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By Laura D’Hondt and Sydney Brediger.  Autism Disorder “Classic” : Autism is an intricate developmental disability in which affects ones social interaction.

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Presentation on theme: "By Laura D’Hondt and Sydney Brediger.  Autism Disorder “Classic” : Autism is an intricate developmental disability in which affects ones social interaction."— Presentation transcript:

1 By Laura D’Hondt and Sydney Brediger

2  Autism Disorder “Classic” : Autism is an intricate developmental disability in which affects ones social interaction and communication skills with others. Signs often appear before the age of three causing delays or issues of different skills developed from infancy to adulthood.  Autism Spectrum Disorders : Many healthcare professionals believe Autism is part of a “spectrum” disorder; meaning a disorder within a group of disorders that have similar symptoms ranging from the mildest signs and symptoms to the more serious ones. (National Institute of Health, 2011)

3 ◦ Communication: issues with verbal and non-verbal communication.  Ex. Pointing, speaking, smiling, etc. ◦ Social: issues maintaining an interactive conversation, sympathizing with others and sharing emotions. ◦ Routine /Repetitive Behaviors (Stereotype): obsessively following monotonous daily routines or schedules and playing in a recurring way. (Autism Steps, 2011)

4  Issues with communication, both verbal and nonverbal  Social interactions and relationships  Limited interests in activities or play  The child does not respond to his/her name.  The child cannot explain what he/she wants.  The child’s language skills are slow to develop or speech is delayed.  The child doesn’t follow directions.  At times, the child seems to be deaf.  The child seems to hear sometimes, but not other times.  The child doesn’t point or wave “bye-bye.”  The child used to say a few words or babble, but now he/she doesn’t.  The child throws intense or violent tantrums.  The child has odd movement patterns.  The child is overly active, uncooperative, or resistant. (National Institute of Health, 2011)

5  The child doesn’t know how to play with toys.  The child doesn’t smile when smiled at.  The child has poor eye contact.  The child gets “stuck” doing the same things over and over and can’t move on to other things.  The child seems to prefer to play alone.  The child gets things for him/herself only.  The child is very independent for his/her age.  The child does things “early” compared to other children.  The child seems to be in his/her “own world.”  The child seems to tune people out.  The child is not interested in other children.  The child walks on his/her toes.  The child shows unusual attachments to toys, objects, or schedules (i.e., always holding a string or having to put socks on before pants).  Child spends a lot of time lining things up or putting things in a certain order. (National Institute of Health, 2011)

6  Therapeutic & Behavioral Options ◦ Accordant to the Applied Behavior Analysis (ABA), behavioral therapy helps to accentuate the wanted behavior over the unwanted behavior. ◦ Therapists that specialize in speech therapy are able to help autistic patients improve their communication skills and social skills. ◦ Physical therapists work with them to create exercises and activity options to improve posture, balance and motor skills.  Options that are Educational or School Based ◦ Public schooling that is free and appropriate is required to be provide from Kindergarten through Graduation, or the age of 21; whichever arrives first. ◦ Individual Education Plans are sometimes personally designed for maximum learning for the individual.  Medication options ◦ Some symptoms that are commonly associated with Autism can be treatable. However, the actual disease has no approved medication options known. (National Institute of Health)

7 An Autism Spectrum Disorder

8  Aspergers: Is the mildest form of the Autism Spectrum Disorders; they have minor setbacks with social and communication skills, but normal educational and verbal interaction abilities. (National Institute of Health, 2011)

9  A key sign of Asperger’s is a fixation on a subject or item to the point where they ignore and avoid being social in order to keep attention on the item.  Different from children with Autism; a child diagnosed with Asperger syndrome has a normal educational balance and are often extremely intelligent.  When a child has Aspergers they may have trouble perceiving non-verbal communications and tend to be exceedingly literal. (National Institute of Health, 2011)

10  They commonly engage in monologue of long, breathless sentences seemingly without noticing the other person  They usually display a little eye contact, minor facial expressions, and strange body postures or gestures  Show an increased interest in one or two definite subjects like trains, weather, statistics, or snakes  They appear to not be able to empathize with another persons feelings  Struggle with understanding most humor or being able to “read” a person  Speak in a voice that is flat, rigid, and monotone  Move awkwardly, with little coordination (Mayo Clinic, 2011)

11  Treatment plans for a person diagnosed with Asperger’s are very similar to the one of Autism. Speech therapy, and structured routine based activities are used in order to diminish symptoms and attempts to ensure a happy daily life for them to live. However, Asperger’s overall is not a curable disease. (National Institute of Health, 2011)

12 . "Asperger's Syndrome." Asperger's Syndrome. Mayo Clinic, 2010. Web. 13 Nov 2011..  "Autism Information." NIH division of U.S. Department of Health & Human Services. U.S. Department of Health & Human Services, n.d. Web. 10 Nov 2011..  "Autism is Treatable." Autism Research Institute. Autism Research Institute, 2011. Web. 10 Nov 2011..  Herriott, Shane, and Heather Suarez. "Autism Steps." Steps. Steps, 2011. Web. 10 Nov 2011..

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