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Autism ~ Grant D. Hall ~ MAT 605 ~ Fall 2014Autism is a disorder that was first identified by Doctor Leo Kanner in 1943. Autism was considered its own disorder, separate from other disorders such as childhood disintegrative disorder, pervasive development disorder-not otherwise specified (PDD-NOS), and Asperger syndrome. In 2013 the National Institutes of Health developed new criterial and has now put Autism and all of its distinct subtypes under one umbrella of Autism Spectrum Disorder or ASD.Early indicators of autism can include the following:Social Communication and InteractionFailing to respond to his or her name and appears to not hearing youResists cuddling and holding; seems to retreat into their own worldPoor eye contact and lacks facial expressionDelayed speech and or loosing previously acquired speechSpeaks with a sing-song or robot like voiceDoes not express emotion and is unaware of other’s emotionsInappropriate social interactionPatterns of BehaviorsRepetitive physical movements or actions that could be self-harmingRoutines and rituals that cause disturbance at the slightest changeConstant movementResistant to changeCoordination problems or odd movementsSensitive to light, sound, and touch but oblivious to painDoes not participate in make believe playOdd food preferencesThe spectrum of ASD is quite varied.There are also different ways we can accommodate the ASD student into our classrooms. Some of them are as follows:Respond to BehaviorStructure – Predictable – Visual Cues – Alone Time – Quiet EnvironmentSocial InteractionsGroup Participation – Negotiation – Monitor Own Behavior – Flexibility – Waiting Their TurnWorking with parents, special education professionals, and with the student directly will help make their classroom experience positive and productive. Asperger SyndromeAsperger Syndrome is also considered to be on the “high functioning” end of the autism spectrum. Adults and children often have difficulty with social interactions and demonstrate repetitive behaviors. Unlike autism, people with Asperger do not have significant delays in language or cognitive development. Some of the following are associated with Asperger but are seldom all present in any one person and vary to a wide degree:Limited or inappropriate social interactionsRobotic or repetitive speechChallenges with nonverbal communicationsLack of eye contact or reciprocal conversationTendency to discuss self rather than othersOne-sided conversationsAwkward movements and/or mannerismsPDD-NOS – Pervasive Developmental Disorder-Not Otherwise SpecifiedTerm used as the diagnosis applied to children or adults who are on the autism spectrum but do not fully meet eh criteria for another ASD such as autistic disorder or Asperger syndrome. Studies indicate that there are three primary sub-categories of PDD-NOS:High-functioning whose symptoms overlap with Asperger syndrome but differ in terms of having a lag in language development and mild cognitive impairmentSymptoms more close resemble those of autistic disorder but do not meet all of the diagnostic signs and symptoms of autism.Those who meet all of the diagnostic criteria for autistic disorder but whose stereotypical and repetitive behaviors are noticeably mild.Childhood Disintegrative DisorderA rare condition where a child would develop autism after a prolonged period of normal development (usually 3 to 4 years). A regression of language, social interaction and environment, and self-care abilities become manifest. There is also a dramatic decline in cognitive abilities accompanied by high levels of anxiety. This development results in a clinical presentation of autism without the history of its development.Currently there is no cure for ASD but intensive, early treatment can make a big difference in the lives of many children.“I am different, not less.”Temple Grandin ................
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