Autism Spectrum Disorders

Autism Spectrum Disorders
Autism Spectrum Disorders (ASDs) are a broader term for different forms of autism. These symptoms, being quite prevalent in children, revolve around hindrances apropos of their development (Verdick, Reeve & Kobyluch, 2012). In precision, it is important to understand the effects of these disorders on the cognitive growth of children. The salient symptoms portray the children’s difficulties in social interaction and communication with others (Tantam, 2012). Research has delineated similarities between the different types of ASDs. Conditions such as Asperger’s syndrome, autistic disorder and pervasive developmental disorder are classified under these ASDs. Various authors have drafted articles addressing the purpose, methodology, participant selection, collection of data and theoretical frameworks, among others.
Christopher Denning and Amelia Moody examine the forms of support offered to students suffering from ASDs. As delineate in their 2013 article, the author’s study focuses on enlightenment apropos of Universal Designs for Learning (UDLs). They address UDLs and their roles in achieving research aimed at improving academic performance. Their recommendations are directed toward students and children with ASDs. The authors aim to ensure that despite their conditions, these individuals are well-represented and understood. Improving UDLs as reiterated by the authors creates a positive impact on controlling ASDs in students (Moody & Denning, 2013).

To pass their message clearly, Denning and Moody utilize major headings such as “Unique Needs for Students with Autism Spectrum Disorders”, “Multiple Means of Expression” and “Multiple Means of Representation”, among others.
Methods such as utilization of class assignments, visuals, schedules and routines were integrated by the authors in their study. Firstly, these assignments offered in form of essays and projects assists these students in easier comprehension. An incorporation of rubrics used by teachers augurs greater understanding for these students. Through detailed assignments, these educators improve UDLs and the overall learning experience of students with ASDs, as portrayed by the study. The presence of visuals also improves this educational process due to their ability to assist individuals in processing requisite information. Schedules and routines, as observed by Denning and Moody, assist students and teachers, respectively. While the former rely on schedules to plan their day to day events, the latter aids educators in creating an organized environment in the classroom. Such methods improve the process of learning and material exchange thus impacting UDLs positively. Owing to the subject, these authors in their study, select students suffering from ASDs. The participants in this research are, therefore, students battling ASDs and indistinguishable developmental disorders.
The researchers, in their study, employed observation as a method of data collection. It is quite clear due to detailed information about the uniqueness of students with ASDs. Denning and Moody are conversant with the deteriorated physical nature of these individuals. Through observation, they notice the challenges faced by these students in understanding and comprehending classroom material. Similarly, monitoring the happenings in these environments delineates observation as a method of collecting data. When the researchers delve deeper into the roles of educators, there is a salient utilization of observation as a channel of gathering relevant information (Moody & Denning, 2013).
According to Denning and Moody, their study aims to improve the classroom participation and progress of students suffering from ASDs. It also depicts the relationship between teachers and students; as well as its role in achieving desired results. These special students require intensive and effective inclusion in UDLs so as to improve their developmental capabilities. The authors, through their research, create an avenue to instigate both social and academic achievements. Their analyses also instill understanding, tolerance and appreciation apropos of individuals struggling with these ASDs. Apropos of conceptual and theoretical frameworks, the authors incorporate indistinguishable educational goals and teaching techniques. They also delve deep into the differences in strategies in an attempt to endorse the facts and details about UDLs and ASDs. As observed, both authors reiterate the essentiality of acquiring a suitable learning environment for these special students.
It is important for educators to employ unique teaching strategies so as to improve the students’ classroom progress and performance. However, it is also obvious that both students and teachers play different roles in achieving these results. Trustworthiness in the study was notable due to the researchers’ lamentations apropos of rampancy and increase in children suffering from ASDs. As a result, they resorted to conducting research in an attempt to understand and hinder the existence of developmental challenges among other children. Even though it is indirect, the article serves as a pedestal for individuals to acquire knowledge about children surviving with these ASDs. The findings of their research were presented amidst discussion of the suitable strategies. Denning and Moody also incorporate findings during examining and understanding the characteristics of these students. The conclusive part of their article, in supporting UDLs, also portrays the study’s inferences.
In 2012, John Rossi, Craig Newschaffer and Michael Yudell drafted an article addressing ASDs and their relationship with risk information. They reiterate on the prevalent nature of these disorders as well as their effects on life, individuals and families. According to these authors, it is important to communicate ASDs related messages with utmost subtlety so as to placate the recipient’s reaction. While their study focuses on the consequences of risk communication, these authors also delve into its future solutions. Most importantly, these authors offer readers insight apropos of the various types of autistic disorders. Such directives heighten an individual’s understanding of the concept of autism and its related conditions. In their article; Rossi et al., also delve into the role of ethics in understanding ASDs. Some of the primary headings incorporated in the article include “ASD Risk Communication and the Question of Pathology”, “ASD Risk Information: What is known to Date” and “Risk communication and Inadvertent Harm”, among others. These headings depict clearly the ideas and message in the authors’ study.
As expected, the three writers utilize certain methods to deliver a well-detailed study in the article. An integration of case studies in the article is an indication of observational research methods. Despite their focus on individuals with ASDs, the authors do not attempt to alter the results acquired. The authors describe a case study about existence and significance of genetic variables in ASDs (Rossi et al., 2012). These methods assist researchers to acquire extensive inferences regarding ASDs and risk communication. As per the study question, it is obvious to realize the audience and participants in the article by Rossi et al. Just like Denning and Moody, the three authors also integrate persons suffering from ASDs. It is, however, important to understand that while Denning and Moody dwell mostly on students and children, Rossi et al., handle individuals of different age groups struggling with ASDs.
In conjunction with the methods used in this study, readers learn the author’s acquaintance with observation in collecting relevant data. There is also evidence of ethnography due to the authors’ concern about recipients of risk information. Individuals should study and understand different cultures. As a result, they decide suitable channels of delivering these crucial messages. In their analyses, the three authors create a connection between ASDs, risk communication and hazards. They detail the repercussions and consequences that emanate from passing ASD-related information wrongly. Discussion on hazards and dangers of poor communication assists these authors to deliver their research accordingly. The nitty-gritty described by Rossi et al., are essential in offering readers enlightenment about the study’s overall purpose. Regarding theoretical and conceptual frameworks, this article delves into the acquisition of educational goals. These authors engage in this research and study due to the importance of knowledge about ASDs. Through knowledge acquired in similar articles, individuals learn more about these disorders as well as ways of hindering their prevalence. Close research on case studies instills trustworthiness in the authors. Their extensive study apropos of real-life experiences delineates the realities of ASDs and developmental complications. In precision, this article depicts the authors’ findings. Rossi et al., develop relationships between real life and abstract situations in an attempt to delineate the hazards accrued from poor ASDs risk communication.
The research question by Brian Boyd, Samuel Odom, Betsy Humphreys and Ann Sam focuses on toddlers and infants battling ASDs. Unlike Rossi et al., they delve deeper into the early stages of development in an individual’s life. They describe the rampancy of ASDs before a child reaches four years of age. It is, therefore, important to carry out research and survey in an attempt to observe the signs and symptoms of these disorders. Boyd et al., in understanding ASDs affecting infants and children, also dwell on its effects on families. Most importantly, the article details solutions and treatment for these infants and toddlers with ASDs. “ASD: Prevalence and Etiology”, “Early Indication” and “Implication for Early Identification and Diagnosis” are the major headings in the article. Through them, these authors manage to integrate different ideas apropos of the research and study question.
Like most researchers, these authors incorporate retrospective and prospective methods in their study. These channels are useful for them to understand the early signs and symptoms of ASDs in infants and toddlers. Retrospection, as depicted by the authors, involves the use of recorded videos to ascertain the extent of ASDs in these toddlers. Prospection, as its name suggests, refers to the researchers’ indulgence in these infants’ stages of growth and development. Obviously, these authors also employ observations as methods of study in the article. Their ability to differentiate and understand these toddlers showcases formidable examination of their salient characteristics. The participants selected for this study are strictly infants and toddlers below four years old.
According to the authors, their focus on these infants leads to solutions apropos of ASDs and developmental issues in one’s livelihood. As prior discussed, retrospection and prospection play a significant role in the article by Boyd et al. These writers collect data and information through the infants’ previously recorded video tapes. Parents and guardians offer researchers the opportunity to watch these videos so as to understand their toddlers (Boyd et al., 2010). In this way, they gather relevant information that leads to successful research and study regarding ASDs in children between 0-3 years old. Boyd et al, in their analyses, reiterate that professionals and researchers focus on understanding the early symptoms of ASDs. When solutions are acquired during a child’s early years, there are chances of either lessening or eradicating prevalence of autism in their developmental stages.
These authors detail the importance of understanding early stages of ASDs in overcoming them. Due to engaging in indistinguishable subjects, the theoretical framework in this article integrates education and knowledge acquisition. The authors’ primary aim is to disseminate information and better comprehension of ASDs in their early stages. Trustworthiness apropos of these authors’ study was established due to the extensive nature of ASDs in children below age four. The research would incorporate substantial and workable information apropos of ASDs as a subject of concern in infants and toddlers. Through the infants’ early behaviors, these authors delineate their findings and inferences apropos of the research question (Durà-Vilà & Leṿi. 2014). They develop a relationship between the past and future happenings in an attempt to understand ASDs. These authors describe the findings as a channel toward the acquisition of better livelihoods.
Authors such as Caitlin Siewertsen, Emma French and Masaru Teramoto detail the essentiality of pet therapy in assessing ASDs. In their 2015 article, they create a relationship apropos of autistic children and their relationship with animals such as dogs and horses. In the article, these authors also depict therapy in a positive light. The research question depicts the authors’ purpose and reasons for carrying out the study regarding ASDs and animal therapy. Some of the major headings including “Signs and Etiology”, “Pet Therapy” and “Conventional Treatments” are useful in assisting the research and study of ASDs and effects of therapy in children (Caitlin et al., 2015). In this article, researchers used questionnaires and interviews as the methods of study. Parents and guardians of these children battling with ASDs were required to participate in the research. Their presence offers information about these methods of study utilized by Caitlin et al.
In exploring methodologies in their article, there is a delineation of the participants in the authors’ research. Unlike in other articles, both parents and children were selected to engage in this study. These researchers in utilizing questionnaires and interviews collect relevant information from parents (Hewitt, 2005). While the latter fill in forms and answers questions, they equip the study with relevant data about these children with ASDs. The bigger picture, regarding Caitlin et al., revolves around autistic disorders and their relationship with therapy. Through suggesting animal therapy, these authors offer a unique perspective about controlling ASDs. Most times, individuals are urged to acquire educational assistance. Their analyses also ensure that researchers advocate for the best and effective forms of animal therapy.
According to Caitlin et al, the existent theoretical and conceptual framework urges individuals to embark on understanding the early stages of ASDs. Through understanding the causes and symptoms, it is easier to acquire solutions for the disorders. As these authors observed the effectiveness of animal therapy on autistic patients, they gained confidence and trustworthiness in the study (Amaral, Dawson & Geschwind, 2011). They managed to support and endorse their argument hence leading to successful results. Most importantly, the findings according to Caitlin et al were presented in the authors’ analysis of ASDs and their conventional treatments (Caitlin et al., 2015).
Another article published in 2010, views ASDs from a different perspective. Contrary to other writers, Jessica Odesa Grimes develops a connection between introversion and autism. Her research question offers insight on the inevitability of withdrawal due to ASDs. In examining introversion, the author also integrates concepts of extroversion for a better understanding of the subject. She also employs knowledge of other mental disorders such as schizophrenia; in an attempt to depict the purpose of her study. The primary headings such as “The Evolution of Introversion since Jung”, “A Factor Approach to Introversion” and “Biological Correlates” offer readers insight about the intensity of introversion in understanding persons with ASDs. In exploring different cultures, Grimes employs ethnography as a study method in her article. Observing behavioral differences apropos of cultures is often used by researchers in understanding given subjects and topics (Amaral, Dawson & Geschwind, 2011). These persons battling with ASDs are the participants used by Grimes to deliver her message to the readers (Grimes, 2010). Their contribution is important in achieving successful and workable results apropos of ASDs.
Both ethnography and observations are methods used by Grimes in collecting relevant data and information for her study (Grimes, 2010). It is through visuals that researchers understand the characteristics of individuals battling ASDs. At the commencement of her study, the author reiterates the relationship between introversion and ASDs. Her analyses, therefore, ensure that human beings strive to place these two concepts in a single bracket. It is easier to understand the concept of autistic disorders during their exploration from an introversion point of view study (Amaral, Dawson & Geschwind, 2011). The theoretical framework used in this article, as observed by Grimes, creates an understanding of the etiology of introversion and its connection with ASDs, as prior mentioned. The in-depth analysis of introversion and its different forms is a clear indication of the trustworthiness in Grimes’ research and study (Grimes, 2010). Using her diverse notions and ideas, she creates gives rise to a substantial argument in her article. The findings in Grimes’ article were presented in her discussion of future solutions. Using the inferences, the author manages to extract suitable solutions for the same.
These five articles, each addressing ASDs offer information about persons with the disorders. The research and study also enlighten readers about ASD and its prevalence in individuals of different age groups. Despite the early symptoms seen before a child attains four years, it is possible to control its spread to adulthood. These autistic challenges, despite being developmental, are not only noted in classrooms but also, in other settings. Introverted individuals battling with ASDs may be present in variant settings. The diverse nature of these articles clearly describes the complexities noted in understanding these disorders. With therapy and other treatment, ASDs may be controlled and possibly, eradicated. The rampant nature of autistic disorders has motivated individuals and researchers to carry out studies apropos of the same. They develop solutions and recommendation from different findings regarding ASDs. Other scholars have also integrated diverse ideologies in understanding the mechanism of Autism Spectrum Disorders. Fortunately, they are not classified as terminal illness due to salient ways of overcoming them.
References
Amaral, D., Dawson, G., & Geschwind, D. H. (2011). Autism spectrum disorders. New York: Oxford University Press.
Brian A. Boyd, Samuel L. Odom, Betsy P. Humphreys and Ann M. Sam. (2010). Infants and Toddlers With Autism Spectrum Disorder: Early Identification and Early Intervention. Journal of Early Intervention
Durà-Vilà, G., & Leṿi, T. (2014). My autism book: A child’s guide to their autism spectrum diagnosis.
Grimes, O. J. (2010). Introversion and Autism: A conceptual Exploration of the Placement of Introversion on the Autism Spectrum. University of Central Florida. Orlando, Florida.
Moody, Amelia, K. & Denning, Christopher, B. (2013). Supporting Students with Autism Spectrum Disorders in Inclusive Settings: Rethinking Instruction and Design. Electronic Journal for Inclusive Education. Vol 3, Number 1. Article 6.
Hewitt, S. (2005). Specialist support approaches to autism spectrum disorder students in mainstream settings. Philadelphia, PA: Jessica Kingsley Publishers.
Rossi, J., Newschaffer, C., & Yudell, M. (2012). Autism Spectrum Disorders,Risk Communication and the Problem of Inadvertent Harm. Kennedy Institute of Ethics Journal Vol. 23, No. 2, 105–138. The Johns Hopkins University Press.
Siewertsen, C., French, E. & Teramoto, M. (2015). Autism Spectrum Disorder and Pet Therapy. Vol. 29, No. 2. Advances Journal.
Tantam, D. (2012). Autism spectrum disorders through the life span. London: Jessica Kingsley Publishers.
Verdick, E., Reeve, E., & Kobyluch, N. (2012). The survival guide for kids with autism spectrum disorders (and their parents). Minneapolis, MN: Free Spirit Pub.