Autism and the Effects of Socialization - Research Paper Example

 Autism and the Effects on Socialization Introduction Autism is the neural disarray, which is associated with features such as impaired social communication issues, repetitive and learning problems. This disorder in most cases affects children in earlier years of age; thus impacting their cognitive development by causing delays in communication and cognitive development. Autism commonly affects baby boys more than baby girls; thus contributing to psychological and social interactions problems. The research study indicates that autism is one of the genetic diseases contributed by birth defects, but its causes are not clearly well known (Amaral, Dawson and Geschwind, 2011). However, one can recognize many unique changes or signs during the initial development stage of the autism child. For instance, it is easier for a parent to notice the abnormal development behaviors of autism child from the abnormal ones. This is because many of them may fail to progress their motor skills, but advance cognitive skills. Therefore, learning may be difficult because autism children fail to cope or socialize with others; thus making learning environment difficult for them. Although, autism effects socialization, earlier intervention programs are crucial to increase the stimuli and psychological development behaviors. Ways Autism Effects Socialization Autism effects socialization and the data processing in the cerebellum through changing the nerve tissue; thus affecting the social and assimilating skills and articulation of the kid. Autism children have dissimilar behaviors; thus, when it comes to learning, many of them develop social and learning skills problems. The learning environment becomes difficult for them to cope up with teachers and peers because of socialization problems (Batshaw, Pellegrino and Roizen, 2007). Therefore, many of them require structured environment and intervention programs in order to adapt to the learning environment and improve their skills. For instance, children suffering from autism have difficulties in making eye contact, body language, they develop obsession or separate themselves from others and they have difficulties in initiating conversations. Autism also effects sensitivity and cognitive growth abilities of the kid. It also impacts sensor skills, verbal communication and this contributes to poor socialization with others. Language is grouped into two categories including expressive, which is the capacity to express thoughts into significant words and expressive language skills (Rodriguez, 2011). However, autism impacts both of these language skills; thus making communication difficult. The child tends to literalize things that they communicate, and they may fail to recognize the true meaning of words unless one employs figurative speech. Therefore, teaching autism children effective and employing intervention programs will enable them to adapt to the social situations. Education Implications Implementing efficient learning strategies are indispensable way of improving the education programs of the autism kid. One of the best teaching programs for autism students is employing early intervention (EI) programs in order to train the child to learn and advance socialization skills. Aron and Loprest (2012, p. 98) reveal that early intervention practices are effective measures for improving the learning skills of children with mental disorders. He further argues that autism children, who receive EI programs tend to perform better in schools, improve communications skills and the overall social skills. The research survey carried out revealed that EI programs are an effective strategy for improving the social and learning skills of the autism. From the research survey carried out using EI programs and medical interventions for various participants revealed that EI techniques is more effective than medication in social behavior improvement (Rous and Hallam (2012, p 236). Wang, Iannotti and Luk (2012) argue that improving the education situation of autism child through employing effective learning strategies is an effective intervention measure for encouraging social interaction behaviors. Although it is not easy to deal with autism kids, offering them with special learning needs is critical. Special education needs are among the widespread programs for advancing the learning atmosphere of the child. Arranging the education program and making special timetable for training autism child can improve the behavior and social or learning skills of the child. Structuring learning activities to capitalize the power of the kid can contribute to the greatest interest of the kid. For instance, most autism children have excellent visual processing skills; thus structuring the educational needs to help the child visualize things can meet the interest of the child. Intervention Approaches Providing earlier intervention programs to autism child is crucial because it will improve the psychological behaviors of the child; thus improving learning and social interactions of the child. There are many intervention programs or approaches that may contribute to successful psychological behavior improvement of the autism child. One can employ diverse ways for advancing social interactions such as integrated participation groups, peer coach approaches, group oriented incident and peer guidance (DiSalvo and Oswald, 2003). All these intervention are effective approaches that aim to improve the social interactions of autism children. Applying behavior intervention psychoanalysis is necessary towards improving the psychological performance of the kid. This is through focusing on the behavior and factors contributing to the psychological development of autism child. Taylor and Mudford (2012) argue that behavioral intervention analysis is effective as a learning tool for molding the behavior of autism child. For instance, developing the behavioral of the child, and applying performance augmentations can change the behavior of the child. Behavioral analysis is one of the concepts that were developed by B.F Skinner where he carried out two experiments in operant conditions in order to determine the positive and negative behavioral consequences (Brooke, 2009). This intervention approach enables the rein forcer or punisher to increase the likelihood of the repetitive behaviors of the autism child. Therefore, employing behavioral intervention will change the repetitive behaviors of the children; thus making him or her cope up with the peers. Medical Factors of Autism Although medication factors does not improve communication and social behaviors of the child more than EI and behavioral based programs, administering medications can help to stimulate problematic behaviors. Medication does not improve the underlying neurologic issues linked with autism, but rather help in managing repetitive behaviors. In most cases, medication is used in order to diminish the problematic behaviors to help the patient to receive and improve their behaviors. One of the common medical treatments used in diminishing problematic behaviors is ASD, drug therapy, but is has not been approved to be effective than the EI and behavioral analysis approaches. ASD treatment can be offered as from one year and two months, but treatment becomes steady at three years and above. However, the ASD can lead to undesirable effects in case offered below the required dose or overdose. Many scholars reveal that it is difficult to offer medical therapy to visually impaired children. This is because some of the medications are not proven effective since autism symptoms overlap (American Psychiatric Association, 2000). Other medications provided include antidepressants, which also treats depression or stress and OCD (obsessive-compulsive disorder). This drug can reduce the repetitive behavior, aggressiveness, irritation and other aspects of the autism child. Stimulant drugs are also administered in order to help the patient to reduce the repetitive behavior (Ommeren, Begeer, Scheeren and Koot, 2012). These stimulants include methylphenidate, amphetamine, dextrompjetamine and lisdexamfetamine stimulants. They are effective because they help to increase the ability of the patient to concentrate and become attentive through reducing impulsivity or hyperactivity. Non-stimulant medications that are used for treating ADHD (attention deficit/ hyperactivity disorder) such as atomoxetine and guanfacine can help too. Lastly, other drugs such as anticonvulsants and Alpha- 2adrenergic agonists can help in stabilizing mood or behavior as well as manage hyperactivity respectively. Conclusion Although, autism effects socialization, earlier intervention programs are crucial to increase the stimuli and psychological development behaviors. Autism effects socialization and the data processing in the cerebellum through changing the nerve tissue; thus affecting the social and assimilating skills and articulation of the kid. This is because they contribute to poor eye contact, poor speech, verbal communication and tendency to literalize words. Therefore, implementing effective learning strategies are effective means for advancing the education programs of the autism child. Administering medication factors such as ASD drugs, stimulant and non-stimulant drugs can reduce the repetitive and aggressive behaviors. However, employing behavior intervention analysis and use of EI programs are essential towards improving the psychological behavior of the child. References Aron, L., & Loprest, P. (June 06, 2012). Disability and the Education System. Future of Children, 22, 1, 97-122. American Psychiatric Association (2000). Diagnostic and Statistical Manual of Mental Disorder. Washington, DC: American Psychiatric Association, pp. 70-71. Amaral, D., Dawson, G., & Geschwind, D. H. (2011). Autism spectrum disorders. New York, NY: Oxford University Press. Batshaw, M. L., Pellegrino, L., & Roizen, N. J. (2007). Children with disabilities. Baltimore: Paul H. Brookes Pub Brooke, S. L. (2009). The use of the creative therapies with autism spectrum disorders. Springfield, Ill: Charles C. Thomas, Publisher. DiSalvo, C. A., & Oswald, D. P. (March 08, 2003). Peer-Mediated Interventions To Increase the Social Interaction of Children with Autism: Consideration of Peer Expectancies. Focus on Autism and Other Developmental Disabilities, 17, 4, 198-207. Ommeren, T., Begeer, S., Scheeren, A. & Koot, H. (June, 2012). Journal of Autism & Developmental Disorders, Vol. 42 Issue 6, p1001-1010. 10p. DOI: 10.1007/s10803-011-1331-9. Rodriguez, A. M. (2011). Autism spectrum disorders. Minneapolis: Twenty-First Century Books. Rous, B., & Hallam, R. (January 01, 2012). Transition Services for Young Children With Disabilities: Research and Future Directions. Topics in Early Childhood Special Education, 31, 4, 232-240. Taylor, S. A. & Mudford, O. C. (July, 2012). Behavioral Interventions. Vol. 27 Issue 3, p109- 128. 20p. DOI: 10.1002/bin.1342. Wang, J., Iannotti, R. J. & Luk, J. W. (August, 2012). Journal of School Psychology. Vol. 50 Issue 4, p521-534. 14p. DOI: 10.1016/j.jsp.2012.03.004. Read More