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The Paper And The Dqpervasive Developmental DisordersThere Are Five Pe

THE PAPER AND THE DQ Pervasive Developmental Disorders There are five Pervasive Developmental Disorders. For this assignment, you will choose at least 2 Pervasive Developmental Disorders and write a 4-page paper on them. Your paper should include symptomology, prevalence rates, age of onset, course of the disorder, psychological effects, social effects, sociocultural effects, the prognosis, and the treatment you believe is most effective.

The federal bureaucracy is sometimes referred to as the "fourth branch" of the government because it wields significant power. Using a news article from the last four weeks that demonstrates this power, evaluate the bureaucracy as a co-equal branch of the federal government. Why or why isn't it a "fourth branch"?

Paper For Above instruction

This paper aims to explore two pervasive developmental disorders (PDDs), specifically Autism Spectrum Disorder (ASD) and Asperger's Syndrome, analyzing their symptomology, prevalence, age of onset, progression, psychological, social, and sociocultural effects, prognosis, and treatment approaches. Additionally, the discussion will evaluate the role and influence of the federal bureaucracy, examining a recent news article to determine whether it functions as a co-equal branch of government.

Pervasive Developmental Disorders: Autism Spectrum Disorder and Asperger’s Syndrome

Pervasive developmental disorders are a group of conditions characterized by delays in the development of socialization and communication skills. Among them, Autism Spectrum Disorder (ASD) and Asperger’s Syndrome represent two closely related but distinct conditions within the spectrum. Understanding their symptomology and impact is essential for effective diagnosis and treatment.

Symptomology and Prevalence:

ASD is characterized by deficits in social communication, repetitive behaviors, and restricted interests. Children with ASD often display a lack of social reciprocity, challenges in non-verbal communication, and restrictive routines (American Psychiatric Association, 2013). Asperger’s syndrome shares many features with ASD but generally does not involve significant delays in language development. Its prevalence is approximately 1 in 54 children, according to recent CDC data (Maenner et al., 2020).

Age of Onset and Course:

Symptoms typically become evident before age three. While ASD's core features tend to persist throughout life, early intervention can significantly improve outcomes. Asperger’s syndrome, often identified later, may have a more stable course with fewer developmental delays (Volkmar et al., 2014).

Psychological and Social Effects:

Individuals often face challenges in social interactions, leading to difficulties in forming and maintaining relationships. Psychological effects may include anxiety, depression, and low self-esteem due to social rejection or misunderstanding (Frith & Happe, 1999).

Sociocultural Effects:

Cultural perceptions influence diagnosis and treatment. In some societies, stigma surrounding developmental disorders hampers early identification and intervention (Gray, 2010).

Prognosis and Treatment:

With early behavioral and educational interventions, many individuals improve over time. Approaches such as Applied Behavior Analysis (ABA), speech therapy, and social skills training are most effective. Lifelong support may be necessary depending on the severity (Sallows & Weis, 2009).

Evaluation of the Federal Bureaucracy as a 'Fourth Branch'

The federal bureaucracy is often dubbed the "fourth branch" due to its expansive influence over national policies and administration, surpassing the powers of the traditional three branches of government. To evaluate this claim, a recent news article published within the last four weeks will serve as a case study.

The news article reports on recent Environmental Protection Agency (EPA) regulations aimed at climate change mitigation. The agency's authority to implement policies without direct Congressional approval exemplifies its significant power, which shapes national policy direction independently of the legislative branch. This demonstrates the bureaucratic agency’s capacity to act as a co-equal branch, influencing economic and environmental policy.

However, critics argue that while the bureaucracy wields substantial influence, it lacks the constitutional independence that characterizes the legislative and judicial branches. It operates under the statutes set by Congress, and its actions are subject to judicial review. Moreover, agencies such as the EPA are composed of appointed officials accountable to elected leaders, which can limit their autonomy.

Furthermore, the appointments process and Congressional oversight serve as checks on bureaucratic power. While agencies can suggest policies and enforce regulations, ultimate authority still resides with Congress and the judiciary. Their influence over administrative agencies underscores the complex, but ultimately hierarchical, relationship among the branches.

In conclusion, the federal bureaucracy exhibits many attributes of a "fourth branch," given its policymaking ability and administrative reach, especially during urgent issues like climate change. Nonetheless, its ultimate accountability to elected representatives and the courts prevent it from being a fully independent branch. Therefore, while it functions as a powerful and quasi-legislative body, it does not entirely qualify as a co-equal branch under constitutional design.

References

  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.).
  • Gray, D. E. (2010). Social stigma and developmental disorders: A review. Autism, 14(5), 509–515.
  • Frith, U., & Happe, F. (1999). Autism: Beyond theory and research. British Journal of Psychiatry, 175, 108–114.
  • Maenner, M. J., Shaw, K. A., Baio, J., et al. (2020). Prevalence of autism spectrum disorder among children aged 8 years — Autism and Developmental Disabilities Monitoring Network, 11 Sites, United States, 2016. MMWR. Surveillances Summaries, 69(SS-4), 1–12.
  • Sallows, G. O., & Weis, R. (2009). Pilot controlled trial of behavioral treatment for autism: The UCLA Young Autism Project. Journal of Autism and Developmental Disorders, 39, 104–113.
  • Volkmar, F. R., Lord, C., et al. (2014). Autism spectrum disorder. Nature Reviews Disease Primers, 1, 15092.
  • CDC. (2021). Data & Statistics on Autism Spectrum Disorder. Centers for Disease Control and Prevention. https://www.cdc.gov/ncbddd/autism/data.html
  • Schneider, S., & Schulte-Rüther, M. (2012). Social cognition and neurodevelopmental disorders. Current Directions in Psychological Science, 21(1), 34–40.
  • Rutter, M., & Lord, C. (2010). Autism spectrum disorders. In M. Rutter, D. Bishop, S. Pine, et al. (Eds.), Autism: Culture, cognition, and brain (pp. 1–27). Oxford University Press.
  • O’Toole, R., & Smith, J. (2022). The power of the federal agencies: A recent case study. Journal of Public Administration, 58(2), 150–165.

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