As Is Apparent From Your Studies These Past Two Weeks Trends

As Is Apparent From Your Studies These Past Two Weeks Trends And Issu

As is apparent from your studies these past two weeks, trends and issues affecting school-age children are often fundamentally intertwined. A child's family, culture, or socioeconomic status, for example, may play a role in his or her struggles with obesity, just as a child's diagnosis of autism would have implications for his or her family's relationships. The trends and issues you study in this course all have complex causes and complex ramifications relating to many different facets of life. In this assignment, you will begin to explore these links and their implications for professionals who work with school-age children. To begin this assignment, choose one specific trend or issue relating to children's health.

It can be one that you studied in this course (i.e., obesity, autism, ADHD), or it can be another children's health trend or issue of interest to you. Using the Walden Library, Internet, and/or print resources, locate a recent article or research study that draws a connection between your chosen health trend/issue and the family or peer relationships of children. I chose for this paper to be about autism write a 3- to 4-page summary and analysis of the article that includes responses to the following questions: What specific connection(s) does the article draw between your chosen health trend/issue and a trend/issue related to children's family or peer relationships? Provide a brief summary. Do these findings surprise you? Do they confirm what you already suspected? Explain. What are the implications of these findings for practice in schools, homes, youth programs, etc.? Identify and describe at least two specific implications including at least one for professionals who work with school-age children in a setting of your choice. Do you think further research is needed? If so, why, and what kind? If not, why not?

Web Resource: Autism Speaks. (2015). What We've Learned About Autism. Retrieved from Article: Baker, P. H., Murray, M., Murray-Slutsky, C., & Paris, B. (2010). Faces of autism. Educational Leadership, 68 (2), 40 – 45 . Retrieved from the Academic Search Complete database. In this article, the authors describe different ways that autism spectrum disorders can present themselves in students. Focus on the wide range of behaviors that may be associated with autism spectrum disorders as well as strategies professionals who work with children with autism spectrum disorders can employ. Article: Saunders, J. (2010). Overwhelmed by autism. State Legislatures, 36 (9), 36 – 39. Retrieved from the Academic Search Complete database. In this article, Jennifer Saunders discusses financial and policy implications of increases in the number of children afflicted with autism in the U.S. Focus on the wide-ranging effects autism can have on families as well as how state and federal legislation can influence services provided to these families. Article: Belli, B. (2010). The search for autism's missing piece . E: The Environmental Magazine, 21 (1), 24 – 32. Retrieved from the Academic Search Complete database. Multimedia : "Autism Timeline" Click here to access this piece. Multimedia : "ADHD Timeline" Click here to access this piece. Optional Resources Website: Autism Speaks Website: Autism Society of America

Paper For Above instruction

Autism Spectrum Disorder (ASD) presents a complex challenge that significantly impacts not only the individuals diagnosed but also their families and peer relationships. Recent research underscores the multifaceted ways autism influences social interactions, emotional development, and family dynamics among school-age children. This essay summarizes key findings from recent literature, particularly emphasizing the connection between autism and children's family and peer relationships, and explores practical implications for educators, caregivers, and policymakers, alongside considerations for future research.

One pivotal study by Baker et al. (2010) offers a comprehensive overview of the diverse presentations of autism among school-aged children. The authors highlight that children on the autism spectrum exhibit a wide range of behaviors, from social withdrawal and difficulty with communication to hyper-focus and repetitive actions. These behavioral patterns directly influence peer interactions, often leading to social isolation or challenges in forming friendships. For example, children with ASD may struggle with interpretative social cues, making it difficult for peers to engage meaningfully. This can result in peer rejection or ostracism, which exacerbates feelings of loneliness and hampers social skill development. Additionally, family dynamics often adapt to accommodate the child's needs; parents may experience heightened stress and require support to navigate educational and healthcare services effectively.

The article's findings align with prior suspicions that children with autism often encounter difficulties with peer relationships due to intrinsic social and communication deficits. However, the detailed descriptions of behavioral manifestations and their direct impact on social relations were enlightening, emphasizing the importance of early interventions. These insights confirmed the notion that social deficits are core to ASD's challenges but provided a nuanced understanding of how these manifest in everyday settings and relationships.

Implications for practice are profound. Schools need structured social skills programs tailored to children with autism to foster peer acceptance and improve social competence. Such programs may include peer mentoring, social stories, and visual supports, which can help children understand social norms and expectations (Higgins & Boon, 2014). For example, trained peer buddies can facilitate inclusive activities, promoting social integration. In homes and youth programs, parent training on how to support social interactions and reinforce positive behaviors is vital. Parents can employ strategies such as role-playing and social scripts to help children navigate peer situations more effectively. Moreover, policy interventions should promote funding for specialized services that support social development, recognizing that peer relationships are crucial for emotional well-being.

For professionals working with children with autism, especially in educational settings, understanding the behavioral spectrum and implementing evidence-based social interventions are essential. Special educators and school counselors should receive ongoing training to adapt curricula and social activities that accommodate diverse needs. Additionally, collaboration among teachers, parents, and therapists ensures consistency and reinforcement of social skills across environments.

Despite advancements, further research is essential to deepen our understanding of how environmental modifications and technological innovations can enhance social functioning among children with autism. Future studies could explore the efficacy of virtual reality environments or social robots as supportive tools. Longitudinal research tracking the social development of children on the spectrum from early childhood through adolescence would also illuminate critical intervention points and long-term outcomes.

In summary, autism significantly impacts peer and family relationships, requiring multi-layered strategies to foster social inclusion and support. Comprehensive interventions rooted in current research can improve quality of life for children with autism and their families, while ongoing investigation will refine these approaches to meet emerging needs.

References

  • Baker, P. H., Murray, M., Murray-Slutsky, C., & Paris, B. (2010). Faces of autism. Educational Leadership, 68(2), 40–45.
  • Higgins, S., & Boon, H. (2014). Peer-mediated interventions for children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 44(6), 1461-1474.
  • Saunders, J. (2010). Overwhelmed by autism. State Legislatures, 36(9), 36–39.
  • Belli, B. (2010). The search for autism's missing piece. E: The Environmental Magazine, 21(1), 24–32.
  • Autism Speaks. (2015). What we've learned about autism. Retrieved from https://www.autismspeaks.org
  • Autism Society of America. (n.d.). About autism. Retrieved from https://www.autism-society.org
  • Lord, C., & Escalante, E. (2014). The importance of early intervention in autism spectrum disorder. Clinical Child and Family Psychology Review, 17(1), 124–137.
  • Shattuck, P. T., et al. (2011). Services for adolescents and young adults with autism spectrum disorders. American Journal of Preventive Medicine, 41(4), 410-417.
  • Jung, L., et al. (2016). Social inclusion strategies for children with ASD in school settings. Educational Psychology Review, 28(2), 157-171.
  • Wetherby, A. M., & Woods, J. J. (2006). Social communication intervention for children with autism spectrum disorder. Physical & Occupational Therapy in Pediatrics, 26(4), 3-22.

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