Autism Spectrum Disorder refers to a neurological and a brain development disorder that can affect any person at any stage of life. However, Autism Spectrum Disorder normally begins at an early stage of life and can last throughout the life of an individual if an individual is not given the requisite treatment. Hence, the importance of engaging in active research about Autism Spectrum Disorder is deeply rooted in the reasoning to find the best solution to help the victims interact freely with others in the society without the feeling of being excluded from other people in the community (Howlin & Magiati, 2017). Autism Spectrum Disorder affects how an individual learns and engages in active communication with others. As a result, the importance of studying autism research is entirely based on finding the best technique of addressing the problem of loneliness that has comprised personalities of a greater percentage of the human population in every corner of the globe. The target populations that are mostly affected by Autism Spectrum Disorder are children in their first seven years of early childhood. Hence, the most appropriate treatment options for such category of victims affected by Autism Spectrum Disorder include the consideration of communication and behavior techniques, dietary and medication approaches.
The reasoning behind the consideration of Autism Spectrum Disorder as an important topic of research dwells on the fact that it touches on the life experiences in the present age that relies on effective human interaction and communication, and the application of the most efficient personality to tackle complex life problems. Hence, the initiative of raising children with the best mindset and a greater extent of positive mental attitude makes autism research the most relevant psychological topic that needs to be accorded the requisite attention (Romero et al., 2018). Also, it is quite imperative to note that all categories of human service professions require the application of personal approaches to tackling real-time problems experienced in the workplace, and this is embedded in consideration of the personality. The human service profession demands the application of beliefs and emotional values in a bid to gain clients' trust and realize successes. Hence, a culture that focuses on the elimination of Autism Spectrum Disorder stands a better chance of staying productive by engaging mentally healthy professionals (Leung et al., 2016). Besides, the fact that Autism Spectrum Disorder affects the cognitive development of people throughout their lives if no treatment options are provided in time means that every organization needs to focus on evaluating the mental wellbeing of their employees in a bid to shape up competitive professionals.
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Given the nature of the feedback given with regards to studying Autism Spectrum Disorder, it is quite categorical to affirm that a greater percentage of the humanity is concerned about the importance of studying behavioral analysis and social skills of people, especially in their young age since it helps shape up personality and the mindset of children to adopt the behavior of a positive mental attitude. Ideally, Autism Spectrum Disorder is considered a neurological disorder that can alter the mental state of a toddler if not assessed by healthcare professionals (Romero et al., 2018). Hence, a conclusive understanding of the relevance of studying Autism Spectrum Disorder as an authentic topic in psychology entails the need to enhance social skills training in institutions and the consideration of sensory integration therapy in a bid to assists people with cognitive impairment. Ultimately, the concern raised by most instructors with regards to finding the best approaches to containing the psychosocial challenges caused by Autism Spectrum Disorder is the consideration of assistive technology as a platform for improving the nature of interactions of victims with others.
References
Howlin, P., & Magiati, I. (2017). Autism spectrum disorder: Outcomes in adulthood. Current Opinion in Psychiatry , 30 (2), 69-76.
Romero, V., Fitzpatrick, P., Roulier, S., Duncan, A., Richardson, M. J., & Schmidt, R. C. (2018). Evidence of embodied social competence during conversation in high functioning children with autism spectrum disorder. Plos one , 13 (3), e0193906.
Leung, R. C., Vogan, V. M., Powell, T. L., Anagnostou, E., & Taylor, M. J. (2016). The role of executive functions in social impairment in Autism Spectrum Disorder. Child Neuropsychology , 22 (3), 336-344.
