Abstract This paper studies and reviews coping strategies for mothers of autistic children. The paper begins by discussing the stressors faced by the mothers. Next the paper describes the results of cognitive defects in children. The paper includes a qualitative review of four published studies on the topic.
From the Paper "This study identified and explored the effectiveness of the coping strategies used by mothers of children with autism. By using a qualitative review of four published studies that incorporated interviews of mothers of children with autism this research..."
Tags: COPING STRATEGIES, MOTHERS, AUTISTIC CHILDREN
Abstract This paper discusses the inclusion process used for autistic students. The paper first explains that, when including autistic children into a general education classroom, specific areas that must be addressed are adaptations, therapeutic interventions, attitudes and parent-provider relationships. The paper then presents the advantages and disadvantages of placing autistic students in a self-contained class or being included in a general education class. This inclusion process, the paper indicates, has advantages and disadvantages for the autistic child, the regular students and the teacher. The paper concludes that the case for inclusion is strong if the student is capable of doing the work assigned and not acting out in class and if the teacher is prepared for this additional responsibility.
Table of Contents:
Introduction - Autism Spectrum Disorder
Inclusion and Self-Contained
Pros and Cons of Inclusion
Pros and Cons of Self-Contained
Inclusion and the Autistic Student
Pros
Cons
Ways to Facilitate the Autistic Student in the Inclusion Process
Ways to Facilitate the General Education Student in the Inclusion Process
Conclusion
From the Paper "A failure like that can breed more failures and lower levels of confidence than would be seen if the student was allowed to hold his or her own or even excel in an autistic or special education classroom. Confidence that might have been seen by allowing these students access to general education classes might be lost in the students' lack of ability to keep up with general education students. There is also a concern about classifying students as autistic students and then putting them in with the general education population."
Abstract In this article, the writer examines the affects of stress on the family of an autistic child. The writer examines stressors that are indigenous to families with autistic children and explores avenues of resolving or relieving the stress. This project examines the stress of families dealing with an autistic child and looks at some of the things that are being done to help reduce it. The writer explains that autism can be a devastating diagnosis for parents who often spend months trying to get to the bottom of what is happening with their once vibrant, developing toddler. The writer concludes that with what is currently known about stress and autism it becomes evident that social contact and formal training can help parents alleviate and reduce the stress level within the family when they have an autistic child.
Outline:
Proposal
Introduction
Literature Review
Discussion
From the Paper "Once the diagnosis process is complete the parents are left with trying to care for the child who can be trying at best and the family is often thrown into a very stressful environment as family members work to maintain a sense of normalcy while coping with the elements of autism. One of the more draining aspects of having a child in the family with autism is the stress that it can create. Stress has long since been known to create health issues, cause divorce and create family and relationship disharmony in ways that are sometimes irreparable. It is important to understand exactly how having a child with autism impacts the family by the stress that it causes. It is by that understanding that future programs can be developed to help alleviate the stress."
Tags:autistic, developmental, disorder, communication
Abstract This paper looks at some of the challenges that are faced by families with an autistic child. It begins by presenting a case study of a family who struggled to diagnose a child with autism. It also discusses crisis issues within families who have children with autism. The paper then analyzes a study that looks at whether there is a connection between language and theory of mind between autistic children and those with moderate learning difficulties.
Table of Contents:
Introduction
Families with Autistic Children and Crisis
Methods
Results
Conclusion
From the Paper "In another study titled, "The Broader Cognitive Phenotype of Autism in Parents: How Specific is the tendency for local processing and executive dysfunction?" (Bolte, 2006, p. 639) showed parents of autism spectrum disorder (ASD) children performed faster in processing their children with a myriad of interactive tests (Embedded Figures Test, Block Design, Wisconsin Card Sorting Test, Tower of Hanoi, and Trailmaking Test) compared to parents with schizophrenia or mental retardation (640-1). It seems that autistic children need more attention from parents compared to the other children having schizophrenia and mental retardation. As the parents learn to cope with autistic disorder, their children seem to trust and cope with their parents."
An investigation to determine whether children with an autistic sibling are at greater risk for developing conduct disorder, oppositional defiant disorder and antisocial behavior.
Abstract This study examines the psychological well-being and sibling relationships in adolescent siblings who have a brother or sister with an autism spectrum disorder. In examining these children, the paper attempts to determine the incidence of children who experience conduct disorder, oppositional defiant disorder and antisocial behavior who also have autistic siblings as well as what factors tend to contribute to an increased incidence of these conditions in otherwise-normal siblings of autistic children. Finally, the study attempts to identify clinical interventions that have been proven effective in helping the entire family in general, and otherwise-normal siblings in particular, in the past.
Introduction
Background of the Problem
Statement of the Problem
Purpose of the Study
Significance of the Study
Research Questions
Limitations and Delimitations
Definitions
Summary
Preliminary Literature Review
Methodology
Description of the Study Approach
Data-gathering Method and Database of Study
From the Paper "The number of children who have been diagnosed with autism has increased sharply in recent years; the data had suggested that autism occurs in at least one of every 1,000 children; however, more recent studies demonstrated a prevalence rate that was two- to three-times higher than these earlier estimates. According to Mayes, "Autistic spectrum disorders occur much more frequently in males than females, with the exception of Rett Syndrome, a rare and severe disorder only occurring in females" (p. 92). Autism often occurs in combination with other mental impairments, such as mental retardation, seizure disorders, and attention deficit-hyperactivity/disorder. Furthermore, autism is often misdiagnosed or not diagnosed, but once the condition is diagnosed, the most effective response is early, aggressive intervention focusing on social and communicative deficits; however, older individuals with autism may also gain some benefit from structured interventions."
Abstract The paper explains that sensory integration therapy is an attempt to rectify sensory disparity and dysfunction in autistic children. The paper presents the profile of the autistic child who would most benefit from this therapy. The paper relates that research shows how sensory integration therapy can improve the child's ability to play and interact better with his/her surroundings. The paper notes, however, that it may be uncomfortable and create a less than positive situation for the development of the child. The paper concludes that it is therefore important that the therapist be fully trained in the latest theories and praxis.
From the Paper "Numerous studies in recent years have shown that there is a possible link between sensory integration therapy and improving the quality of life for autistic children. This form of therapy is seen as a "....valuable tool to teach autistic children how to interact with their environment." ( Evans R.) The problem of sensory integration is a crucial factor for many autistic children. It is very often the case that the sensory impulses of the child conflict with and are contradicted by those expected by the society in which they have to interact."
Abstract The paper outlines the 'applied behavior analysis' (ABA) approach and the 'treatment and education of autistic and related communication-handicapped children' (TEEACH) approach to teaching and discusses three suggested approaches to reading instruction; bottom-up, top-down and eclectic where there is a mix of bottom-up and top-down modes. The paper examines the literature that shows how students with autism require a reading program that is structured, but flexible because all children with autism seem to express different needs and learning styles. The paper then reveals that the eclectic approach is best, because an autistic student requires several methodologies to obtain the appropriate education.
From the Paper "When teaching a beginning autistic reader, especially as late as the secondary level, it is necessary to determine the learning methodology that will be best for teaching the required skills. This decision will be based on two different factors: First, students with autism have varying degrees of difficulty with communication, from severe (little to no interaction) to mild (the ability to receive information and provide a response or feedback). In order to teach reading to such a student, it is necessary that there appears to be an interest in labels, letters and words, as well as enough ability and skill level to look at these materials. Once a student recognizes that groups of letters form words that have meaning, and groups of words form sentences that have meaning, it is possible to move to beginning reading material. (Porco, 1989, p. 4)."
Abstract This paper explains and defines Facilitated Communication (F/C) as a technique used to help some persons with limited or no speech to communicate by typing or pointing. A facilitator provides both physical and emotional support. It examines why this treatment is used on autistic children and why the support factor is so essential in developing a communicative relationship with the child.
From the Paper "Ever since the syndrome of autism was first recognized and named, parents have been concerned with the lack of communication they have with their autistic children. While other aspects of autistic behavior are also extremely disturbing, the inability to understand what their children wanted, or were experiencing, was for many parents the most frustrating element. This frustration seemed as if it would be alleviated by the introduction of a new technique, known as facilitated communication."
Abstract Researchers agree that there needs to be more research done on the effect of music therapy on autistic children. The paper shows that while case studies tentatively established a link between music therapy and the reduction of disruptive behavior (head-jerking and screaming, for example), more research is needed to establish positively the effects of music therapy on autism in children.
From the Paper "Using the self-reports of adults with autism, Toigo (1992) argues that music therapy is well suited to assisting individuals with autism.There are very few studies that have examined the effectiveness of music therapy with individuals with autism. Indeed, the music therapy profession itself recognises that there is a need to conduct sound research to evaluate the efficacy of music therapy and, in particular, to develop reliable measures of change that may occurduring intervention (Toolan & Coleman, 1994; Wimpory, Chadwick, & Nash,1995). Some research reports in this area rely on single case studies (Monti, 1985).In others, the intervention procedures and the characteristics of the participants arenot clearly explained (Hairston, 1990;)"
Abstract This paper summarizes and critiques a research article examining the social integration of autistic students in inclusive elementary school classes. The paper disagrees with the author's conclusions and discusses recommendations.
Abstract The proposed study examines whether the academic achievement of a sample of 10 to 13 year old, autistic children can be significantly improved through cooperative learning techniques.
Abstract This paper discusses the use of a mercury-based substance, Thimerosal, in children's vaccines has been proven to cause autism in children, as well as EMT or enhanced milieu teaching, one of the latest methods in the induction of children with autism into the 'normal' cognitive, communication world.
Contents:
Abstract
Educating Autistic Children Through Enhanced Milieu Teaching
More Support for 'Naturalistic' Teaching
Other Specific Protocols
Conclusion
From the Paper "A Centers for Disease Control (CDC) epidemiologist named Tom Verstraeten "had analyzed the agency's massive database containing the medical records of 100,000 children" and found that the mercury-based preservative in the vaccines "appeared to be responsible for a dramatic increase in autism" (Kennedy, 2005, unpaged) as well as other neurological disorders in children. The evidence is difficult to ignore. In 1991, the CDC and the Federal Drug Administration (FDA) had recommended the administration of three additional vaccines "laced with the preservative" for extremely young infants, in one case only hours after birth. After that, "the estimated number of cases of autism had increased fifteen fold, form one in every 2,500 children to one in 166 children" (Kennedy, 2005, unpaged). By anyone's reckoning, that is too steep an increase to be caused by chance, and certainly genetic mutation takes infinitely longer than 'instantly.' Dr. Bill Weil, a consultant for the American Academy of Pediatrics, noted that he would not want his own grandson to get any containing-containing vaccines until more was known (Kennedy, 2005, unpaged)."
Abstract In this article the writer discusses the function of the brain within people with autism. The writer firstly defines the neurological disorder of autism that affects each individual in a different way. It should be noted, however, that autism negatively affects normal brain function. The writer notes that many individuals with autism have been considered remarkably intelligent, despite their difficulties relating to the rest of the social order. Further, the writer points out that due to these variances in the manner that autism is present in the affected individual, the issue of brain development comes into question.
From the Paper "Children with autism may not begin to show signs of the developmental disorder until they have passed infancy. A neurological disorder, autism cannot be defined by standard criteria that are universal to all patients because the disorder affects each individual differently. It should be noted, however, that autism negatively affects normal brain function. As the disorder progresses it will inhibit the individual's ability with social interaction and communication."
An analysis of the methodology of two studies discussing augmentative and alternative communication systems that can assist language development in autistic children.
Abstract This paper analyzes two studies that deal with augmentative and alternative communication systems that can assist language development in autistic children. It first reviews "Effects on Communicative Requesting and Speech Development of the Picture Exchange Communication System in Children With Characteristics of Autism," by Jennifer Ganz and Richard Simpson. It then looks at "Effects of a Computer-Based Intervention Program on the Communicative Functions of Children with Autism," by Orit Hetzroni and Juman Tannous.
From the Paper "Subjects were taught to present a picture of the desired object and later to create picture sentences by placing strings of pictures on a Velcro strip. At first teachers presented students with the pictures, but the goal was for subjects to independently locate the desired items and string them to form sentences. Pictoral sentences were then to be accompanied by the appropriate verbalization. Each subject had his/her own book of pictures, which were expanded to include photographs of desired objects and sentence starters such as "I want" over time. In this way gradually more complex verbalization could be required. While the beginning pictures dealt primarily with objects themselves, gradually comments on qualities of an object or action as well as objections could also be verbalized. Sessions were videotaped, and independently and holistically scored by observers who agreed when a subject met the specified criteria for non-verbal and then verbal communication."
Abstract The paper describes several activities that encourage communication in the classroom setting. The paper discusses the do-watch-listen-say model of socialization that is a means by which children plan and solve problems by imitation. The paper then discusses when standardized assessments of children with severe language and communication delays are initiated. Finally, the paper identifies naturalistic and structured teaching approaches that offer few opportunities for an autistic child to have time on his own and subject him to an environment where he is given little choice but to communicate.
Outline:
Opportunities for Communication
The Do-Watch-Listen-Say Model of Socialization for Children
Standardized Assessments
Communication Interventions
From the Paper "Three different opportunities for Shelly to communicate can be seen in scenarios involving musical instruments, during lunch and outdoor play activities. For the musical instrument activity, the environment can be modified in such a way that Shelly and the other students face each other without desks (such as in a circle). The play space must be adequate to prevent crowding and conflicts, yet facilitate interaction. The activity would involve the children listening to different musical instruments. Each one would pick one favorite musical instrument sound that drew their attention. They would be prompted to gradually communicate as the sound kept their attention. The end result would be learning common social communications skills such as greeting and saying good bye, asking permission, introducing one' self, etc."
