Autism Spectrum, Assigment 3

Autism Spectrum, Assignment 3

[Name of the Writer]

[Name of the Institution]

Autism Spectrum, Assignment 3

Response 1: When a child is diagnosed with Autism it is difficult for every family member to process. Parents are so overwhelmed by fulfilling the needs of the child with ASD they often the other siblings feel neglected that causes intense rivalry between them. It also affects the parents’ own relationship as they have no time for themselves. They have to manage their finances that is one of the major conflicts which often leads to serious consequences like divorce (Cridland. et.all 2016).

Response 2: Typically, autism is detected when the child is 12 months old or more. During their childhood, they face difficulty in walking and expressing themselves. As they do not know how to respond to a certain situation. When they reach school the lack of ability to express they are not being able to make friends. Also, they understand things differently due to which they are often left behind. When they reach adulthood the transition in the educational and residential domain is a whole new challenge as they do not respond well to change causing them extreme distress (Stoner & Stoner 2016).

Response 3: Interventions are basically theories about the reasons and causes of autism. These interventions include behavioral interventions, family-based interventions, combined interventions, medicational interventions, and combined interventions. While discussing home-based interventions it totally depends upon the parents what they choose for their child. Combined intervention is more preferable as it covers part of every intervention and is easy to adapt.

Response 4: Every child is different from one and other and their needs also vary from each other. The same is the case with children having autism. Some behavioral problems are automatic/sensory, escape, and, attention. As every individual reacts differently so these strategies cause a child to sometimes act stubborn to an extent that they can hurt themselves. As the strategy is focused on enforcing desirable behavior the children consider it as leverage and act according to their own will which causes lots of distress for parents. They do not fear of getting punished making them more demanding.

Response 5: FBA is also known as functional behavior assessment is a structured process of exploring the problems in the behavior, their occurrence, and their prevention by using special treatments or therapies (Goldstein, & Ozonoff 2018). Steps including in the assessment are given below:

Data collection

Developing a hypothesis using the data collected

Observing patient behavior directly

Constructing and describing the behavior support plans

Finding out sources that are responsible for specific behavior

Redesigning the areas that need to changes according to the patient requirements.

Children having ASD are often sensitive so it is important that during these assessments the parents should be present and if needed the teacher teaching the child should also be present to help in the assessments.

Response 6: Embedded instruction benefits are as follows:

New skills can be learned in a natural environment

Encourage independency

Easy to implement

Every approach has some limitations. The same is the case with the embedded instruction. The approach is not suitable for every child with ASD. As the approach has certain targets that the child must achieve yet many are not able to meet the target.

References

Cridland, E. K., Jones, S. C., Stoyles, G., Caputi, P., & Magee, C. A. (2016). Families living with autism spectrum disorder: Roles and responsibilities of adolescent sisters. Focus on Autism and Other Developmental Disabilities, 31(3), 196-207.

Goldstein, S., & Ozonoff, S. (Eds.). (2018). Assessment of autism spectrum disorder. Guilford Publications.

Stoner, J. B., & Stoner, C. R. (2016). Career disruption: The impact of transitioning from a full-time career professional to the primary caregiver of a child with autism spectrum disorder. Focus on Autism and Other Developmental Disabilities, 31(2), 104-114.