Early detection and treatment can benefit kids to improve skills and reach their best potential. As previously stated, no two cases of autism are the same in every person. Therapy is customized to each child's individual needs and may include behavioral, educational, speech, and occupational therapies. The objective of therapy is to help kids learn how to:
• be safe and take care of their bodies
• communicate with peers and caregivers
• play with others and cooperate with social rules
• minimize repetitive or aggressive behaviors, like those that interfere with daily activities
Research recommends that a minimum of 25 hours a week of social, behavioral, play, speech, and other developmental therapies can help maximize a child's potential. Medications …show more content…
Growth and Development research.
Based on the research article, Atypical age-dependent effects of autism on white matter microstructure in children of 2–7 years, atypical age-dependent changes of white matter (WM) microstructure play a central role in abnormal brain maturation of the children with autism spectrum disorder (ASD), but their early manifestations have not been systematically characterized. The entire brain core WM voxels were surveyed to detect differences in WM microstructural development between 31 children with ASD of 2–7 years and 19 age-matched children with typical development (TD), using measurements of fractional anisotropy (FA) and radial diffusivity (RD) from diffusion tensor imaging (DTI). All participants were male children recruited at Beijing Children’s Hospital. 31 …show more content…
(2009) were used to characterize communication profiles of toddlers with autism spectrum disorders and to investigate if there were differences in variables hypothesized to influence language development at different benchmark levels. The communication abilities of a large sample of toddlers with autism spectrum disorders (N = 105) were characterized in terms of spoken language benchmarks. The toddlers were grouped according to these benchmarks to investigate whether there were differences in selected variables across benchmark groups at a mean age of 2.5 years. The majority of children in the sample presented with uneven communication profiles with relative strengths in phonology and significant weaknesses in pragmatics. When children were grouped according to one expressive language domain, across-group differences were observed in response to joint attention and gestures but not cognition or restricted and repetitive behaviors. The spoken language benchmarks are useful for characterizing early communication profiles and investigating features that influence expressive language growth
• be safe and take care of their bodies
• communicate with peers and caregivers
• play with others and cooperate with social rules
• minimize repetitive or aggressive behaviors, like those that interfere with daily activities
Research recommends that a minimum of 25 hours a week of social, behavioral, play, speech, and other developmental therapies can help maximize a child's potential. Medications …show more content…
Growth and Development research.
Based on the research article, Atypical age-dependent effects of autism on white matter microstructure in children of 2–7 years, atypical age-dependent changes of white matter (WM) microstructure play a central role in abnormal brain maturation of the children with autism spectrum disorder (ASD), but their early manifestations have not been systematically characterized. The entire brain core WM voxels were surveyed to detect differences in WM microstructural development between 31 children with ASD of 2–7 years and 19 age-matched children with typical development (TD), using measurements of fractional anisotropy (FA) and radial diffusivity (RD) from diffusion tensor imaging (DTI). All participants were male children recruited at Beijing Children’s Hospital. 31 …show more content…
(2009) were used to characterize communication profiles of toddlers with autism spectrum disorders and to investigate if there were differences in variables hypothesized to influence language development at different benchmark levels. The communication abilities of a large sample of toddlers with autism spectrum disorders (N = 105) were characterized in terms of spoken language benchmarks. The toddlers were grouped according to these benchmarks to investigate whether there were differences in selected variables across benchmark groups at a mean age of 2.5 years. The majority of children in the sample presented with uneven communication profiles with relative strengths in phonology and significant weaknesses in pragmatics. When children were grouped according to one expressive language domain, across-group differences were observed in response to joint attention and gestures but not cognition or restricted and repetitive behaviors. The spoken language benchmarks are useful for characterizing early communication profiles and investigating features that influence expressive language growth