Autism – General Overview of Autism

General Overview of Autism What is Autism? Autism is defined as a disorder of early development that causes severe problems in thinking, communicating with others, and feeling a part of the outside world (Autism 2009). A person diagnosed with autism has a brilliance abnormality that affects normal brain function (Nordquist 2009). Most diagnoses of autism are usually never the resembling, even though, the signs are generally similar. Autism must non be confused with squirthood schizophrenia or mental retardation, though the actions of minorren with these raft are some times related to that of sick children (Autism 2009).Autism prevents children from developing normal neighborly relationships, even with their parents (Autism 2009). Infants and Autism Autism is generally non diagnosed until two or three eld old, but there is an extremely controversial argument on whether or not it could be diagnosed in childs. fit to Canadian researchers, they could already keep in line si gns and symptoms of autism in infants at approximately six months old (Boyles 2005). The researchers believe that the infant is already predisposed with abnormal brain development inside their wastes womb.The infants that Canadian researchers experimented were only limited to families that already had an older child born with autism (Boyles 2005). According to research conducted in an article of Developmental Psychology, it is not possible to diagnose and infant with autism (Charman et al. ,1997). The researchers conducted a use up on xxx eight boys, separated into three dissimilar conventions Autism Risk Group, Developmental fit Group, and Normal Group. The studies were based upon four different criteria Empathy, Pretend Play, Joint Attention, and phony (Charman et al. 1997). Based on their results, it was not evident t to say whether or not a child could be diagnosed with Autism. This based upon the findings that children in the autism group and children in the development al delay group were indistinguishable and the scorings were far overly similar (Charman et al. , 1997) In another study conducted by Dalery et al. , they compared young children and infants who were clinically diagnosed with autism or developmental delay (DD).The researchers were trying to differentiate whether the existence of symptoms of autism fashioning it possible to be a different developmental disorder and whether or not the symptoms increase with age (Dalery et al. 2006). In the results from children under 26 months, the findings were peanut and eerily similar to the experiment conducted by Chairman et al. They were unable to understand if the clear signs of developmental delay or autism were definite (Dalery et al. 2006). Symptoms of Autism Children diagnosed with Autism act other than from unrivaled another and no two autistic children have the same symptoms or act the same (CDC 2007).Children with Autism have severe impairments with social, emotional, and communicatio n skills. two(prenominal) have hardy accomplishing everyday tasks and have to maintain a agreeable day to day routine (CDC 2007). A symptom of autism that affects m whatever autistic children is they have an intricate time holding a conversation. Thus, they tend to have a hard time making friends because of this impairment (CDC 2007). Another symptom of autism is crying behavior. This causes a stimulating effect on the child (CDC 2007). For example, a child may reproduciblely rock back and forth, or make the pages of a book over and over again.Autistic children have a difficult time managing in an everyday life. Once a child is diagnosed with autism, (usually betwixt the ages of 2-4), it stays with them for the remainder of their lives (CDC 2007). With the various symptoms of autism, repetitive behavior recognizems to be the closely consistent symptom that is distinguishable in almost all autistic patients (Gray et al. 1995). To realise whether or not this is true, researc h was conducted in Australia. The researchers wanted to determine if repetitive behavior was a distinguishable sign of autism in children less(prenominal) than 51 months.Since there are many different types of repetitive behavior, the different types were classified into two categories higher and lower berth levels of repetitive behavior (Gray et al. 1995). According to Gray et al. , higher level repetitive behavior is highly consistent with autistic children under the age of 51 months. Low level repetitive behavior was not a direct diagnosis with autism. A profound number of children with other developmental delay disorders often demonstrated aspects of lower level repetitive behavior (Gray et al. 1995). Autism and Public SchoolingWhen a parents makes the decision to inscribe their autistic child into public school, it is often a difficult decision. sometimes the decision is made because the parent does not have the means to rank their child to a school specialized for autistic children. Other times it is because many autistic designed schools only accept unique or extreme cases and their child do not meet the requirements (Rudy 2009). Even though a public school is required to give equal to(predicate) study to a child with a go outing disability, how does the parent know what is adequate to the teacher (Rudy 2009)?A positive aspect of public schools is that children with autism can move with normal developing peers. Researchers argue that this type of interaction may pull up stakes opportunities for building relationships and developing social and communicative behaviors, in response both to the demands made by mainstream peers and the modeling their behavior provides (Whitaker 2004). In a study conducted by Whitaker, the mainstream peers developed a routine with the autistic children. The mainstream peers seemed to understand and learn the routines of the autistic peer.Whether or not the autistic child received any awareness or pleasure from this type of interaction was harder to detect, even though they appeared to be enjoying themselves (Whitaker 2004). Parents of Children with Autism It is devastating for a parent to learn that their child has a severe health problem or developmental disability (Parenting a Child with Autism 2007). The first question that arises is, How can we cure it? , but autism is not curable. In the beginning, parents often find some kind of book to help them cope with the discovery or having an autistic child.They also exigency to educate themselves as much as possible and decide what is beat for the child (Parenting a Child with Autism 2007). D. E. Gray conducts a study to see how parents of autistic children cope with their childs illness over time. amongst 1988 and 1990, he begins his study and the sample included 28 parents of autistic children. In the beginning, parents used 51 different methods to cope with the discovery of their childs illness. D. E. Gray followed-up with these parents 8- 12 years later and the methods parents used decreased dramatically to 27.Parents learn to cope with their childs autism throughout time. Maybe this was due to the incident that the child had become less disruptive and was more orderly in their habits (D. E. Gray 2006). It also may have been due to the fact that their children were enrolled in special schools (only one was enrolled in public schools). In the beginning, parents still had to aline to the changes in their environment and with their child. As their emotional distress decreased, so did their wishing for emotional support (D. E. Gray 2006). ConclusionWhile the causes of autism remain a great mystery, one fact is certain Autism affects every area of learning throughout the childs life. Until research on autism provides more information about how autism affects the human brain, children and their parents who are affected will be unable to understand and full deal with this disability. It is only with more information th at we will learn the outflank approach to teach autistic children and tackle this disability head on.