Teaching Strategies For Autism Essay

2256 words - 9 pages

Autism or Autism Spectrum Disorder is one of many developmental disabilities that affect students learning. In fact, in the United States, Autism is the fastest-growing severe developmental disorder (“What is Autism,” n.d.). Also, the prevalence of Autism Spectrum Disorder is 1 in 68 children and the prevalence in boys is 1 in 42 children (“What is Autism,” n.d.). Furthermore, Autism Spectrum Disorders also affects the way a child learns and over the years, several teaching strategies have been developed to help teachers to effectively educate students with Autism. Research has also been conducted to develop and test new teaching strategies for Autism and continues in playing an important role in the education of students with Autism. Therefore by understanding Autism Spectrum Disorder, teaching strategies for Autism, and the role of research and it’s importance researchers can continue to develop effective teaching strategies teachers can use to educate and improve the lives of students.

Autism and Autism Spectrum Disorder are terms that are used interchangeably when referring to this developmental disorder. This neurodevelopmental disorder known as Autism Spectrum Disorder is indicated by deficits in social interaction, social communication, and repetitive behaviors (“Autism,” n.d.). There is also no medical test that can diagnose autism typically parents that raise concerns about their child’s development and are the ones who notice odd behaviors such as not responding to their name or making eye contact (“What is Autism,” n.d.). Furthermore, during a diagnostic evaluation for autism it involves a group of multidisciplinary team that includes a pediatrician, psychologist, speech language pathologist, and an occupational therapist (“What is Autism,” n.d.). While, ASD is typically diagnosed on behavioral symptoms without an etiology or cause recent research has been devoted to investigate etiological factors; however, there has been no single cause identified for autism (“Autism,” n.d.). Yet, the research has suggested that Autism Spectrum Disorder results from different series of factors including genetic, environmental, and neurobiological that demonstrate the characteristics of the behavioral symptoms associated with autism (“Autism,” n.d.). Furthermore, besides still not knowing the etiology of autism, it has been proven that there are many subtypes of Autism Spectrum Disorders.
Before being recently combined under one umbrella diagnosis of ASD there are a few specific subtypes of ASD (“What is Autism,” n.d.). These distinctive subtypes of ASD are autistic disorder, childhood disintegrative disorder (CDD), pervasive developmental disorder-not otherwise specified (PDD-NOS) and Asperger syndrome (“What is Autism,” n.d.). Childhood disintegrative disorder (CDD) was one of the distinctive subtypes of ASD. In addition, Childhood disintegrative disorder is a rare disorder that typically affects males (Ryan, Hughes, Katsiyannis, McDaniel, and...

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