Psychological characteristics of children with autism
Autism contains several conditions that are characterized by an individual’s challenges with speech, nonverbal behaviours, repetitive behaviours, social skills, and unique differences as well as strengths. These characters are not only brought forth by a variety of genetic influences, but environmental influences as well, Ellen Notbohm (2005) takes note of the idea that individuals with the condition show that they can overcome, compensate for and manage some of the identified challenges. For this reason, it would be essential to equip individuals around children with autism with a fundamental understanding of the primary elements of the condition since it will have a suitable impact on their ability to go through a productive and independent adulthood.
The psychological characteristics of children with the condition include the idea that they wish that other people knew about autism since they consider it as part of who they are (Notbohm, 2005). Adults could be considered as individuals that have control over the manner in which they define themselves. This idealization is different from the way children conduct themselves since they are still unfolding (Notbohm, 2005). Instead, they cannot level with the narrative skill that assists in the construction of a plausible identity, which is an element that constitutes different contributions to social competence. Autistic children find it difficult to regulate themselves in the sense that they do not have self-control. Even though this characterization is similar to all developing children, the idea of developing self-control occurs over the years, with significant changes happening when a child is about ten years.
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The other psychological characteristic of children with autism includes the provision that other people might not notice the senses they consider sensitive. In this regard, their environment is characterized by hostility, which might influence the autistic children to appear withdrawn or mean to other people. However, Notbohm (2005) indicates that such feelings might occur because the autistic children are trying to defend themselves from the hostility they might be experiencing. In light of this argument is that the autistic children’s brains are incapable of filtering all the input they receive from the environment, consequently considering the inputs as an overload on the capacity of their brains.
Core symptoms of children with autism also include their unusual interests in activities such as the provision that they focus on little things existing in a toy. They also get upset at insignificant things. On the other hand, the autistic children are not capable of interpreting emotions, which might be considered as a contributor to the acquisition of appropriate communication skills and social interaction skills. Medical practitioners use the identified characteristics to diagnose patients that might be at risk of autism. However, based on the reasoning that the condition is a spectrum disorder, the degree with which it affects people varies since it ranges from mild to severe. In this regard, each child with autism has his or her pattern of unusual behaviour that some parents might question when indicating that there is something wrong with their child. For this reason, a significant difference in the life of the child could be realized through early detection.
Another psychological characteristic of autistic children includes the provision that they are concrete thinkers. According to Notbohm (2005), it is only possible for the children with the condition to interpret language. The author clarifies this argument by indicating that “idioms, puns, nuances, inferences, metaphors, allusions, and sarcasm” are lost to artistic individuals (Notbohm, 2005, p. 2). For this reason, they find it difficult to tell an individual what they need when they cannot find a way to describe what they feel. Instead, it is possible for them to compensate not having words to say by rattling words that would be beyond their developmental age. In this case, they might prefer using memorized messages to convey their feelings, which might be derived from movies or books. For this reason, it is difficult for them to understand the context of their terminologies since they only understand what relieves them from a particular situation.
Major discoveries made by the authors
Notbohm and Zysk (2004) take note of the provision that the goal of every parent is to nurture and guide their children to become productive and independent individuals when they become adults. A considerable number of objectives that they might have set out to achieve throughout the lives of their children are skewed to the realization of the identified goal. Autism does not preclude children from learning the skills that can assist them in attaining their independents as adults. Instead, this condition changes the pace as well as the manner in which they can be taught and how they can acquire the skills. For this reason, Notbohm and Zysk (2004) propose that it is essential for parents to disabuse themselves with the notion that teachers in the schools that their children attend will teach them everything they know to be productive and independent as adults. This reasoning calls for the need for the parents to invest time and effort to teach their children the skills that might assist them in succeeding on their own.
Notbohm (2005) advocates for the adoption of a can-do attitude on the part of the parent rather than a can’t-do approach when dealing with their autistic children. The need for adopting this approach is a derivative of the provision that they need to acknowledge that it takes time and practice. Consequently, they should be able to look into the learning style of their autistic child since different autistic children learn a variety of concepts differently. However, the author further indicates that for autistic children, a single learning style should be favourable, which means that the parents should factor in the exclusion of other available learning styles.
Once the parent understands the manner in which his or her autistic child processes information, it is possible for them to determine the most appropriate manner in which they are likely to grasp different concepts. In this case, the parent will be in a better position to guide the child through different activities inside and outside the school environment. The guidance will assist the child in the development of the needed confidence that can assist in the confrontation of those activities that they cannot be able to perform (Notbohm, 2005). By adopting the can-do attitude, the parent is likely to become more enthusiastic and flexible in implementing the most appropriate learning style for their autistic children, consequently ensuring that some of the things make sense to them.
When administering the most appropriate learning style to their children, the parent should throw out some of the conventional or the typical growth charts as well as the growth timelines they interact within books or other sources (Notbohm, 2005). Much of the information that the parent is likely to acquire from these sources might not be relevant to their children since autism alters the normal development of a child. This calls for the adjustment of the manner in which the parents can measure the challenges of the child’s growth, since each year of their development brings new understanding and information that they could use to achieve the overall goal of ensuring their children become productive and independent as adults. To support this notion, Notbohm (2005) advises the parents that they should understand that no magic would ensure their autistic child is cured or becomes comfortable with the concept of social interaction. For this reason, the basic requirement is that the parent should be socially aware of the child and provide clues on the social nuances that are difficult for the child to perceive.
A fundamental discovery made by Notbohm and Zysk (2004) relates to whether the parent of an autistic child should accompany their children to the treatment room. This discovery creates the difference of opinion that the parents and the professionals might hold. In spite of the differences in the opinion that both parties hold, the authors support the idea that introducing the children to turn-taking games would assist them in coping with their social lives. Notbohm and Zysk (2004) propose that the emphasis on engaging the autistic children in turn-taking games is informed by the idea that the activities allow the children to talk about things that they find interesting. Learning the functional concepts at an early age is essential for enabling them to be comfortable in school as well as in other social environments. Conversely, it will enable the parent or teachers to be accustomed to the most appropriate learning style of the child.
In addition to using turn-taking activities as a method of educating the autistic children, it would be vital to factor in classroom accommodations as well as modifications that could suit the different learning styles of autistic children. Notbohm and Zysk (2004) indicate that law mandates the accommodations and modifications of the learning environment. The implementation of this law means that therapists, as well as the teachers’ aides, are integral to ensuring the implementation of Individualized Education Programs (IEPs) (Notbohm & Zysk, 2004). Examples of the considered accommodations include those that can address the sensory challenges that the autistic children experience in their lives. Despite the variability of the sensory challenges, they can cause pain and significant meltdowns. The adjustments could assist them in ensuring that they avoid unpleasant sensory overloads in the places they would consider over-stimulating such as public places.
On the other hand, addressing the physical needs of the children is indispensable. The autistic children need a comfortable environment that he or she could learn. Notbohm and Zysk (2004) posit that a child that can be having gastrointestinal problems might not be able to absorb learning, consequently preventing him or her from benefiting from the applied treatment programs. Meeting the needs of a child with such issues stresses the importance of assisting the child in developing their strengths and nurturing their talents. For this reason, it is important for parents, caregivers, and teachers to provide the child with the tools necessary for developing their abilities. For this reason, concreteness and specificity regarding the development of a child’s strengths and talent are fundamental to ensuring their learning.
My opinion about the books
Ellen Notbohm and Veronica Zysk provide important solutions that parents and educators could use in educating autistic children at an early age. One of the most beneficial elements that could be derived from the book relates to the idea that they provide personalized examples, which is a provision that assists a reader to understand the condition of a child that has autism. This understanding is primary to ensuring that the child with the condition receives appropriate assistance, which is necessary for the creation of a suitable environment for their learning. The two books, “1001 Great Ideas for Teaching and Raising Children with Autism or Asperger's” and “Ten Things Every Child with Autism Wishes You Knew,” are not only framed compassionately, but they also contain characteristics that address the needs of the autistic children. The other provision that indicates that the authors are informative is based on the provision that they provide clear guidelines that would enable people to determine the manner in which they can behave when they come into contact with autistic children. From this basis, it is possible to indicate that the authors’ understanding of the condition enables the audience to pick out information that could assist autistic children with their social interactions.
References
Notbohm, E. (2005). Ten Things Every Child with Autism Wishes You Knew . Arlington, TX: Future Horizons.
Notbohm, E., & Zysk, V. (2004). 1001 great ideas for teaching and raising children with autism or aspergers . Arlington, TX: Future Horizons Inc.
