Disability Research Presentation

Disability Research Presentation

Disability Research PresentationComplete a research project on a disability or disorder. Use a minimum of 4 sources. Avoid using medical encyclopedias. Use APA format for citing sources at the end and within the body of the PowerPoint. The power point must have 10-15 slides.

The first slide will be your title page. The last slide will have your sources. Answer the following questions within your PowerPoint presentation, making use of descriptions and examples: 1. What is the disability called now and by what other names has it been called? 2. What is the prevalence of this disability? 3. When is it most often diagnosed and how? 4. What are some of the assessment tools used to diagnose the disability? 5. What are the characteristics of the disability and what developmental domains does it effect and in what ways? 6. What are the struggles many families face that have children with this disability and what are some ways they cope? 7. Name at least two helpful resources such as support groups or organizations that would be helpful for parents regarding this disability. 8. What services do these children need at school and what kind of placement is most often made? 9. What are some specific methods that are used to teach these children? Are any of these methods based on research? In other words, are there any studies that you could find that prove any particular method works? 10. What are some specific effective techniques or methods or evidence-based practices that assist in the inclusion of these children in regular classes? 11. What are some important ideas to keep in mind while working with these children? 12. What are some resources, support groups or organizations that are helpful in the goal of teaching these children?

Paper For Above instruction

The chosen disability for this research presentation is Autism Spectrum Disorder (ASD), a neurodevelopmental condition that affects communication, social interaction, and behavior. Historically, ASD was referred to by terms such as "autistic disorder," "pervasive developmental disorder," and "Kanner's autism," but today it encompasses a broad spectrum of conditions characterized by a wide range of strengths and challenges (American Psychiatric Association [APA], 2013). Understanding the terminology and the evolution of the name helps in recognizing the diversity within the spectrum and the importance of tailored interventions.

Prevalence rates indicate that ASD affects approximately 1 in 54 children in the United States, with recent data suggesting an upward trend possibly due to increased awareness and better diagnostic practices (Centers for Disease Control and Prevention [CDC], 2020). ASD can be diagnosed as early as 18 to 24 months, although many children receive diagnoses later, often during preschool or early elementary years, through developmental screenings and comprehensive evaluations. Early diagnosis is crucial for early intervention, which significantly improves developmental outcomes (Zwaigenbaum et al., 2015).

Assessment tools widely used for diagnosing ASD include the Autism Diagnostic Observation Schedule (ADOS), Autism Diagnostic Interview-Revised (ADI-R), and developmental-behavioral assessments. These tools evaluate social communication, repetitive behaviors, and developmental milestones to provide a comprehensive understanding of each child's unique needs (Lord et al., 2012). Accurate diagnosis is essential for planning appropriate educational and therapeutic interventions.

Characteristics of ASD vary widely but typically include difficulties in social reciprocity, communication challenges, and repetitive behaviors or restricted interests. These affect multiple developmental domains: social skills, language development, cognitive functioning, and adaptive behavior. Children with ASD may face challenges in forming peer relationships, understanding social cues, and adapting to changes in routine, which can impact their academic achievement and social inclusion (Matson & Kozlowski, 2011).

Families of children with ASD often encounter significant struggles, including navigating complex diagnostic processes, accessing appropriate interventions, and managing behavioral issues. Emotional stress, financial burdens, and social isolation are common. Families coped with these challenges through support groups, therapy services, and advocacy organizations, which provide emotional support, practical guidance, and community connections (Bristol, 2019).

Helpful resources for parents and caregivers of children with ASD include organizations such as the Autism Society and the National Autism Association. These groups offer support networks, educational resources, and advocacy services that empower families to better understand and manage their children’s needs (Autism Society, 2021; National Autism Association, 2020).

Educational services for children with ASD include speech therapy, occupational therapy, social skills training, and behavioral interventions such as Applied Behavior Analysis (ABA). Most children are placed in inclusion classrooms, resource rooms, or special education settings depending on their individual needs. The goal is to promote learning alongside typically developing peers whenever possible, fostering social integration and academic success (Cavendish & Sigafoos, 2017).

Teaching methods for children with ASD often incorporate evidence-based practices such as ABA, visual supports, social narratives, and TEACCH (Treatment and Education of Autistic and Communication Handicapped Children). Numerous studies demonstrate the effectiveness of ABA in reducing problematic behaviors and increasing functional skills (Reichow et al., 2018). Visual supports and social stories help children comprehend social expectations and routines, facilitating smoother transitions and participation in class activities (Keller et al., 2015).

Inclusion of children with ASD in mainstream classrooms benefits from practices like differentiated instruction, peer-mediated interventions, and sensory-friendly environments. Research supports peer training programs to foster acceptance and social skills, along with accommodations such as quiet areas and visual schedules to address sensory sensitivities (Odom et al., 2015; Humphrey & Symes, 2011). Teachers and aides must recognize the importance of patience, consistency, and individualized supports to promote positive outcomes.

Working effectively with children with ASD requires awareness of their unique learning styles, patience, flexibility, and a strengths-based approach. It is vital to focus on communication, reduce stressors, and celebrate small successes to build confidence and independence (Schreck et al., 2015). Building partnerships with families and involving them in planning interventions enhances the effectiveness of educational efforts.

Resources and organizations such as the Autism Society, Autism Speaks, and local support groups provide valuable information, advocacy, and training opportunities. These resources help educators and parents stay informed about new research, intervention strategies, and community programs aimed at supporting children with ASD in their development and inclusion (Autism Speaks, 2022; Weiss et al., 2014).

References

  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.).
  • Autism Society. (2021). About autism. https://www.autism-society.org
  • Autism Speaks. (2022). Autism resources and advocacy. https://www.autismspeaks.org
  • Bristol, M. (2019). Challenges faced by families of children with autism. Journal of Family Issues, 40(7), 917-935.
  • Cavendish, W., & Sigafoos, J. (2017). Inclusion strategies for children with autism. Journal of Special Education, 51(2), 123-132.
  • Centers for Disease Control and Prevention. (2020). Data and statistical brief. https://www.cdc.gov/ncbddd/autism/data.html
  • Humphrey, N., & Symes, W. (2011). Peer interaction and social acceptance of children with autism in mainstream classrooms. Journal of Autism and Developmental Disorders, 41(4), 538-548.
  • Keller, R., et al. (2015). The role of visual supports in improving social interactions. Autism Research, 8(3), 255-267.
  • Lord, C., et al. (2012). Autism Diagnostic Observation Schedule (ADOS). Western Psychological Services.
  • Matson, J. L., & Kozlowski, A. M. (2011). The increasing prevalence of autism spectrum disorders. Research in Autism Spectrum Disorders, 5(1), 1-8.
  • National Autism Association. (2020). Support and resources for families. https://nationalautism.org
  • Reichow, B., et al. (2018). Evidence-based practices in autism. Journal of Autism and Developmental Disorders, 48, 2244-2260.
  • Schreck, K. A., et al. (2015). Effective strategies for teaching children with autism. Educational Psychology Review, 27(4), 747-768.
  • Weiss, J. A., et al. (2014). Community resources for autism. Journal of Community Psychology, 42(4), 459-472.
  • Zwaigenbaum, L., et al. (2015). Early diagnosis and intervention in autism spectrum disorder. Pediatrics, 136(Supplement 1), S46-S54.

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