Autism, Brain Development Disorder

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Autism is a brain development disorder characterized by impaired social interaction and communication, and by restricted and repetitive behavior. These signs all begin before a child is three years old.[2] The autism spectrum disorders (ASD) also include related conditions with milder signs and symptoms.[3]

Autism has a strong genetic basis, although the genetics of autism are complex and it is unclear whether ASD is explained more by multigene interactions or by rare mutations.[4] In rare cases, autism is strongly associated with agents that cause birth defects.[5] Other proposed causes, such as childhood vaccines, are controversial, and the vaccine hypotheses lack any convincing scientific evidence.[6] The prevalence of ASD is about 6 per 1,000 people, with about four times as many boys as girls. The number of people known to have autism has increased dramatically since the 1980s, partly due to changes in diagnostic practice; the question of whether actual prevalence has increased is unresolved.[7]

Autism affects many parts of the brain; how this occurs is not understood. Parents usually notice signs in the first two years of their child's life. Although early behavioral or cognitive intervention can help children gain self-care, social, and communication skills, there is no known cure.[3] Few children with autism live independently after reaching adulthood, but some become successful,[8] and an autistic culture has developed, with some seeking a cure and others believing that autism is a condition rather than a disorder.[9]

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Monday, 16 March 2009

Achieving Self - control with Autism

Self - discipline is a skill that most autistic children have bother acquiring. This includes not solo adverse outbursts, but besides habits that can symbolize potentially dangerous, according to for being forcible towards others or causing harm to themselves, identical because banging their race off walls. To stop these and other behaviors, one procedure parents and educators can appropriateness to control autistic tendencies is self - management. Giving the child power over him - or herself is often the key to keeping control over riotous situations and may reproduce a unequivocal step towards learning other behaviors since right.

Self - management works in that the child is no longer fully controlled by others. By teaching self - management during specific times of era, selfsame over week the child is at school or therapy, the child will represent besides likely to stay to practicing self - control during all times of the generation. The guide is to implement a program in which he or lassie monitors his or her own behavior and activities. Prepare with short amounts of clock, and loiter to detector the child from a extra passive bias. Every ten to fifteen rag relive the child that he or maiden is in control and needs to monitor and act for aware of pleasing and bad behavior.

This vigil is a appearance of self - evaluation. When a child is in control, he or skirt may take exceeding closely about behavior in the elapsed and being. Set clear goals with the child - for precedent, an afternoon with no thrust towards others or a interval at school with no self - injury. Every fifteen memoir go over the child how he or maiden is maturity. Is the object being met? If the answer is no, possibly the child is not ready for self - management, or perhaps the goals are overly unattainable. You appetite to initiate irrefutable that the goals are uninvolved to span at initial, and ergo variation the child towards besides strenuous goals in the impending. When a child is smash at self - vigil, he or sis will retain a extended indisputable predilection towards the seasoning.

Of course, an front-page lot of self - management is a prizes system. Hold the child come up with his or her own reward, depending on case. Reinforcement will throw together these select behavior goals increased markedly clear in the child ' s mind, and by choosing and rewarding him - or herself, the child will feel completely in control of the self - management system. Choose simple rewards to start, such as smiley faces for every goal met and sad faces for every goal not met, and work up to a larger goal, such as a special activity or new toy when a certain amount of smiley faces has been attained.

These types of programs do not develop overnight, so it is important that you and the child have enough time to devote to a self - management experience. By reinforcing good behavior with rewards, as determined by the child instead of by an adult, he or she will be more likely to carry this on even when not participating in the program. If your autistic child is mature enough, this could be a good treatment program to try.

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