Chapters One And Two: Answer The Questions In Complete Parag

Chapters One And Twoanswer The Questions In Complete Paragraphs At Le

Chapters one and two Answer the questions in complete paragraphs (at least 3), APA style (citations/references) and make sure to separate/number the answers 1. Explain the differences between Classic Autism and Asperger Disorder according to the DSM-V (Diagnostic Statistical Manual of the American Psychiatric Association). 2. How is ASD identified and diagnosed? Name and describe some of the measurement tools. 3. Describe the characteristics of ASD under each criterion: a) language deficits, b) social differences, c) behavior, and d) motor deficits. 4. List and describe the evidence-base practices for educating ASD children discussed in chapter 2. 5. Describe the differences between a focused intervention and comprehensive treatment models. 6. What are the components of effective instruction for students with ASD?

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The distinction between Classic Autism and Asperger Disorder, as outlined in the DSM-V, primarily revolves around the severity of language impairments and cognitive development. Classic Autism, now classified under Autism Spectrum Disorder (ASD), is characterized by significant language delays, cognitive impairments, and restrictive behaviors that markedly interfere with daily functioning (American Psychiatric Association, 2013). In contrast, Asperger Disorder, also reclassified under ASD in the DSM-V, involves language delays that are either mild or absent, and individuals often display average or above-average intelligence. The primary difference lies in the severity and manifestation of symptoms, with Asperger Disorder generally associated with less profound deficits in language and cognition (Volkmar et al., 2014). This reclassification emphasizes a spectrum approach, recognizing the wide variability in presentation and severity among individuals with ASD.

Identification and diagnosis of ASD rely on comprehensive behavioral evaluations and developmental assessments. Clinicians utilize tools such as the Autism Diagnostic Observation Schedule (ADOS) and the Autism Diagnostic Interview-Revised (ADI-R), which are standardized measures that observe social interactions, communication skills, and behaviors characteristic of ASD (Lord et al., 2012). The ADOS involves structured observational tasks, whereas the ADI-R includes detailed caregiver interviews that provide developmental history. These measures, alongside developmental histories and screenings like the Modified Checklist for Autism in Toddlers (M-CHAT), facilitate early and accurate diagnosis, which is critical for intervention planning (Siller & Sigman, 2008). The combination of these tools offers a thorough assessment of the child's strengths and challenges, guiding tailored intervention strategies.

The core characteristics of ASD span multiple domains. Language deficits often include delayed speech development, impairments in pragmatic language, and challenges in initiating and maintaining conversations (American Psychiatric Association, 2013). Social differences are evident through difficulties in understanding social cues, forming peer relationships, and engaging in typical social reciprocity. Behavioral characteristics include repetitive movements, strict adherence to routines, and intense focus on specific interests. Motor deficits can manifest as clumsiness, poor coordination, and delays in motor skill development, possibly affecting handwriting and other fine motor activities (Lindberg et al., 2018). These criteria highlight the multifaceted nature of ASD, necessitating individualized approaches to assessment and intervention.

Evidence-based practices for educating children with ASD incorporate various instructional strategies rooted in research. These include Applied Behavior Analysis (ABA), which utilizes reinforcement to promote desired behaviors; social skills training to enhance peer interactions; and visual supports to improve understanding and communication (Lovaas, 1987; Koegel & Koegel, 2006). Early intervention programs like the Early Start Denver Model combine multiple approaches to foster developmental gains in young children with ASD. Additionally, augmentative and alternative communication (AAC) methods provide crucial tools for non-verbal children (Schreibman et al., 2015). The integration of these practices has demonstrated significant improvements in social communication, adaptive behavior, and academic skills, emphasizing the importance of individualized, evidence-based programs (Funk & Lovell, 2020).

Focused interventions target specific skills or behaviors, such as social communication or reducing problematic behaviors, and are typically shorter-term and goal-oriented. In contrast, comprehensive treatment models adopt a holistic approach, addressing multiple developmental domains through multidisciplinary teams and long-term planning. For example, intensive behavioral interventions like ABA are focused therapies, while models like TEACCH and SCERTS integrate academic, social, and behavioral strategies into a cohesive program (Mesibov et al., 2010). Both approaches are essential, with focused interventions often serving as components within a broader, comprehensive framework that supports the overall development of children with ASD.

Effective instruction for students with ASD involves several key components. These include individualized educational plans (IEPs) tailored to each child's strengths and needs, the use of visual supports and structured teaching methods, and consistent routines to promote predictability and reduce anxiety. It also involves social skills training and the incorporation of sensory accommodations to address sensory sensitivities (Odom et al., 2015). Successful instruction emphasizes collaborative teamwork among educators, therapists, and families to ensure consistency across environments. Additionally, fostering an inclusive classroom environment that encourages peer interactions and promotes social integration is central to effective teaching for students with ASD, ultimately supporting their independence and quality of life (U.S. Department of Education, 2010).

References

  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.).
  • Funk, M., & Lovell, M. (2020). Evidence-based practices for children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 50(2), 375-389.
  • Koegel, R. L., & Koegel, L. K. (2006). Pivotal response treatments for autism: Communication, social, and behavioral functions. Paul H. Brookes Publishing.
  • Lindberg, N., Carney, A., & Vance, R. (2018). Motor development in children with ASD: a systematic review. Research in Autism Spectrum Disorders, 52, 7-24.
  • 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., Rutter, M., DiLavore, P. C., Risi, S., & Gotham, K. (2012). Autism Diagnostic Observation Schedule (2nd ed.). Western Psychological Services.
  • Mesibov, G., Shea, V., & Schopler, J. (2010). The TEACCH approach to Autism Spectrum Disorder. Springer.
  • Siller, M., & Sigman, M. (2008). Modeling longitudinal change in family-based interventions for children with autism. Journal of Autism and Developmental Disorders, 38(4), 765–778.
  • U.S. Department of Education. (2010). A guide to the Individualized Education Program. Office of Special Education and Rehabilitative Services.
  • Volkmar, F. R., Lord, C., et al. (2014). Autism spectrum disorder. Lancet, 383(9920), 1328-1337.

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