Autism – General Overview of Autism

General Overview of Autism What is Autism? Autism is defined as a disorder of early teaching that causes complete(a) problems in thinking, communicating with others, and feeling a part of the outside world (Autism 2009). A person diagnosed with autism has a brain constipation that affects recipe brain function (Nordquist 2009). virtually diagnoses of autism are usually never the same, unconstipated though, the symptoms are generally connatural. Autism must non be confused with kidhood dementia praecox or mental retardation, though the actions of baby birdren with these good deal are some eons related to that of ill minorren (Autism 2009).Autism pr as yetts electric razorren from ontogeny normal social relationships, correct with their parents (Autism 2009). Infants and Autism Autism is generally non diagnosed until ii or three years old, but thither is an extreme pointly contr oersial argument on whether or non it could be diagnosed in infants. fit to Canadian inquiryers, they could already hang firms and symptoms of autism in infants at approximately sestet months old (Boyles 2005). The researchers believe that the infant is already predisposed with abnormal brain development inside their mothers womb.The infants that Canadian researchers experimented were provided 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 non possible to diagnose and infant with autism (Charman et al. ,1997). The researchers conducted a learning on thirty eighter from Decatur boys, separated into three divergent groups Autism assay Group, Developmental Delay Group, and Normal Group. The studies were base upon four different criteria Empathy, Pretend Play, conjunction Attention, and Imitation (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 developmental look into group were identical and the scorings were far too similar (Charman et al. , 1997) In another study conducted by Dalery et al. , they compared unfledged children and infants who were clinically diagnosed with autism or developmental handle (DD).The researchers were trying to differentiate whether the existence of symptoms of autism do 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 downstairs 26 months, the findings were insignificant and eerily similar to the experiment conducted by Chairman et al. They were unable(p) to determine if the clear signs of developmental delay or autism were definite (Dalery et al. 2006). Symptoms of Autism clawren diagnosed with Autism act otherwise from angiotensin-converting enzyme another and no two sick children form the same symptoms or act the same (CDC 2007).Children with Autism have gruelling scathes with social, emotional, and communication skills. Some have bar accomplishing everyday tasks and have to maintain a consistent day to day occasion (CDC 2007). A symptom of autism that affects many sick children is they have an intricate time safekeeping a conversation. Thus, they tend to have a hard time making friends because of this impairment (CDC 2007). Another symptom of autism is instant behavior. This causes a stimulating effect on the child (CDC 2007). For example, a child may consistently rock back and forth, or cast out 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 between the ages of 2-4), it stays with them for the ease of their lives (CDC 2007). With the various symptoms of autism, continual behavior seems to be the most consistent symptom that is differentiable in almost all ill patients ( senile et al. 1995). To determine whether or not this is true, research was conducted in Australia. The researchers wanted to determine if repetitive behavior was a distinguishable sign of autism in children little than 51 months.Since thither are many different types of repetitive behavior, the different types were classified into two categories higher(prenominal) and lower berth levels of repetitive behavior ( hoar et al. 1995). According to Gray et al. , higher level repetitive behavior is highly consistent with ill children under the age of 51 months. disordered level repetitive behavior was not a direct diagnosis with autism. A significant number of children with other developmental delay disorders often demonstrated chances of lower level repetitive behavior (Gray et al. 1995). Autism and normal SchoolingWhen a parents makes the decision to enroll their autistic child into common naturalize, it is often a difficult decision. Some clock the decision is do because th e parent does not have the authority to send their child to a school finickyized for autistic children. Other times it is because many autistic designed schools only accept unique or extreme cases and their child do not go the requirements (Rudy 2009). Even though a public school is required to give nice education to a child with a learning disability, how does the parent know what is comme il faut to the teacher (Rudy 2009)?A positive aspect of public schools is that children with autism can interact with normal developing peers. Researchers argue that this type of interaction may provide opportunities for building relationships and developing social and communicative behaviors, in receipt both to the demands made by mainstream peers and the cast their behavior provides (Whitaker 2004). In a study conducted by Whitaker, the mainstream peers developed a bend with the autistic children. The mainstream peers seemed to determine and learn the routines of the autistic peer.Wh ether 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 resume it? , but autism is not curable. In the beginning, parents often find some bod of support to help them dole out with the husking or having an autistic child.They also deprivation to educate themselves as much as possible and decide what is outgo for the child (Parenting a Child with Autism 2007). D. E. Gray conducts a study to see how parents of autistic children be intimate with their childs illness over time. Between 1988 and 1990, he begins his study and the specimen included 28 parents of autistic children. In the beginning, parents used 51 different meth ods 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 fall dramatically to 27.Parents learned to cope with their childs autism throughout time. Maybe this was due(p) to the fact 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 adapt to the changes in their milieu and with their child. As their emotional distress decreased, so did their need for emotional support (D. E. Gray 2006). ConclusionWhile the causes of autism remain a great mystery, one fact is certain Autism affects every region of learning throughout the childs life. Until research on autism provides more knowledge about how autism affects the human brain, children and their parents who are affected will be un able to understand and fully deal with this disability. It is only with more information that we will learn the best approach to teach autistic children and equipage this disability head on.