assignment 7

Running Head: AUTISM SPECTRUM DISORDER 1

AUTISM SPECTRUM DISORDER 2

Autism Spectrum Disorder.

Student’s Name:

Professor’s Name:

Date.

1.0. Introduction.

· Definition and a brief description of;

· What is meant by the term autism spectrum disorder?

· Pathophysiology of autism spectrum disorder.

· Causes and Risk factors for autism spectrum disorder.

2.0. Literature review.

· Extensive discussion on how autism spectrum disorder manifests itself in cognitive, speech, language, and behavior.

· Autism spectrum disorder Assessment tools.

· Gilliam Autism Rating Scale or Third Edition (GARS-3).

· Ages and Stages Questionnaires (ASQ)external icon

· Parents’ Evaluation of Developmental Status (PEDS).

· Communication and Symbolic Behavior Scales (CSBS).

· School Function Assessment (SFA).

· Computer Adaptive Test (PEDI-CAT)4

· Interventions and instructional strategies for autism spectrum disorder.

· Establishing rapport and a communication strategy that is friendly and welcoming.

· Set up a good learning environment-

· Providing adequate information through the aid of visual tools to create awareness among people with autism.

· Manage time well and give enough time for individuals with autism to understand required rules

· Support and encourage positive behavior.

· Be calm and remain positive at all times.

· Model appropriate behavior.

· Treatment options for autism spectrum disorder.

· Applied behavioral analysis (ABA).

· Physical therapy.

· Pharmacological therapy.

· Speech therapy.

· Educational and school-based therapies.

· Parent-mediated therapy.

· Behavioral management therapy

· Cognitive behavior therapy

· Early intervention

· Evaluation and treatment alternatives for autism spectrum disorder.

· Animal-assisted therapy.

· Food supplements.

· Specialized diets.

· Arts therapies.

· Mind-body therapies

· Developmental therapies.

· Healthcare professionals may look at the child's developmental history and behavior as part of child assessment in order to make a diagnosis.

· Specific recommendations to parents and teachers for learning modifications in the classroom and at home.

· Reducing sensory overload.

· Teachers should use Applied Behavior Analysis.

· Provision of regular and progressive feedback to students with an autism spectrum disorder.

· Formulating reading comprehensive strategies for learners with an autism spectrum disorder.

· Teachers and parents to be calm and model positive behavior.

· Create and establish opportunities for all leaners to

3.0. Conclusion.

· Providing a summary of the key points about autism spectrum disorder.

References

Anderson, M. P. (2016). Neuropathology of autism spectrum disorder. Autism Spectrum Disorder, 205-224. doi:10.1093/med/9780199349722.003.0013

Carter, E. W. (2017). Supporting strong transitions for adolescents with autism spectrum disorder. Adolescents with Autism Spectrum Disorder, 171-195. doi:10.1093/med-psych/9780190624828.003.0007

Dai, Y., & Eigsti, I. (2017). Executive functions in adolescents with autism spectrum disorder. Adolescents with Autism Spectrum Disorder, 67-90. doi:10.1093/med-psych/9780190624828.003.0003

Devaney, L. (2015, September 2). 5 strategies for supporting students with autism. Retrieved from https://www.eschoolnews.com/2015/09/02/strategies-students-autism-842/