Since the 1940s autism has been a growing disability across the world. Back in 1985 5 out of every 10,000 people were diagnosed as being autistic. From 2000 to 2002 the rates increased to 6 out of every 1,000. Today 1 out of every 88 people can be diagnosed anywhere on the Autistic Spectrum. To understand why so many are affected by this disorder we must look at the history, what types of labels are present today, how an individual obtains a diagnosis, what to look for in these individuals, and how they can be treated. Every case is different but many share a commonality in one area or another. It is unclear as to when autism first reared its head in the world or when any one person finally placed a label on a variety of symptoms now characterized
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Kanner set the standard characteristics for an individual with autism as being socially aloof, having impaired social interactions, disturbances in language development, and rigidity and problems with change (Phetrasuwan, 2009). In order to be placed in one of the five categories an individual must first express these general symptoms. For instance, an individual diagnosed with Autistic Disorder will display three areas of developmental problems: impaired social interactions, “severe delays or lack of communication skills, impaired ability to initiate or sustain conversations, repetitive use of language, and lack of appropriate social imitative play”, and repetitive patterns of behavior, preoccupation and intense focus in areas of interest, and inflexible adherence to routines (Phetrasuwan, 2009). A child with Asperger’s Disorder differs in the aspect of no delays in early language development although they show subtle impairments in their language. An individual’s lowest IQ score with Asperger’s is 70. PDD-NOS is generally assigned when an individual shows significant autistic symptoms but they are not consequential enough to be the general autistic disorder. Children diagnosed with Childhood Disintegrative Disorder show normal development …show more content…
Among the social characteristics these individuals may apply limited eye contact and resist physical contact in the form of touch. One child may wish to be distanced from others by enjoying being alone whereas another child is overly-friendly and does not grasp the concept of personal space. These children are over trusting and needs someone with their best interest at heart to read the motives of others actions; it is our job as community members, friends, and teachers to always have each other’s best interests at heart. When considering the behaviors of those labeled with ASD it is common to have an obsession and unusual attachment to an object or idea. There is a high presence of repetition in play, quotes from movies, and even a fascination with routine. It is common for children to have verbal outbursts, unsuspecting movements, and extreme fears for no logical reason. There will be some children who will inappropriately touch themselves in public. On an emotional level there will be tantrums, random bursts of laughter or crying for no reason but can be calmed with a comfort item, soothing sounds or constant pressure provided by a blanket or hammock (Rocky Point, 2009). No matter what the characteristics, the severity will differ since every child is unique. Teachers should be aware of such characteristics so as to better serve the
Kanner set the standard characteristics for an individual with autism as being socially aloof, having impaired social interactions, disturbances in language development, and rigidity and problems with change (Phetrasuwan, 2009). In order to be placed in one of the five categories an individual must first express these general symptoms. For instance, an individual diagnosed with Autistic Disorder will display three areas of developmental problems: impaired social interactions, “severe delays or lack of communication skills, impaired ability to initiate or sustain conversations, repetitive use of language, and lack of appropriate social imitative play”, and repetitive patterns of behavior, preoccupation and intense focus in areas of interest, and inflexible adherence to routines (Phetrasuwan, 2009). A child with Asperger’s Disorder differs in the aspect of no delays in early language development although they show subtle impairments in their language. An individual’s lowest IQ score with Asperger’s is 70. PDD-NOS is generally assigned when an individual shows significant autistic symptoms but they are not consequential enough to be the general autistic disorder. Children diagnosed with Childhood Disintegrative Disorder show normal development …show more content…
Among the social characteristics these individuals may apply limited eye contact and resist physical contact in the form of touch. One child may wish to be distanced from others by enjoying being alone whereas another child is overly-friendly and does not grasp the concept of personal space. These children are over trusting and needs someone with their best interest at heart to read the motives of others actions; it is our job as community members, friends, and teachers to always have each other’s best interests at heart. When considering the behaviors of those labeled with ASD it is common to have an obsession and unusual attachment to an object or idea. There is a high presence of repetition in play, quotes from movies, and even a fascination with routine. It is common for children to have verbal outbursts, unsuspecting movements, and extreme fears for no logical reason. There will be some children who will inappropriately touch themselves in public. On an emotional level there will be tantrums, random bursts of laughter or crying for no reason but can be calmed with a comfort item, soothing sounds or constant pressure provided by a blanket or hammock (Rocky Point, 2009). No matter what the characteristics, the severity will differ since every child is unique. Teachers should be aware of such characteristics so as to better serve the