First Revision

AUTISM SELF MANAGEMENT TREATMENT 1

AUTISM SELF MANAGEMENT TREATMENT 8

Autism is defined to be a category of developmental disabilities that may lead to significant social behavioral and communication challenges. The people affected by autism are known to communicate, interact and behave in different manners from the rest of the people. The abilities to solve the problem, think, and learning for people with autism spectrum disorder may range to quite challenging. This would call for help from the people since such people require special attention from other needless individuals. The diagnosis of the autism spectrum disorder is composed of various conditions that are applicable to be diagnosed separately that as a pervasive developmental disorder, autistic disorder, or Asperger syndrome. In the self-management treatment, the inappropriate language replacement with the verbal labeling tends to be more functional compared to the normal verbaling.

Psychologists may assist in the process of assessment and diagnosing autism condition. He/she works in a diagnostic group with a psychiatrist and a speech pathologist to diagnose Autism Spectrum Disorder. In this case, diagnosis is much based on the grounds of observations to a specific arrangement of behaviors.

Additionally, psychologists may help with the management of the mental health of an individual with autism or who has been suspected to have Autism. Assessments may be done at any level of the individual's life and may involve input from different health professionals.

General health care has the capacity of referring an individual to a psychologist when suspected to have autism or even seem to have a concern to mental health. Also, self-referrals may be made to the psychologist.

There occur some kinds of rejection towards the children who seem to have been affected by autism. Bullying studies may be considered as a major empirical case about potential traumatization of the children living with Autism. Previous researches have shown the existence of cognitive and neurological differences that may contribute to social impairment. In this case, rejection in the social interactions involves the presence of more than one individual as the social difference may happen from the children living with an autism spectrum disorder, judgment, perception as well as the social decisions that are made by the people surrounding them.

The first impression of the individuals living with autism is derived from what happens in the real world of social behavior which is viewed to be associated with the minimized intentions to achieve social interaction for such people. These kid of behaviors towards the people living with autism occurs within little time, an increased exposure may not change rather it persists in the child groups.

Such biases may only end when impressions based on conversational content that has an inefficiency of audio – visual cues that has the capability of driving negative impression of the autism spectrum disorder. People living with autism are featured by deficiency during the social interactions hence contributing to huge social disabilities and poor social functional results.

Out of rejection and biases, this form of deficiency has an association with smaller social networks and fewer friends, hardship in securing a retain employment. Loneliness and generally reduced quality of life are some of the difficulties that people living with autism face.

The increase in the number of students, who have developed autism spectrum disorder, has pressed a need to have a designed learning environment that fits their needs. This will be friendlier with the simplified form of learning skills. The recent research reveals between 1% and 2% of school-age children have been noted to be living with autism. This has brought the attention of professionals with the knowledge to schooling as well as parents to identify ways of managing the challenge of the learners with an autism spectrum disorder. There have been teacher-managed interventions to respond to the challenges posed by learners living with autism. However, such interventions have been limited to only control the behaviors rather than equipping skills to those learners. Through using the self-management strategies, it has been effective to offer skills to children with deficit disorders, learning disabilities as well as autism spectrum disorders.

To enhance communication between children living with autism and other or between themselves, there is need to follow some tips that will ensure communication occurs; persisting in a resilient manner by ensuring your feelings are not hurt when the child fails to respond as one would expect as the children with autism have a challenge controlling their emotions. Being positive is another way as such children would respond to positive reinforcement.

Enhancing interaction via physical activities will assist in communication with the children living with autism. Since such children have a short span of attention, playing around with them would make them relaxed and even calmer. A show of love to them will boost their ability to communicate though they endure trouble to show their feeling but still need to realize that you love them.

Visual support for the children living with autism may be through drawings, written words, photographs, and objects. This form of support works better when used as a way of communication. The visual supports are applied for the children living with autism spectrum disorder for the following purposes;

Since children with autism spectrum syndrome may not be in a position to understand the social cues while they interact with the rest of the people. Visual supports offer such assistance to them. They may also fail to grasp the social expectations such as the start of the conversation, ways of responding, and the manner of changing behavior based on social rules. Therefore, the visual supports offer to teach the social skills and assist children living with the autism spectrum apply them to social situations.

Consequently, through visuals, parents are assisted to communicate what such children would expect. This is because such children find it hard to understand and follow the spoken instructions hence not able to make a clear expression of what they would want. Through the help of visual supports, there is a reduced instance of frustrations thus decreasing the problem behaviors that may have resulted from hardship in communication.

For the children living with an autism spectrum disorder, the ability to monitor an error may appear to be significant to regulate the autistic symptomology such as both the functional and structural abnormalities which may have contributed towards the repetitive and restricted behaviors in autism spectrum syndrome.

The self-monitoring interventions are associated with a decrease in stereotypic behaviors and an increase in social skills. In general, people living with autism showcase poor monitoring of an error compared to the people who have typical development. In this case, people with autism disorder tend to show fewer ERN amplitudes resulting in less recognition of the errors.

The behavioral interventions strategies are much focused on the improvement of social communication skills. This is more significant to the children who would gain such skills naturally. In some cases, both speech and occupational therapy would be of great assistance to young age children. Undergoing medication and offering social skills training play a significant role in the intervention measures for children living with autism. However, the treatment for autism syndrome is variant with the age of the child, strengths, and challenges.

In times when the health professionals, parents of the children living with autism disorder work mutually bringing into this relationship their personal needs, priorities, as well as the responsibilities. The level to which a family adjusts to the diagnosis of autism depends to a large extent on the pre-existing stability and cohesion within the family. The disruption of the family cohesion may increase stress where a child with autism is born. Both the external and internal coping strategies are useful to deal with stress in such a family which is more of spiritual and social support.

The autism disorder for children appears to cause stigma to such children and their parents due to the stereotyping that may end up in isolation, and rejection. This may be avoided by undertaking such children through treatment courses that will enable them to raise their self-esteem. All through education to the public and creating awareness, the public tends to accept and embrace such people and not looking down on them.

Motivation acts towards the parents and the children living with autism ought to be applied and embraced to avoid cases of isolation and exclusion. This will reduce the stigmatization of the members of society.

References

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