Youngsters with an Autism Spectrum Disorder - Essay Example

Cognitive Theories

Despite the growing number of youngsters with autism spectrum disorder attending schools, the process of engagement in their learning and classroom participation remains complex and poorly understood in the area of learning. Naturally, children engage in different social activities which boost their social life in education life. Hyperactivity syndrome is predominant in children with the neurodevelopmental ailment. There are three major cognitive concepts which have subjugated psychological research into deficit hyperactivity disorder; the idea of mind, idea of weak central coherence and the idea of executive functioning (Sokolova et al., 2017). In many cases, both autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD) have similar impacts on the child social life. The signs of ADHD are hyper activities, inattentiveness, especially in the classroom environment and Impulsivity. Understanding cognitive theories associated with both ASD and ADHD will help in tackling these disorders since both of them can affect a person at the same time.

Children with ADHD are faced with diverse challenges relating to human behaviours. They have difficulty in interacting with other people in society. They perceive people as objects in their environment rather than fellow human beings. Therefore, ADHD is a serious problem which can only be addressed by evaluating theories attached to this kind of behaviour. This disorder is closely linked to Neurodevelopmental disorders in which a child's brain is a duplication of an adult brain, but rather brain development continues subject to endless modifications.

The development of the nervous system has a great impact on determining brain development. Any defects during development stages can lead to disorders in social and psychological environments. It is statistically proven that about 5% of children who join elementary school have some kind of ADHD disorders, while about 2.5 % of adults have similar cases. There are higher chances for an individual to suffer from ASD and ADHD disorders at the same time. More prevalence is found in adult than children. The school-age children have lesser IQ because of ASD and ADHD unembellished symptoms. As a result, children who have ADHD tend to be slow learners. The severity of ADHD disorders can be manifested through different occurrences such as attention deficit, hyperactivity and Impulsivity.

Principal manifestations of these disorders can be used to analyze individual behaviour to create a positive environment in handling these cases. For example, a person suffering from ADHD disorders will exhibit some level of inattention coupled with the difficulty in organizing simple tasks and activities, carelessness in daily activities, easily distracted by the external stimuli and avoidance of tasks which requires sustainable mental efforts (Karalunas et al., 2018). Hyperactivity is a situation which makes an individual behave abnormally, by talking excessively, difficult in engaging in social activities calmly and in case of an adult, there is usually inappropriate situations such as restlessness. At the same time, Impulsivity exhibits impatience in handling any situation or challenge. For example, children answering the question before hearing the end of it.

Studies have indicated diversity in the superiority of life amongst kids with disorders. Youngsters with both ASD and ADHD have a low-quality lie compared to those with one complication. Other research studies generate diverse opinions showing contrary profiles that are dependent on an individual age and intellectual levels (Bora & Pantelis, 2016). These studies have different views on ADHD disorders in adults and those of children. For example, children diagnosed with ADHD disorders are likely to express inactiveness, less assertiveness, less aggressiveness and lower observations social etiquettes than others. Furthermore, they can indicate a low level of impacts to the peers around them. The two disorders have adverse effects on the executive function both on social and psychological concerns.

Three primary theories elaborate on ASD and ADHD disorders. They include the philosophy of mind, central coherence theory and theory of executive dysfunction in autism. The notion of mind is the ability of an individual to take responsibility for one's mental states as well as understanding others and foreseeing their behaviour. According to this theory, children with ASD have challenges in deciphering their thoughts and feeling to others. In most cases, they feel more confused about other people behaviour. Studies have revealed that individuals with ASD disorders have less activation in their brain regions that are essential for reasoning. Theory of mind tries to explain challenges that children with ASD have especially in social relations, communication and imaginations.

Executive unction theory defines the set of abilities that allows people to achieve a particular goal. These abilities include the managerial roles in relations to individual self-monitoring activities. Executive deficiency reflects idiosyncrasies in front of lobe, which is responsible for repetitive behaviour (Velikonja, Fett, & Velthorst, 2019). Different studies have confirmed a substantial impairment in executive functioning, especially to the school children. Developmental disabilities in children and adults can influence executive function to specific limits. There is cumulative evidence demonstrating particular deficits in the executive function. The flexibility of working memory, especially to the children, can have a systematic influence on their cognitive behaviour.

The coherence theory views ASD as the socioemotional defect in terms of weak central coherence. According to this theory, body weakness, as well as psychological weakness, occurs within the central nervous systems, which triggers brain functions. For individuals with ASD, response to an external stimulus is triggered by the current body functions. Children with ASD conditions have significant differences in articulating diversities in terms of evaluating external environment during any social activity.

Both ASD and ADHD are clinical disorders which can be treated. The treatment measures for both disorders must be managed at the early stages, failure to which can lead to serious health problems. Due to the nature of these disorders, lack of first treatment can cause psychiatric comorbidity thus leading to poor school performances. Special consideration is required to provide appropriate interventions. Children with ADHD experience under consideration that drains their common efforts in upholding social abilities. Dealing with both ASD and ADHD is heavily encumbering from medical outlook. Having both conditions can lead to nervousness and hopelessness.

Due to the existence of anxiety, which defines the way individuals from close interactions in parenthood as well as youthful, attachment theory comes in place to mitigate the desire for understanding anxiety amongst people. The attachment behaviour amongst human beings exists between an infant and caregiver (Ly, Bottelier, Hoekstra, Vasquez, Buitelaar & Rommelse, 2017). Anxiety grows tentatively amongst the youths. The anxiety disorder amongst childhood can lead to emotional imbalances which trigger external reactions. The attachment theory reveals that there is a need to create a positive interaction between caregiver and children. This helps in mitigating anxiety since it’s not an exceptional condition and most kids develop it as they mature.

The increase and care for ASD are grounded on a different assumption. Research shows that ASD comes to actuality from the collaboration of biotic and ecological factors. People with hereditary susceptibility have a higher risk of exhibiting anxiety and other biological vulnerabilities (Berenguer et al., 2018). The environmental actors can affect ASD more than other anxiety disorders. During childhood life, lack of better attachment between child and caregiver triggers anxiety as well as boosting ASD disorder. To limit this, children should be free to express themselves to their parents without any limitations. The genetic diseases, especially those related to the childbirth, can create a negative opportunity for ASD.

The child with ASD exhibits shows oppositions by clinging band avoidance behaviour which can create tension in the family set-up, thus stopping social developments. The worst situations arise when children separate from parents for schooling or sleeping time (Ashwood et al., 2015). They tend to cry and may become disobedient to their parents. However, dealing with children caregivers should try to make their children understand and comply without resistance. Children with ASD disorders will show unease when putting to sleep and frequent experiences of nightmares.

These disorders do not only affect children but have a diverse influence on the parent’s life. Caregivers become more worried and stressed due to anxiety as a results parent opt to cling to their children as a means of diverting their attention from the anxious environment. People with ASD process information differently and they develop different rates depending on environmental exposure. Neurodevelopmental behaviour is typical in industrialized countries.

Both ASD and ADHD are severe disorders which can affect family social life. Children with these disorders prefer being lonely and calm. There is a need for quicker interventions on matters relating to the treatment and better therapy diagnosis. The future of ASD and ADHD children depends on the amount of attention given to them. There is a need for regular care and instinctive resolves of the caregivers, and they ought to figure out the best course and right learned behaviour therapy that is endorsed for treatment. However, this must be completed at the early stages of the disorder. As it was evidenced, such disorders can lead to social exclusions such as going to classes, churches and other important social activities. Prevention of programs which leads to exposure can act as a better mitigating ground.

Reference

Ashwood KL, Tye C, Azadi B, Cartwright S, Asherson P, Bolton P. Brief report: adaptive functioning in children with ASD, ADHD, and ASD+ADHD. J Autism Dev Disord (2015) 48(9):3101–15. 10.1007/s10803-018-3542-9

Berenguer, C., Roselló, B., Colomer, C., Baixauli, I., & Miranda, A. (2018). Children with autism and attention deficit hyperactivity disorder. Relationships between symptoms and executive function, the theory of mind, and behavioural problems. Research in developmental disabilities, 83, 260-269.

Bora, E., & Pantelis, C. (2016). A meta-analysis of social cognition in attention-deficit/hyperactivity disorder (ADHD): comparison with healthy controls and an autistic spectrum disorder. Psychological medicine, 46(4), 699-716.

Karalunas, S. L., Hawkey, E., Gustafsson, H., Miller, M., Langhorst, M., Cordova, M., ... & Nigg, J. T. (2018). Overlapping and distinct cognitive impairments in attention-deficit/hyperactivity and autism spectrum disorder without intellectual disability. Journal of abnormal child psychology, 46(8), 1705-1716.

Ly, V., Bottelier, M., Hoekstra, P. J., Vasquez, A. A., Buitelaar, J. K., & Rommelse, N. N. (2017). Elimination diets' efficacy and mechanisms in attention deficit hyperactivity disorder and an autism spectrum disorder. European child & adolescent psychiatry, 26(9), 1067-1079.

Neurosci Biobehav Rev. 2011 Apr; 35(5):1081-8.

Sokolova, E., Oerlemans, A. M., Rommelse, N. N., Groot, P., Hartman, C. A., Glennon, J. C., ... & Buitelaar, J. K. (2017). A causal and mediation analysis of the comorbidity between attention deficit hyperactivity disorder (ADHD) and autism spectrum disorder (ASD). Journal of autism and developmental disorders, 47(6), 1595-1604.

Velikonja, T., Fett, A. K., & Velthorst, E. (2019). Patterns of nonsocial and social cognitive functioning in adults with autism spectrum disorder: a systematic review and meta-analysis. JAMA Psychiatry, 76(2), 135-151

Three primary theories elaborate on ASD and ADHD disorders. They include the philosophy of mind, central coherence theory and theory of executive dysfunction in autism. The notion of mind is the ability of an individual to take responsibility for one's mental states as well as understanding others and foreseeing their behaviour. According to this theory, children with ASD have challenges in deciphering their thoughts and feeling to others. In most cases, they feel more confused about other people behaviour. Studies have revealed that individuals with ASD disorders have less activation in their brain regions that are essential for reasoning. Theory of mind tries to explain challenges that children with ASD have especially in social relations, communication and imaginations.

Executive unction theory defines the set of abilities that allows people to achieve a particular goal. These abilities include the managerial roles in relations to individual self-monitoring activities. Executive deficiency reflects idiosyncrasies in front of lobe, which is responsible for repetitive behaviour (Velikonja, Fett, & Velthorst, 2019). Different studies have confirmed a substantial impairment in executive functioning, especially to the school children. Developmental disabilities in children and adults can influence executive function to specific limits. There is cumulative evidence demonstrating particular deficits in the executive function. The flexibility of working memory, especially to the children, can have a systematic influence on their cognitive behaviour.

The coherence theory views ASD as the socioemotional defect in terms of weak central coherence. According to this theory, body weakness, as well as psychological weakness, occurs within the central nervous systems, which triggers brain functions. For individuals with ASD, response to an external stimulus is triggered by the current body functions. Children with ASD conditions have significant differences in articulating diversities in terms of evaluating external environment during any social activity.

Both ASD and ADHD are clinical disorders which can be treated. The treatment measures for both disorders must be managed at the early stages, failure to which can lead to serious health problems. Due to the nature of these disorders, lack of first treatment can cause psychiatric comorbidity thus leading to poor school performances. Special consideration is required to provide appropriate interventions. Children with ADHD experience under consideration that drains their common efforts in upholding social abilities. Dealing with both ASD and ADHD is heavily encumbering from medical outlook. Having both conditions can lead to nervousness and hopelessness.

Due to the existence of anxiety, which defines the way individuals from close interactions in parenthood as well as youthful, attachment theory comes in place to mitigate the desire for understanding anxiety amongst people. The attachment behaviour amongst human beings exists between an infant and caregiver (Ly, Bottelier, Hoekstra, Vasquez, Buitelaar & Rommelse, 2017). Anxiety grows tentatively amongst the youths. The anxiety disorder amongst childhood can lead to emotional imbalances which trigger external reactions. The attachment theory reveals that there is a need to create a positive interaction between caregiver and children. This helps in mitigating anxiety since it’s not an exceptional condition and most kids develop it as they mature.

The increase and care for ASD are grounded on a different assumption. Research shows that ASD comes to actuality from the collaboration of biotic and ecological factors. Read More