better understanding of theoretical concepts. Impairment of this aspect disrupts the efficiency of the learning process (Paskins, 2018). Disturbances with sensory perception hinder the ability of children to adapt to conditions such as noisy classrooms, touch, and proper eye contact (AlSalehi & Alhifthy, 2020). Therefore, the child is most likely to dislike the school environment. These children do not achieve learning objectives, and instructors fail to fulfill their educational needs.

Instructors can apply various strategies to benefit children with ASD. A relaxed environment without overstimulation should be embraced when teaching the learners (Van Der Steen et al., 2020). Furthermore, instructors should avoid using high intonations when teaching. Ideally, this minimizes the possibility of agitation or confusion among children with ASD. A specific routine should be used to allow easy adaptation to the schedule (Van Der Steen et al., 2020). Instructors should minimize or avoid physical contact. Sensory perception in ASD children is disturbed, and physical touch can be interpreted exaggeratedly. Regular face-to-face interactions can be tailored to ensure that their social skills are improved. In addition, relevant aspects such as pictorials can be used based on the learner’s needs.

Learning needs should embrace the various provisions of IDEA. Free and Appropriate Public Education should be provided. Education that fulfills the child’s holistic needs should be available (Autism Speaks, n.d.). Extended School Year Services should be provided for all children with ASD in whom skill regression is likely to occur. Accordingly, this can be provided at home during breaks from regular school work. The Least Restrictive Environment that allows the child to engage with non-autistic children and enjoy the curriculum used by the general population should be adopted (Autism Speaks, n.d.). According to Autism Speaks (n.d.), an Individualized Education Program that addresses the child’s uniqueness should be embraced. Essentially, this ensures that the child’s school needs are achieved.

Autistic learners can benefit from various accommodations. These include relaxed environments, pictorials, printed illustrations, exercise breaks, and school aides (Jackson et al., 2019). They can also benefit from earplugs that minimize background noise and particular retreat areas that lack sensory stimulators (Paskins, 2018). Autistic learners can receive special services provided by the school district. These services focus on the individualized education program and address students’ needs. These include access to technological advances such as assisted technology (Paskins, 2018). The program capitalizes on the student’s strengths, acknowledges their weaknesses, and aims at fulfilling established goals.

Teachers should develop various skills to enable them to work with autistic children. Such skills include patience, empathy, adaptability, creativity, and attentiveness (Van Der Steen et al., 2020). Furthermore, they should be knowledgeable about ASD. Accordingly, this can be achieved by developing curiosity that triggers a deeper understanding of the disorder. The family and society should adopt various strategies when dealing with autistic children. They should create a routine and ensure consistency (Factor et al., 2019). Furthermore, they should reward positive behavior and ensure they are actively involved in the child’s academic work (Crowell et al., 2019). They should collaborate with teachers to ensure that specified objectives are achieved.

Lifespan Issues

            ASD affects the developmental process of the child. The child fails to achieve typical verbal and nonverbal communication cues. As a result, this impairs their interaction with their peers and can cause isolation. Autistic children have poor social skills and are unable to understand their peers’ feelings (Jackson et al., 2019). Sensory disturbances negatively impact the normal learning process. In addition, these disturbances predispose the children to self-inflicted injuries (Lord et al., 2020). Autistic children fail to participate in community engagements due to poor social connections. A supportive community can increase the child’s involvement in community engagements. According to Jackson et al. (2019), supportiveness can be created by advocating for direct communication with autistic children and recognizing the importance of accommodating environments.

            Autistic learners face challenges after post-secondary education. Studies reveal that they are more likely to be unemployed than the general population (Jackson et al., 2019). This issue of unemployment is worse for autistic individuals from low-income families and those with significant functional disturbances. Strategies that ensure a smooth post-secondary transition are desirable to ensure their well-being. In addition to post-secondary issues, individuals with autism have poor social relationships (Jackson et al., 2019). Their inability to correctly interpret other people’s feelings makes them respond inappropriately. Consequently, this severs the connections they try to establish.

Moreover, ASD can impact the family negatively. The family will likely incur extra expenses to cater to the child’s medical needs (Factor et al., 2019). This is because they are more predisposed to infections than the general population. Parents and siblings are likely to have emotional and mental health disturbances, such as anxiety (Crowell et al., 2019). This is because they are always worried about the well-being of their children. Family ties are most likely to be disrupted. Parents have the feeling of loss of control over the condition. Other family dynamics can be affected by addressing the needs of all children. Parents are likely to focus on an autistic child and ignore other children (Paskins, 2018). Ultimately, this creates a bad relationship among siblings. Families need to advocate for the availability of appropriate education services and individualized programs. Essentially, this will ensure that the educational needs of autistic children are fulfilled.

Autism requires individuals to develop essential skills. These include adaptability, patience, curiosity, empathy, and knowledge (Van Der Steen et al., 2020). The general population should demonstrate interest and better understand ASD to deal with autistic individuals. Furthermore, they should encourage and reward good behavior rather than condemn bad behavior. Ultimately, this creates positive reinforcement and makes autistic individuals adopt desirable characteristics.

Similarities and Differences to Other Disabilities

ASD differs from other disabilities, such as orthopedic impairment. ASD has a higher prevalence than orthopedic impairment. Data indicates that orthopedic impairment accounts for approximately 1% of students classified in special education (Orthopedic Impairment, n.d.). Statistically, this is lower compared to the 2.3% prevalence of ASD. Orthopedic impairment can be subdivided into musculoskeletal, degenerative, and neuromotor (Orthopedic Impairment, n.d.). This is unlike ASD, which mainly focuses on verbal and nonverbal communication cues, the ability to socialize, behavior, and thoughts of the child.

The criteria for categorizing students differ. For orthopedic impairment, two options are feasible. The first option requires documentation of physical impairment diagnosed medically (Orthopedic Impairment, n.d.). It is also dependent on the learner’s factors. The second option requires a diagnosis from a medical doctor and an assessment of the learner’s motor function (Orthopedic Impairment, n.d.). For ASD, the exclusion criteria are emotional disturbances that significantly affect a child’s academic performance (AlSalehi & Alhifthy, 2020). Individuals who meet IDEA’s definition are included. Both disabilities enjoy similar provisions for school placement under IDEA.

Accommodations for individuals with orthopedic impairment differ from those with ASD. The school’s surroundings should be modified to minimize incidences of injuries (Orthopedic Impairment, n.d.). Furthermore, modifications should ensure easy access to services such as lifts or ramps (Orthopedic Impairment, n.d.). Moreover, alterations in the execution of tasks can benefit individuals with orthopedic impairment. Lastly, intensive physical exercise should be avoided.

Information Synthesis and Conclusion

Autism spectrum disorder (ASD) occurs in early childhood and is evidenced by disturbances in social functions. Key altered parameters include communication, learning and behavior, preferences, and routine activities. The learning needs of this population are greatly affected. A collaborative effort among parents, teachers, and the community is needed to ensure the well-being of children with ASD.

References

AlSalehi, S. M., & Alhifthy, E. H. (2020). Autism spectrum disorder. Clinical Child Neurology, 392(10146), 275–292. https://doi.org/10.1007/978-3-319-43153-6_10

Autism Speaks. (n.d). Your Child’s Rights: Autism and School. https://www.autismspeaks.org/autism-school-your-childs-rights

Centers for Disease Control and Prevention. (n.d.). What is Autism Spectrum Disorder? https://www.cdc.gov/ncbddd/autism/facts.html

Crowell, J. A., Keluskar, J., & Gorecki, A. (2019). Parenting behavior and the development of children with autism spectrum disorder. Comprehensive Psychiatry, 90, 21–29. https://doi.org/10.1016/j.comppsych.2018.11.007

Factor, R. S., Ollendick, T. H., Cooper, L. D., Dunsmore, J. C., Rea, H. M., & Scarpa, A. (2019). All in the Family: A Systematic Review of the Effect of Caregiver-Administered Autism Spectrum Disorder Interventions on Family Functioning and Relationships. Clinical Child and Family Psychology Review, 22(4), 433–457. https://doi.org/10.1007/s10567-019-00297-x

Individuals with Disability Education Act. (n.d.). Individuals with Disability Act. https://sites.ed.gov/idea/regs/b/a/300.8/c/1

Jackson, S.L., Hart, L., Brown, J. T., Volkmar, F. R., Haven, N., Spectrum, A., & Hartford, W. (2019). Disorder. 48(3), 643–650. https://doi.org/10.1007/s10803-017-3315-x.Brief

Lord, C., Brugha, T. S., Charman, T., Cusack, J., Dumas, G., Frazier, T., Jones, E. J. H., Jones, R. M., Pickles, A., State, M. W., Taylor, J. L., & Veenstra-VanderWeele, J. (2020). Autism spectrum disorder. Nature Reviews Disease Primers, 6(1). https://doi.org/10.1038/s41572-019-0138-4

Orthopedic Impairment. (n.d.). Chapter 10 – Orthopedic Impairment Definition under IDEA of Orthopedic Impairment. http://aasep.org/fileadmin/user_upload/Protected_Directory/BCSE_Course_Files/Course_5/Chapter-10-Special_Education_Eligibility.pdf

Paskins, R. T. (2018). Supporting Students with Autism Spectrum Disorder in Post-secondary Education Settings: Common Barriers and Needed Accommodations and Supports. ProQuest Dissertations and Theses, 125. http://ezproxy.library.dal.ca/login?url=https://search.proquest.com/docview/2108687988?accountid=10406%0Ahttp://sfxhosted.exlibrisgroup.com/dal?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&genre=dissertations+%26+theses&sid=ProQ:ProQu

Van Der Steen, S., Geveke, C. H., Steenbakkers, A. T., & Steenbeek, H. W. (2020). Teaching students with Autism Spectrum Disorders: What are the needs of educational professionals? Teaching and Teacher Education, 90. https://doi.org/10.1016/j.tate.2020.103036

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Demonstrate your knowledge of :
(a) the characteristics, including the etiology of the disability
(b) learning needs of individuals with a disability
(c) lifespan issues related to the disability (including the impact of a disability on the individual and family),
(d) how disability is similar and different to other types of disabilities (e.g., mild, severe, sensory).

Autism Spectrum Disorder

Your paper should address the following areas for the disability category you have selected, and you must include each section in the order it is presented.
• What is its prevalence? Is it a high- or low-incidence disability?
• How is it assessed?
• What is its etiology
• Are physical/medical issues associated with this disability?
• Are there social or behavioral implications associated with this disability?
• What are the requirements related to identification and eligibility for placement for special education services under IDEA – specify the placement process and eligibility characteristics per the IDEA regulation – yes, state the regulation pertinent to the disability and the requirements for admission to special education services.
B. Learning Needs
How does the disability affect learning? For example:
• What areas of learning might be impacted by this disability?
• What teaching strategies might benefit learners with this disability?
• What FAPE, IEP, LRE, etc., considerations are needed?
• What accommodations might students with this disability need?
• Where might a student with this disability receive services? (Think LRE.)
• What skills will teachers need to work with students who have this disability
• What community/family needs and behaviors, etc., are associated with the chosen disability
C. Lifespan Issues (including Impact on Individual and Family)
How does having this disability impact an individual?
• What are early childhood issues that need to be considered?
• What are community issues that need to be considered?
• What post-secondary (after high school – job, college, independent living) factors must be considered?
• What impact does having this disability have on social relationships?
• What is the impact of the disability on the family?
• What daily living skills might be impacted by this disability?
• How does this disability impact family dynamics?
• What information do families need to advocate for their children with disabilities?
D. Similarities and Differences to Other Disabilities
How is this disability similar and different to other disabilities (or other disability areas)? For example:
• Is there a difference in the prevalence of the chosen disabilities?
• What are the differences in possible school placements for students with the selected disabilities?
• What instructional strategies or accommodations/modifications may differ for students with the chosen disabilities?
E. Information Synthesis
What have you learned about learners with disabilities in the course through your assignments and research? What did you learn from completing independent learning activities (IRIS modules, field experiences, and exploratory activities)? Can you show what you learned in the course by integrating what was learned through these experiences with learning from other coursework (lectures, discussions, articles, and textbook readings)?

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