Conceptualization of autism spectrum disorders has now been changed to present symptoms on a wide continuum. The different symptoms exhibited by the three children in various ways are all manifestations of the same condition. This family demonstrated the characteristics that varied based on the continuum of issues. Symptoms of the autism spectrum disorders include the following. The first symptom was exhibited by the youngest child Katie. The child exhibited impatience and an inability to say what she wanted. An inability to express herself verbally is common in some of the patients with autism. Katie tries to communicate by pointing at things she wants because she is unable to form sentences as fast as she wants. She does not know how to react when someone does not understand her. Persaud (2008) points out that autistic persons such as Kate may react with violence when they are unable to express their disapproval or anger. The other symptoms that are associated with high spectrum autism is delays in developmental milestones. The primary care givers are often the first to notice such peculiarities. Katie's brothers exhibit low spectrum autism. Their main symptoms are a recurrence of repetitive actions such as saying a word over and over. The brothers 7 were most affected by this echolalil behavior. The three children also had a hard time making eye contact with strangers and people they did not like.
Autistic children are favored with various strength that may help them navigate through life. The first is a quick mastering of tasks that are repetitive. For example, Katie was fast in learning how to effectively operate the video camera. She was also comfortable with the activities that were carried out in the process of information collection. This characteristic is what makes autistic children successful in playing musical instruments such as the piano and in technology based subjects. This is especially true for children functioning at the lower end of the spectrum. The brothers and other autistic persons at the high end spectrum have these strengths. They like reading and can absorb a high amount of information in a short time. They therefore do well in fact based subjects such as history and geography. Some of the challenges observed were in communication. It was difficult to effectively communicate with the autistic children because of the poor verbal skills. This made socialization harder as the autistic child comes across as aggressive and anti social. The teachers and other care givers may have a difficult time in evaluating and correcting indiscipline cases. It is difficult to ascertain if an action is a symptom of the condition or an act of defiance.
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According to Persaud (2008), it is important for a clinician to evaluate strengths and challenges in a child's behavior. Such a move allows for the clinician to determine which spectrum the patient exhibits. The continuum of issues vary depending on the patients symptoms. Treatment options are also easier to prepare and exploit once the patients dynamics have been confirmed. Persaud (2008) adds that treatment options for such a child vary depending on their personal information. The child may exhibit better outcomes in the course of treatment. This needs to be evaluated in the context of improvement and follow up treatment. Standardized testing may not work for such a situation because each child is going through their developmental stages differently.
The research on developmental Disorders sometimes favors separate disorders. Ousley and Cermak (2014) explains that this is because several research projects and investigations focus on having specific boundaries and outcomes. However, research that is focused on a deeper understanding of the cause and effect of autism spectrum appreciates the duplicity of symptoms in different subjects. For example, two patients may be diagnosed with a learning disability based on their delayed developmental goals and echolalil behavior. However, one of the two patients may display additional symptoms of aggression and poor communication skills. It just tempting to diagnose and classify this cases as two different learning disorders. However, when closely examined, the progress of the two will come down to the same causative agent.
Scientific research has become more focused on autism as a broad spectrum of symptoms. This narrows down the learning disability but it broadens the symptoms base. McDougle (2016) points out that this approach has been favored because it shows the greatest reward in diagnosis. Additionally, this provides identification subgroups that make it easier to develop treatment methods and coping mechanisms. This may include the absence or presence of underlying medical or physical conditions, psychological problem solving disorders or genetic disorders in inherited conditions. Ousley and Cermak (2014) adds that the basis of this unanimous blanket definition of autism lies in the relational problems that all diagnosed patients suffer. They are unable to relate to others in the same way and at the same rate as other persons. The two basic defining properties are relational problems as well as exceptional gifting and talent.
The researchers outcome is most significant to teachers and primary care givers because it is not the complex mental base that it was. Now one definition fits all the behavior exhibited. This simplified definition provides the best practices to apply in classroom. Persaud (2008) argues that concerns arise due to lack of dialogue between service implications in receiving treatment. However, children psychologists laud this arrangement as being rationale. The aspect of continuity of severity rubs some people the wrong way as they are predisposed to thinking that this is a damming sentence. All in all, the classification provides a better platform for carrying out research and other developmental agendas.
References
McDougle, C. J. (Ed.). (2016). Autism Spectrum Disorder . Oxford University Press.
Ousley, O., " Cermak, T. (2014). Autism spectrum disorder: defining dimensions and subgroups. Current developmental disorders reports, 1(1), 20-28.
Persaud, R. (Director). (2008). It’s a different world. [Motion Picture]. United States: Filmmaker’s Library.
