Strategies and Technologies That Can Support Children with Autism - Literature review Example

Name Instructor Course Institution Date Autistic Spectrum Disorders Introduction Many studies have been conducted to understand the definition, etiology and management strategies of the autism spectrum disorders among children. According to CDDHV, autistic disorders are long lasting neurodevelopmental life frailties whose onset in children occurs at the age of three years and proceeds to adulthood. People suffering from this mental defects exhibit a plethora of characteristics such as poor communication skills and impaired social interaction (Rose, 2). Children with autism display a variety of features such as impaired verbal and non-verbal communication with stereotypic behavior, interests, and activities. This paper provides a detailed analysis of autistic spectrum disorders. An Overview of Autism and its Causes Autism has far reaching effects both on the affected individual and the entire society. Previous research has incessantly failed to establish the primary causative and etiological factors of this neurodevelopmental disorder. However, studies associate the occurrence of autism abnormalities with impaired development of the brain during the early growth stages of children and its progress to later ages (Ana, 3). Autism, therefore, affects the proper functioning of the brain in children. Subsequently, most of the available literature suggests that autism possesses multiple etiologies with genetic factors being the primary causative agents (Sarah, 1). Some studies have shown increased association between these mental disorders with complications experienced during early life. Dybvik found an association between autistic spectrum disorders and Tuberous sclerosis (12). More researchers have risen to support Tuberous sclerosis as a significant medical condition alleged to cause the disease. For instance, autism occurs in four broad categories as a mental disorder of public health importance. These groups include Asperger’s Disorders, Atypical Autism as well as the widely known autistic spectrum disorders. The clinical presentation of autism varies depending on different factors. These determinants include individual personality, age, sex as well as someone’s Intelligence Quotient. Some researchers have also demonstrated an apparent association between autism and physiological processes. According to Vincent, autism disorders among children, students and adults come as a result biological and physiological based deficiencies in early years of development (1). Nevertheless, the social stimulation in often exceeds optimal levels for children who have autism. Marsa adds that the increased social stimulation, therefore, fails to provide the reinforcing arousal-modulating function required among children to assist in proper verbal and non-verbal communication (15). Parents of children who have autism will always expect adverse disruptions in the establishment of a bond of attachment with their children. Such children tend to avoid strangers by seeking comfort from their parents with disturbed physiological actions such as gaze aversion, distress as well as turning and walking away. The Hidden Ability of People Suffering from Autism According to Linda, some students with autism exhibit unique skills and exceptional abilities (22). Many of these individuals tend to possess extraordinary strengths and capabilities that not only make the distinct from others but also interesting despite being rare to find true servants among them. Establishing the ability, potential and unique talents among students with autism disorders are an essential step that can help in establishing a connection between them and their caregivers. Such strengths can be used in motivating children or rewarding and empowering them for achieving more challenges while utilizing the strengths to overcome areas of more deficits (Ana, 21). These areas of concentration include strong visual skills, enhanced capacity to comprehend and retain concrete concepts, sequences, rules, and patterns and good memory of rote facts and details such as scientific facts, baseball statistics and train schedules (Sara, 32). Some children suffering from autism may also exhibit competent computer and technology knowledge and skills, long-term memory with increased musical talents, abilities and interests. As such, these students tend to demonstrate intense focus or concentration particularly on activities of their preference with increased mathematical capability, artistic ability and the potential to decode written language at an early age. Other influential learning skills include appropriate spelling of words, a high degree of honesty, and increased ability to problem-solving (Vincent, 30). Perceived Blockers that may inhibit the Inclusion of Autism Students in Schools and Possibly the Broader Community According to Dybvik, children suffering from Autism Spectrum Disorders (ASDs) usually demonstrate a different development pattern from other kids (23). Interaction and communication with other children are always a challenge. Such problems can impact their learning and development. Children suffering from ASD usually develop at a different rate but do not necessarily develop skills in the same order as the typically developing children. Marsa avers that children with ASD suffer from impaired development and may start expressing eloquence in speech as late as three years when typically developing children began at 12 months (16). Autism is a straight learning inhibitor and exclusion criteria since these kids may get to school as late as five years. Additionally, some children with ASD may manage to label their body parts but may not do so in a picture. ASD also contributes to exclusion of autism from school and community programs due to their ability to impair interaction and attention capacity. For instance, ASD children may fail to respond to their names, exhibit poor eye contact and may not deal with simple activities without being instructed (Rose, 32). ASD also impacts children inclusion in school programs due to its effects on understanding. Such children usually find it difficult to perceive things the way typically developing students do. They may fail to understand that different people have varying desires, needs and beliefs for them. ASD individuals suffer from a challenge of predicting other people’s behavior and how their behavior impacts others (Vincent, 1; Dybvik, 3). Strategies that can help to overcome the Above Blockers According to Ana, there are vital strategies that can be employed to help students suffering from autism to manage and overcome blockers that inhibit their inclusion and active participation in school and community programs (13). This critical process should begin from home and should entail the active engagement of all stakeholders in helping these students overcome the identified blockers. The process should start by parents and guardians taking charge of their child’s education. This technique entails understanding better strategies of communicating with the kids such as clarifying one's goals, being a good listener, providing a broad range of solutions to first communication challenges and keeping focus. Sarah adds that parents should stay calm and avoid giving up quickly (33). It is also important to identify how and where the child can learn best with minimal or no interruption. Parents should know the type of their children and built on their potential areas to enhance their learning skills. As such, parents should think towards the achieving life success as opposed to the attainment of school nurses. Life success can help children to build sustainable self-awareness and self-confidence. The process also contributes to children to acquire the gift of perseverance, be proactive, knowing how to handle stress, improve their ability in setting goals and understand how to ask for help (Ana, 2; Sarah, 5). All the stakeholders involved in raising children with autism should emphasize healthy lifestyle behaviors among their children and also take good care of them. Healthy lifestyle includes adequate and proper sleeping, balanced diet, and regular exercises. Community Initiatives that Support Autistic Individuals in Adelaide According to Dybvik, the Adelaide region in Australia has several organizations that offer a broad range of services to support individuals with autism (12). One of the major agencies in this area is the Autism Association of Western Australia. This organization has a dedication to serving the interests and needs of people with autism and their families. The organization does so by offering services that depend on peer-reviewed research in the field of Autism as well as providing support with the aim of making a positive difference in the lives of people with Autism (Marsa, 4). Also, Autism SA has sustainably existed as the leader in assisting individuals and families living with ASD since 1964. The organization has broad access to funding sources from families driven by the need to ensure that they get full access to the best education, information, treatment and rehabilitation and the corresponding aid. SA provides individualized and person-centered and individualized services and support. Autism SA boasts of an expert team of staff members who help to provide a variety of innovative quality services coupled with an evidence-based practice that can meet the world class standards (Rose, 23). SA is also affiliated with other responsible organizations that operate with the aim of improving the conditions of individuals who have autism. These organizations include National Disability Insurance Agency and South Australian State Government Provider Pane. The Geek Club Books is another organization that uses original and creative story apps and digital content to educate people about autism. Appropriate Strategies and Technologies that can Support Children with Autism Ana identified different forms of technologies that can help children with autism (17). In most cases, technology can contribute to support affective and social learning which are the primary attributes of autism among children. Social interaction and the Internet is one of the examples of these technologies. Today, the internet has eventually evolved into an influential platform where people suffering from ASD can meet and discuss common issues affecting them. These platforms also provide a wide opportunity where autism experts educate and raise awareness regarding the symptoms and strategies for effective management of the condition. Most of the communication that takes place on these online platforms such as Facebook, Twitter, Instagram and YouTube may not occur in a real time or face-to-face communication (Dybvik, 19). The online virtual reality and virtual environments are second examples of supportive technologies. Today, there is a broad range of virtual reality through online virtual communities for people suffering from ASD. The virtual technologies enable virtual community participants to set up their virtual attributes with similar identities. A good example is the Second Life (HTTP:// secondlife.com/) that is an online, 3D digital world invented and created by the participants who usually interact within it (Vincent, 12). The Second Life app has new, different virtual private enclaves. One of the private pockets is for the individuals with Asperger’s Syndrome (AS) and the similar people who support them. This virtual community is referred to as the Brigadoon. The Brigadoon members are competent at creating new environments and avatars which help them to interact socially within their virtual communities. According to Sara, the high platforms are efficient at providing a wide opportunity for individuals who have autism to socially engage while practicing social skills in a virtual environment (24). Virtual reality software is a third technological strategy that also supports the well-being of people suffering from ASD. These software programs can successfully target identification of safety skills, emotion ascertainment and identify appropriate social skills of autism individuals by using video game consoles such as PlayStation. Research shows that the previously created avatars can help in engaging others by using a range of solo and interactive games (Vincent, 21). However, there are insufficient science-based studies that authenticate the effectiveness of video game consoles among ASD individuals. However, there an unusual degree of the variance of the overhead game consoles key attributes with the currently researched VR applications (Vincent, 20). Conclusion Autism is increasingly becoming a matter of great concern in the community. The disorder occurs in three categories: the Asperger group has excellent ability to understand language and speak but suffer from nonverbal communication impairment. The autism group has generalized communication deficiency with significant language challenges. For instance, the severe autism group exhibits full communication problems with significant comorbid conditions. The severity of autistic impairment determines the degree of disability in a child. However, children develop adaptive skills and strategies to mask most of their autistic incapacity by the time of maturity.   Works Cited Centre for Developmental Disability Health Victoria. Autism Spectrum Disorders. Ferntree. Gully Road, Notting Hill, 2011. Durand, Vincent M. Autism Spectrum Disorder: A Clinical Guide for General Practitioners. , 2014. Print. Dybvik, Ann. Autism and the Inclusion Mandate. Education Next. Winter 2014/Vol. 4, No. 1. Retrieved from: http://educationnext.org/autismandtheinclusionmandate/. Eveleth, Rose What Intelligence Tests Might Be Overlooking When It Comes To Autism. Scientific American, 2011. Retrieved from: https://www.scientificamerican.com/article/the-hidden-potential-of-autistic-kids/. Marsa, Linda. Extraordinary Minds: The Link Between Savantism and Autism. Some people with autism have an exceptional talent for music, math, art or language. What accounts for their extraordinary brains? Spectrum News, 2016. Retrieved from: https://spectrumnews.org/features/deep-dive/extraordinary-minds-the-link-between-savantism-and-autism/ Rodriguez, Ana M. Autism Spectrum Disorders. Minneapolis, MN: Twenty-First Century Books, 2011. Print. Worth, Sarah. Autistic Spectrum Disorders. London [u.a.: Continuum, 2005. Print. Works Cited Read More