Autism Spectrum Disorder Is Characterized As A Disorder ✓ Solved

Autism Spectrum Disorder Is Characterized As A Disorder In

Autism Spectrum Disorder is characterized as a disorder in which children display deficits in: a) social interaction, b) verbal and nonverbal communication, and c) repetitive behaviors or interests. For this Assignment, visit the link below and read one individual story of a child with autism. Then answer the following questions: Based on your reading, how can Autism Spectrum Disorders be treated? BE SPECIFIC! What factors tend to influence the high prevalence rates in autism diagnoses amongst children today?

Paper For Above Instructions

Autism Spectrum Disorder (ASD) is a complex neurodevelopmental disorder that is increasingly recognized and diagnosed with higher prevalence rates, particularly among children. Understanding the effective treatment options for ASD and the factors contributing to these rising incidence rates is critical for parents, educators, and healthcare providers. To address the assignment's questions, we will explore current treatment strategies for ASD and examine various influences affecting the diagnosis rates.

Treatment of Autism Spectrum Disorder

Treating ASD requires a comprehensive approach tailored to each child's unique needs. Common treatments include behavioral therapies, educational interventions, medications, and support services. The most widely recognized and evidence-based treatment for ASD is Applied Behavioral Analysis (ABA). ABA focuses on improving specific behaviors through positive reinforcement. For instance, children are rewarded for engaging in social interactions, which can help them develop critical social skills (Lovaas, 1987).

Another valuable therapeutic approach is the Developmental, Individual Difference, Relationship-Based model (DIR), also known as the Floortime model. This technique emphasizes the importance of emotional connections and encourages parents to engage with their children on the floor, fostering communication and relationships (Greenspan & Wieder, 2006). Such original and interactive play can help children with ASD navigate social challenges more effectively.

In addition, educational interventions play a vital role in treatment. Schools often implement Individualized Education Programs (IEPs) that cater to the specific requirements of children with ASD. These plans may include specialized teaching methods, therapies, and accommodations to support children in a traditional school setting (U.S. Department of Education, 2017).

Medication can also be a component of treatment, primarily when ASD is accompanied by other conditions such as anxiety, depression, or attention-deficit/hyperactivity disorder (ADHD). Commonly prescribed medications include selective serotonin reuptake inhibitors (SSRIs) for anxiety or stimulants for attention issues. However, any medication should be considered carefully and closely monitored by a healthcare professional (American Psychiatric Association, 2013).

Family support and training are pivotal in the treatment and management of ASD. Programs that educate families about ASD can empower them to support their children effectively. Family therapy can also provide a necessary means for families to communicate and cope with the challenges presented by ASD (Kaiser & Hancock, 2003).

Factors Influencing High Prevalence Rates of Autism Diagnoses

The increase in the prevalence of Autism Spectrum Disorders among children is complex and multifactorial. One of the primary reasons suggested is the broadening of the diagnostic criteria over time. The Diagnostic and Statistical Manual of Mental Disorders (DSM) has undergone several revisions that have expanded the definitions and criteria for diagnosis, which enables more children to be diagnosed with ASD (American Psychiatric Association, 2013).

Additionally, increased awareness and advocacy for autism have played crucial roles. As awareness grows, more parents recognize the signs and symptoms of autism and seek evaluations for their children. This increased visibility can lead to higher diagnosis rates as more children who may have previously gone undiagnosed are now identified and receive support (Lord & McGee, 2001).

Another contributing factor is improvements in the methods of screening and assessment. Early screening for ASD during routine pediatric visits has become more common and is recommended as part of standard healthcare (Centers for Disease Control and Prevention, 2020). These proactive measures have resulted in earlier diagnoses and increased prevalence awareness.

Environmental factors may also contribute to rising prevalence rates. Some research has suggested a link between environmental toxins during pregnancy or early childhood and the development of ASD (Boucher et al., 2018). However, while studies are ongoing, no consensus has been reached regarding the exact nature of these environmental influences

Lastly, varying demographic factors such as parental age, socioeconomic status, and geography have been shown to influence diagnosis rates. Children whose parents are older or who come from higher socioeconomic backgrounds are often more likely to receive a diagnosis of ASD (Durkin et al., 2010). Similarly, geographic factors may create disparities in the availability of diagnostic resources, thus affecting reported rates of autism in differing populations.

Conclusion

In conclusion, Autism Spectrum Disorder is a complex condition that requires tailored treatments and interventions. Behavioral therapies, educational approaches, and family support are pivotal in addressing ASD. As prevalence rates rise, understanding the factors that contribute to these increases is essential for providing appropriate care and support for affected children and families. Continued research and advocacy for autism awareness are vital for improving outcomes for children with ASD and their families.

References

• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
• Boucher, J., et al. (2018). Environmental exposure and autism spectrum disorders: A systematic review. Autism Research, 11(9), 1125-1136.
• Centers for Disease Control and Prevention. (2020). Autism Spectrum Disorder (ASD). Retrieved from https://www.cdc.gov/ncbddd/autism/index.html
• Durkin, M. S., et al. (2010). Advanced parental age and the risk of autism spectrum disorder. American Journal of Epidemiology, 171(7), 750-758.
• Greenspan, S. I., & Wieder, S. (2006). Engaging autism: Using the floortime approach to help children relate, communicate, and think. Cambridge: Da Capo Press.
• Kaiser, A. P., & Hancock, T. B. (2003). The effects of parent-implemented focused language stimulation on spontaneous speech in children with language delays. Journal of Speech, Language, and Hearing Research, 46(1), 23-39.
• Lovaas, O. I. (1987). Behavioral treatment and normal educational and intellectual functioning in young autistic children. Journal of Consulting and Clinical Psychology, 55(1), 3-9.
• Lord, C., & McGee, J. P. (2001). Educating children with autism. Washington, DC: National Academy Press.
• U.S. Department of Education. (2017). Individuals with Disabilities Education Act (IDEA). Retrieved from https://sites.ed.gov/idea/