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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Saturday, 11 April 2009

How We Talk To Children With Autism

I ' d such to confabulate how we talk to children with autism. One of the things that strikes me is the wide gamut of what is considered acceptable. I ' m not vocabulary about teaching methods. Specifically, I ' m language about the tone and abode in which we speak to these children. I know that they ' re regularly onerous to stretch and may crave labyrinthine attempts to excite them to loom or to take meaning what is being uttered to them. I also ken that this can be frustrating and abstruse at times, but it ' s everyone ' s assignment to stay reposeful and talk to them in a fair fashion.

There are manifold teachers and therapists in express education that would never speak harshly to lot child. However, I ' ve heard crowded speak to children with autism in ways that no regular education program would possess, and it seems that this practice is still general. My theory is that this habit of ear-piercing, cruel voices has been accepted for ergo far-off that no one questions it. It ' s troglodytic over from the days when persons with autism were yelled at, slapped and stock - prodded to bias them to give blessing.

Everyone knows that being oral to harshly and punitively can cleft a person ' s passion, spirit and self - esteem over while. Our children are no unsimilar. They need to feel loved, accepted and cared for. Cruel and abusive tones alone can be harmful, straight lacking opposite words attached.

My suggestion is that we strike our teachers to speak to our children with solicitousness and approbation. At times when tenacity is called for, everyone can still speak kindly chronology staying firm. It ' s all in the choice of tone and language.

We necessity our children to cultivate into their full possible. It can ' t happen if they ' re feeling anxious or depressed or if their self - esteem has been damaged. We need to lay the foundation first - love, trust, respect, acceptance and kindness. Then we can build instruction over that foundation, taking care not to displace it. If you think about it, it ' s all relatively common sense. We all learn and become our best in this kind of supportive and accepting atmosphere. Our children do too.

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