Late Autism Diagnosis: Latino Children
The document discusses that Latino children are often diagnosed with autism two years later than non-Hispanic children due to barriers like language differences and a lack of awareness about autism in Latino communities. Doctors have difficulty communicating with Spanish-speaking families and identifying autism risks. Not receiving an early diagnosis means that Latino children with autism do not get access to important early intervention services. The document recommends increasing the number of Spanish-speaking doctors, providing resources to families in Spanish, and spreading more awareness about autism in Latino communities.
Late Autism Diagnosis Among Latin@ Children
This document discusses the late diagnosis of autism among Latin@ children. There are several key barriers that contribute to the late diagnosis, including language barriers between Spanish-speaking families and English-speaking doctors, a lack of awareness and knowledge about autism within the Latin@ community, and cultural beliefs that autistic behaviors are just a phase. As a result of the late diagnosis, Latin@ children with autism do not receive proper treatment and services that could help improve their social and communication skills. The lack of early intervention and treatment can negatively impact their health, development, and quality of life.
Late Autism Diagnosis: Latin@ Childrenclarygreen22
This document discusses late autism diagnosis among Latin@ children. It finds that Latin@ children are often diagnosed with autism around 2 years later than non-Hispanic children. There are several key reasons for this, including language barriers between Spanish-speaking families and English-speaking doctors, a lack of awareness about autism in the Latin@ community, and cultural beliefs that autistic behaviors are just a phase. Late diagnosis can negatively impact children's development of social skills and access to proper treatment. Solutions proposed include improving access to Spanish-language autism resources, training more Spanish-speaking doctors, and raising awareness about autism in Latin@ communities.
In his prologue to the Greek edition of Frith’s “Autism: Explaining the Enigma”, the paedopsychiatrist George Karantinos (1999) argues that the child with autism is not at all sly. Karantinos comments this autistic naiveness by adding that children with autism would never play to win.
Similar opinions reveal that our understanding of autism is influenced by social practices, positions, networks and privileges. Characteristically enough, the Greek Curriculum for Autism (Pedagogical Institute, 2003) supposes, with pessimism, that some children with autism will never learn to speak. And recently, Syriopoulou-Delli (2011) contends that the behaviouristic approach remains the dominant treatment of autism, even though behaviourism neglects intellectual problems. On account of such questions, autism and special education appear as complicated and serious political, ideological and social issues, where oversimplifications are absolutely inappropriate.
The document discusses autism, including:
1) California regional centers serving 50,000 people with autism currently, projected to increase to 70,000 by 2012.
2) Autism diagnostic criteria including qualitative impairments in social interaction and communication, and restricted/repetitive behaviors.
3) Autism is associated with reductions in brain gray and white matter in regions important for social and emotional development.
Autism is a neurodevelopmental disorder characterized by impaired social interaction and communication skills. It affects approximately 1 in 68 children, and is nearly 5 times more common in boys than girls. Symptoms typically emerge between ages 2-3, and include difficulties with social skills, communication, and repetitive behaviors. While its causes are unclear, autism has roots in early brain development. Some individuals with autism excel in visual skills, music, math or art. However, others face intellectual disabilities or physical issues. Unfortunately, in some parts of the world, individuals with autism face inhumane treatment and violations of their rights. With treatment, education and support, individuals with autism can learn skills to overcome developmental challenges.
This powerpoint presentation was put together by Georgina Peacock, MD, MPH, Developmental-Behavioral Pediatrician for the Centers for Disease Control and Prevention's National Center on Birth Defects, and presented on December 5 at our Georgia Children's Advocacy Network (GA-CAN!) Off-Session Policy Series. This month our panelists discussed the complex topic of autism, it's diagnosis, treatment and coverage.
Autistic Spectrum Disorder is a condition that impacts social interaction and communication. It is caused by brain development issues and includes limited, repetitive behaviors. Autism exists on a spectrum from mild to severe. Signs may include poor social-communication skills, repetitive behaviors, and sensitivities to stimuli. Risk factors include genetics, preterm birth, and older parents. Support focuses on communication skills, social skills, independence, and managing behaviors and sensitivities.
This document summarizes autism spectrum disorder (ASD) according to the DSM-5. It describes the key characteristics of ASD including deficits in social communication/interaction and restricted, repetitive behaviors. While the specific causes are unknown, both genetic and environmental factors are thought to play a role. Common signs in young children include lack of eye contact and difficulties with social engagement, communication, and language. Diagnosis involves developmental screening and evaluation by a team of specialists. Early behavioral intervention programs, including applied behavior analysis therapy, provide the best outcomes when started as early as possible.
Late Autism Diagnosis Among Latin@ Children
This document discusses the late diagnosis of autism among Latin@ children. There are several key barriers that contribute to the late diagnosis, including language barriers between Spanish-speaking families and English-speaking doctors, a lack of awareness and knowledge about autism within the Latin@ community, and cultural beliefs that autistic behaviors are just a phase. As a result of the late diagnosis, Latin@ children with autism do not receive proper treatment and services that could help improve their social and communication skills. The lack of early intervention and treatment can negatively impact their health, development, and quality of life.
Late Autism Diagnosis: Latin@ Childrenclarygreen22
This document discusses late autism diagnosis among Latin@ children. It finds that Latin@ children are often diagnosed with autism around 2 years later than non-Hispanic children. There are several key reasons for this, including language barriers between Spanish-speaking families and English-speaking doctors, a lack of awareness about autism in the Latin@ community, and cultural beliefs that autistic behaviors are just a phase. Late diagnosis can negatively impact children's development of social skills and access to proper treatment. Solutions proposed include improving access to Spanish-language autism resources, training more Spanish-speaking doctors, and raising awareness about autism in Latin@ communities.
In his prologue to the Greek edition of Frith’s “Autism: Explaining the Enigma”, the paedopsychiatrist George Karantinos (1999) argues that the child with autism is not at all sly. Karantinos comments this autistic naiveness by adding that children with autism would never play to win.
Similar opinions reveal that our understanding of autism is influenced by social practices, positions, networks and privileges. Characteristically enough, the Greek Curriculum for Autism (Pedagogical Institute, 2003) supposes, with pessimism, that some children with autism will never learn to speak. And recently, Syriopoulou-Delli (2011) contends that the behaviouristic approach remains the dominant treatment of autism, even though behaviourism neglects intellectual problems. On account of such questions, autism and special education appear as complicated and serious political, ideological and social issues, where oversimplifications are absolutely inappropriate.
The document discusses autism, including:
1) California regional centers serving 50,000 people with autism currently, projected to increase to 70,000 by 2012.
2) Autism diagnostic criteria including qualitative impairments in social interaction and communication, and restricted/repetitive behaviors.
3) Autism is associated with reductions in brain gray and white matter in regions important for social and emotional development.
Autism is a neurodevelopmental disorder characterized by impaired social interaction and communication skills. It affects approximately 1 in 68 children, and is nearly 5 times more common in boys than girls. Symptoms typically emerge between ages 2-3, and include difficulties with social skills, communication, and repetitive behaviors. While its causes are unclear, autism has roots in early brain development. Some individuals with autism excel in visual skills, music, math or art. However, others face intellectual disabilities or physical issues. Unfortunately, in some parts of the world, individuals with autism face inhumane treatment and violations of their rights. With treatment, education and support, individuals with autism can learn skills to overcome developmental challenges.
This powerpoint presentation was put together by Georgina Peacock, MD, MPH, Developmental-Behavioral Pediatrician for the Centers for Disease Control and Prevention's National Center on Birth Defects, and presented on December 5 at our Georgia Children's Advocacy Network (GA-CAN!) Off-Session Policy Series. This month our panelists discussed the complex topic of autism, it's diagnosis, treatment and coverage.
Autistic Spectrum Disorder is a condition that impacts social interaction and communication. It is caused by brain development issues and includes limited, repetitive behaviors. Autism exists on a spectrum from mild to severe. Signs may include poor social-communication skills, repetitive behaviors, and sensitivities to stimuli. Risk factors include genetics, preterm birth, and older parents. Support focuses on communication skills, social skills, independence, and managing behaviors and sensitivities.
This document summarizes autism spectrum disorder (ASD) according to the DSM-5. It describes the key characteristics of ASD including deficits in social communication/interaction and restricted, repetitive behaviors. While the specific causes are unknown, both genetic and environmental factors are thought to play a role. Common signs in young children include lack of eye contact and difficulties with social engagement, communication, and language. Diagnosis involves developmental screening and evaluation by a team of specialists. Early behavioral intervention programs, including applied behavior analysis therapy, provide the best outcomes when started as early as possible.
Autism spectrum disorders are a group of developmental disabilities characterized by difficulties in social interaction and communication. They affect about 1 in 110 children and are more common in boys. While the specific causes of autism are unknown, genetic factors are considered the most significant cause. There is no known cure for autism, though various treatments can help manage symptoms. Some successful individuals with autism include Temple Grandin and Tito Mukhopadhyay, who have advocated for autism awareness and research.
This document provides information about autism spectrum disorder (ASD) including its definition, characteristics, prevalence rates, differences in diagnosis among ethnic groups, and classroom strategies and accommodations for students with ASD. It defines ASD as a neurological disorder affecting social skills, communication, and restricted behaviors. Statistics are presented on the rising diagnosis rates in the US population as well as delays in diagnosis for African American and Hispanic children compared to white children, which may be due to cultural and socioeconomic factors. Suggested classroom strategies include visual schedules, structured environments, sensory accommodations, and individualized behavior plans.
This document discusses autism, including its definition as a neurological disorder affecting social interaction and communication skills. It outlines common characteristics like difficulties with speech, social skills, and sensitivity. It explores potential causes such as genetic factors and brain abnormalities. It describes the main types of autism spectrum disorders and their variations. Finally, it notes that while there is no cure, treatment aims to improve communication, coping skills, and manage symptoms, often using a multi-disciplinary approach including medication management.
This document provides an overview of Autism Spectrum Disorder (ASD) including predictive factors, characteristics, changes from DSM-IV to DSM-V criteria, the diagnostic process, screening tools, controversies, and service options. It discusses how early diagnosis is important for intervention outcomes. Screening tools like MCHAT and diagnostic tools like ADI-R and ADOS are described. The capstone goal is to survey pediatricians on ASD diagnostic practices and training.
This document provides information about autism spectrum disorder (ASD), including its causes, characteristics, diagnosis, treatment and management strategies. It discusses how ASD affects social skills, communication, behavior and sensory processing. The document outlines common signs of ASD in infants and children. It also provides guidance for caregivers on modifying environments, visual supports, social skills training, and addressing sensory overload. Resources for families and support groups are also referenced.
The document discusses autism spectrum disorders including communication disorders, socialization problems, and various conditions on the autism spectrum such as Asperger's syndrome and childhood disintegrative disorder. It notes that autism is characterized by impairments in social interaction and communication as well as restricted and repetitive behaviors. Early intervention is important and can address deficits in communication, social skills, academics and other areas. Treatment is tailored to the individual needs of the child and may involve educational or medical interventions.
The Efficacy of Play Therapy - thesis final copyStephanie Bishop
This document summarizes a thesis paper examining the efficacy of play therapy for building social skills in children with autism. It discusses diagnostic criteria for autism, social deficits common in autistic children including difficulties with play, theory of mind, and experiencing loneliness. It also reviews studies on theory of mind capabilities in autistic children compared to typical children and those with Down syndrome. The document outlines three styles of play therapy - DIR/Floortime, filial therapy, and the PLAY Project Home Consultation Program - that aim to help autistic children overcome their social deficits through play.
This document provides an overview of autism, including what it is, the different types, causes, diagnosis, and characteristics. Autism is a complex developmental disability that impacts social interaction and communication. It exists on a spectrum from mild to severe. While the cause is unknown, it is likely neurological in origin. Diagnosis involves observation and checklists to rule out other conditions. Core characteristics include difficulties with social skills, communication, behavior, and sensitivity to change. Effective interventions emphasize early individualized treatment and focus on life skills, academics, vocational training, and positive behavior support. A cure for autism has not yet been found.
This document provides an overview of autism including:
- Definitions and classifications of autism spectrum disorder.
- Early signs and screening methods like the M-CHAT screening tool.
- Associated genetic syndromes like tuberous sclerosis, fragile X syndrome, and Rett syndrome.
- Medical evaluations and testing to consider when evaluating a child for autism.
- Proposed severity levels for autism spectrum disorder in the DSM-V.
The document provides an introduction to autism, covering what autism is, the autism spectrum, common impairments associated with autism, challenges autistic individuals face in communication and social interaction, prevalence statistics, and strategies for supporting autistic individuals. Key points include: autism is a lifelong developmental disability affecting social communication and relationships; all autistic individuals experience difficulties with social interaction, communication, and imagination ("triad of impairments") but to varying degrees; autism is considered a spectrum condition with a wide range of manifestations; and understanding autism from the perspective of autistic individuals is important for providing appropriate support.
The document discusses autism and strategies for communicating with autistic children. It notes that autistic children have heightened senses and can be overwhelmed by things like lights, sounds, touch, smells, and tastes. It also provides information on signs of autism, including difficulties with social interaction and repetitive behaviors. The document emphasizes that early diagnosis is important so autism's effects can be reduced and children can learn and develop. It lists resources for more information on autism and provides tips for families in adjusting to and supporting an autistic child, such as accepting help, being honest about needs, and finding companionship.
Autism is a lifelong developmental disability that affects social interaction and communication. It is caused by abnormalities in brain development before or after birth. There is no single known cause and no cure, but early intervention and support can help people with autism manage their symptoms and live fulfilling lives. Diagnosis is based on symptoms which vary in severity but include difficulties with social skills, communication, and repetitive behaviors.
The document provides an overview of autism, including:
1) Autism is a developmental disorder that affects social, communication, and behavioral skills from a young age.
2) While research has increased understanding, there is no known cure for autism.
3) Early diagnosis and intervention methods like applied behavior analysis can help children develop basic life skills.
The document provides an overview of autism and the Picture Exchange Communication System (PECS) as a form of augmentative and alternative communication for autistic children. Autism is characterized by impaired social interaction and communication difficulties. PECS uses pictures to teach communication in 6 phases, from exchanging pictures to develop speech to answering questions. Research has shown PECS can help some children develop speech and allows many untrained people to communicate with a child using PECS. Nurses should prepare for visits and use strategies like PECS and pictures of familiar items to help autistic children communicate.
Autism, Asperger's and ADHD.
Lecture 3 Autistic Disorder.
The views expressed in this presentation are those of the individual Simon Bignell and not University of Derby.
i was interested in Autism and this semester i find a good opportunity to make a presentation about autism because we are studying a subject called Psychology of Handicap.
I hope you find this presentation useful.
Yahya Fehdi , Psychology major.
Autism is a disorder that affects social interaction, communication, and behaviors. Symptoms can range from mild to severe and include problems with social communication like poor eye contact, difficulty establishing relationships, and limited facial expressions. Communication issues involve delays or lack of spoken language, poor conversation skills, and diminished gestures. While there is no cure for autism, early intervention and treatment focusing on language, social skills, and regulating behavior can significantly improve the condition for many children.
An Insight into Autism-Care4Autism - for a laymanAK Kundra
This document discusses autism, providing facts to dispel myths and information about characteristics and treatments. It notes that autism is a spectrum disorder affecting social interaction and communication that occurs in 1 in 91 births. There is no cure for autism but early intervention can improve quality of life. The document outlines several treatment options including educational, biological, speech and communication therapies to help individuals with autism.
Autism spectrum disorder (ASD) refers to a developmental disability with challenges in verbal/nonverbal communication and social interaction. It is characterized by qualitative impairments in social interaction and communication, as well as restricted and repetitive behaviors. The document describes the history and types of ASD, including classic autism, Asperger's syndrome, and childhood disintegrative disorder. It also discusses characteristics such as social skills deficits and communication deficits in children with ASD.
1) The document examines cross-cultural challenges in identifying and treating children with autism. Research shows that Latino and African American children are less likely to be diagnosed with autism and receive later diagnoses than white children.
2) Cultural norms and expectations can create barriers to accurate diagnosis by distorting the perceptions of parents, families, and professionals. All diagnostic tools are culturally loaded and may influence test results differently for various cultural groups.
3) Professionals can help address these issues by gaining a deeper understanding of cultural contexts, observing children in their natural environments, acknowledging their own biases, and facilitating open dialogue with parents.
Autism spectrum disorders are a group of developmental disabilities characterized by difficulties in social interaction and communication. They affect about 1 in 110 children and are more common in boys. While the specific causes of autism are unknown, genetic factors are considered the most significant cause. There is no known cure for autism, though various treatments can help manage symptoms. Some successful individuals with autism include Temple Grandin and Tito Mukhopadhyay, who have advocated for autism awareness and research.
This document provides information about autism spectrum disorder (ASD) including its definition, characteristics, prevalence rates, differences in diagnosis among ethnic groups, and classroom strategies and accommodations for students with ASD. It defines ASD as a neurological disorder affecting social skills, communication, and restricted behaviors. Statistics are presented on the rising diagnosis rates in the US population as well as delays in diagnosis for African American and Hispanic children compared to white children, which may be due to cultural and socioeconomic factors. Suggested classroom strategies include visual schedules, structured environments, sensory accommodations, and individualized behavior plans.
This document discusses autism, including its definition as a neurological disorder affecting social interaction and communication skills. It outlines common characteristics like difficulties with speech, social skills, and sensitivity. It explores potential causes such as genetic factors and brain abnormalities. It describes the main types of autism spectrum disorders and their variations. Finally, it notes that while there is no cure, treatment aims to improve communication, coping skills, and manage symptoms, often using a multi-disciplinary approach including medication management.
This document provides an overview of Autism Spectrum Disorder (ASD) including predictive factors, characteristics, changes from DSM-IV to DSM-V criteria, the diagnostic process, screening tools, controversies, and service options. It discusses how early diagnosis is important for intervention outcomes. Screening tools like MCHAT and diagnostic tools like ADI-R and ADOS are described. The capstone goal is to survey pediatricians on ASD diagnostic practices and training.
This document provides information about autism spectrum disorder (ASD), including its causes, characteristics, diagnosis, treatment and management strategies. It discusses how ASD affects social skills, communication, behavior and sensory processing. The document outlines common signs of ASD in infants and children. It also provides guidance for caregivers on modifying environments, visual supports, social skills training, and addressing sensory overload. Resources for families and support groups are also referenced.
The document discusses autism spectrum disorders including communication disorders, socialization problems, and various conditions on the autism spectrum such as Asperger's syndrome and childhood disintegrative disorder. It notes that autism is characterized by impairments in social interaction and communication as well as restricted and repetitive behaviors. Early intervention is important and can address deficits in communication, social skills, academics and other areas. Treatment is tailored to the individual needs of the child and may involve educational or medical interventions.
The Efficacy of Play Therapy - thesis final copyStephanie Bishop
This document summarizes a thesis paper examining the efficacy of play therapy for building social skills in children with autism. It discusses diagnostic criteria for autism, social deficits common in autistic children including difficulties with play, theory of mind, and experiencing loneliness. It also reviews studies on theory of mind capabilities in autistic children compared to typical children and those with Down syndrome. The document outlines three styles of play therapy - DIR/Floortime, filial therapy, and the PLAY Project Home Consultation Program - that aim to help autistic children overcome their social deficits through play.
This document provides an overview of autism, including what it is, the different types, causes, diagnosis, and characteristics. Autism is a complex developmental disability that impacts social interaction and communication. It exists on a spectrum from mild to severe. While the cause is unknown, it is likely neurological in origin. Diagnosis involves observation and checklists to rule out other conditions. Core characteristics include difficulties with social skills, communication, behavior, and sensitivity to change. Effective interventions emphasize early individualized treatment and focus on life skills, academics, vocational training, and positive behavior support. A cure for autism has not yet been found.
This document provides an overview of autism including:
- Definitions and classifications of autism spectrum disorder.
- Early signs and screening methods like the M-CHAT screening tool.
- Associated genetic syndromes like tuberous sclerosis, fragile X syndrome, and Rett syndrome.
- Medical evaluations and testing to consider when evaluating a child for autism.
- Proposed severity levels for autism spectrum disorder in the DSM-V.
The document provides an introduction to autism, covering what autism is, the autism spectrum, common impairments associated with autism, challenges autistic individuals face in communication and social interaction, prevalence statistics, and strategies for supporting autistic individuals. Key points include: autism is a lifelong developmental disability affecting social communication and relationships; all autistic individuals experience difficulties with social interaction, communication, and imagination ("triad of impairments") but to varying degrees; autism is considered a spectrum condition with a wide range of manifestations; and understanding autism from the perspective of autistic individuals is important for providing appropriate support.
The document discusses autism and strategies for communicating with autistic children. It notes that autistic children have heightened senses and can be overwhelmed by things like lights, sounds, touch, smells, and tastes. It also provides information on signs of autism, including difficulties with social interaction and repetitive behaviors. The document emphasizes that early diagnosis is important so autism's effects can be reduced and children can learn and develop. It lists resources for more information on autism and provides tips for families in adjusting to and supporting an autistic child, such as accepting help, being honest about needs, and finding companionship.
Autism is a lifelong developmental disability that affects social interaction and communication. It is caused by abnormalities in brain development before or after birth. There is no single known cause and no cure, but early intervention and support can help people with autism manage their symptoms and live fulfilling lives. Diagnosis is based on symptoms which vary in severity but include difficulties with social skills, communication, and repetitive behaviors.
The document provides an overview of autism, including:
1) Autism is a developmental disorder that affects social, communication, and behavioral skills from a young age.
2) While research has increased understanding, there is no known cure for autism.
3) Early diagnosis and intervention methods like applied behavior analysis can help children develop basic life skills.
The document provides an overview of autism and the Picture Exchange Communication System (PECS) as a form of augmentative and alternative communication for autistic children. Autism is characterized by impaired social interaction and communication difficulties. PECS uses pictures to teach communication in 6 phases, from exchanging pictures to develop speech to answering questions. Research has shown PECS can help some children develop speech and allows many untrained people to communicate with a child using PECS. Nurses should prepare for visits and use strategies like PECS and pictures of familiar items to help autistic children communicate.
Autism, Asperger's and ADHD.
Lecture 3 Autistic Disorder.
The views expressed in this presentation are those of the individual Simon Bignell and not University of Derby.
i was interested in Autism and this semester i find a good opportunity to make a presentation about autism because we are studying a subject called Psychology of Handicap.
I hope you find this presentation useful.
Yahya Fehdi , Psychology major.
Autism is a disorder that affects social interaction, communication, and behaviors. Symptoms can range from mild to severe and include problems with social communication like poor eye contact, difficulty establishing relationships, and limited facial expressions. Communication issues involve delays or lack of spoken language, poor conversation skills, and diminished gestures. While there is no cure for autism, early intervention and treatment focusing on language, social skills, and regulating behavior can significantly improve the condition for many children.
An Insight into Autism-Care4Autism - for a laymanAK Kundra
This document discusses autism, providing facts to dispel myths and information about characteristics and treatments. It notes that autism is a spectrum disorder affecting social interaction and communication that occurs in 1 in 91 births. There is no cure for autism but early intervention can improve quality of life. The document outlines several treatment options including educational, biological, speech and communication therapies to help individuals with autism.
Autism spectrum disorder (ASD) refers to a developmental disability with challenges in verbal/nonverbal communication and social interaction. It is characterized by qualitative impairments in social interaction and communication, as well as restricted and repetitive behaviors. The document describes the history and types of ASD, including classic autism, Asperger's syndrome, and childhood disintegrative disorder. It also discusses characteristics such as social skills deficits and communication deficits in children with ASD.
1) The document examines cross-cultural challenges in identifying and treating children with autism. Research shows that Latino and African American children are less likely to be diagnosed with autism and receive later diagnoses than white children.
2) Cultural norms and expectations can create barriers to accurate diagnosis by distorting the perceptions of parents, families, and professionals. All diagnostic tools are culturally loaded and may influence test results differently for various cultural groups.
3) Professionals can help address these issues by gaining a deeper understanding of cultural contexts, observing children in their natural environments, acknowledging their own biases, and facilitating open dialogue with parents.
Autism Diagnoses and Access to Services: Latino and African American Parents' Perspectives.
A collaboration between the Autism Speaks Autism Treatment Network at Children's Hospital Los Angeles and the Southern California Clinical and Translational Science Institute.
iPads and apps have been shown to help address the needs of children with autism by providing visual supports, social tools, easy-to-use interfaces, and more. Studies have found benefits for children with autism using iPads and apps. While an organization granted iPads to over 800 families, there was high demand from more families. Libraries can help fill this need by offering apps for use in the library, providing curated app recommendations for parents, and incorporating apps into programming for children with autism.
This study examined differences in parenting stress levels between single-parent and two-parent households raising children with autism. The study found that while single-parent households reported similar levels of stress overall compared to two-parent households, social support was more strongly correlated with reduced stress for two-parent households. Additionally, two-parent households reported a greater reduction in stress levels over the course of an intervention program compared to single-parent households. This suggests that general social support may be less effective at reducing parenting stress for single parents of children with autism.
In spite of investment in and prominent attention paid to racial and ethnic health care disparities, there still exist enormous disparities in the United States across multiple domains including access to care and use of services, prevention and population health, chronic diseases, health status and quality of care
This document summarizes a dissertation investigating potential disparities in the age of diagnosis of autism spectrum disorders between African American and White children. The study examines how caregiver factors such as empowerment levels, reactions to initial symptoms, and attributions of symptoms may impact the age at which children receive an ASD diagnosis. Using survey methods, 168 families reported on diagnostic factors, empowerment, and views of initial ASD symptoms. Results found no significant differences in age of diagnosis between racial groups, but found that severity of symptoms, caregiver worry about symptoms, and attributing symptoms to behavioral problems predicted an earlier age of diagnosis.
Best Practices In Vocational Transition Assessment For Adults With AsdMargaret Kay
The document summarizes best practices in vocational transition assessment for adults with autism spectrum disorders. It discusses assessing strengths and weaknesses, using case studies to illustrate keys to finding appropriate jobs. The goals of transition assessment are to prepare students for participation in the adult world by evaluating interests, skills, and needed supports through a coordinated set of school and post-school activities. However, unemployment rates for autistic adults remain extremely high, calling for improved transition planning and support into integrated employment.
The document presented research on nonverbal forms of communication for children with autism. It discussed various methods including American Sign Language, Picture Exchange Communication Systems (PECS), message boards, and voice output communication devices. The research found that no single method was most effective and that the best approach depends on the individual child's needs and abilities.
Art therapy can benefit children with autism by addressing behaviors, improving social skills, and allowing creative expression. It uses art-making to enhance well-being. Individual art therapy allows in-depth assessment and customization to a child's needs, while group art therapy fosters socialization through structured activities and modeling good behaviors. The goals are to improve communication, imagination, socialization and help the child develop abilities at their level through choice of materials.
The document provides information about autism spectrum disorders including characteristics, strategies, and classroom approaches. It describes the three main criteria for an autism diagnosis: qualitative impairments in social interaction and communication, and restricted repetitive behaviors. It then discusses learning characteristics of autism and provides examples of visual strategies, social stories, and other tools that can be used to support students with autism in the classroom.
Autism Spectrum Disorder is a developmental disability affecting communication and social skills that is usually apparent before age 3. It includes conditions like Asperger's Syndrome and requires lifelong support. Characteristics include difficulties with social interaction, communication and repetitive behaviors. Educational adaptations focus on structure, routines, technology assistance and teaching social skills. Research continues on the causes and new treatment approaches to help those with autism achieve their full potential.
The document provides an overview of Autism Spectrum Disorder (ASD), discussing its history and characteristics. It notes that in 1943, Kanner and Asperger separately observed children with apathetic behaviors toward family and odd repetitive movements, laying the foundation for what became known as ASD. ASD is characterized by deficits in social skills, communication, and repetitive behaviors. While prevalence varies, about 1% of the general population is estimated to be diagnosed with ASD. The disorder has a detrimental effect on society, particularly the educational system due to specialized care needs. Prior to the current classification, ASD encompassed separate diagnoses that are now considered part of the autism spectrum.
The document discusses autism in children. It provides an overview of autism including common symptoms like difficulties with social skills and communication. It describes the diagnosis process and "triad of impairments" that autistic children often experience - challenges with social interaction, social communication, and imagination. It also discusses characteristics of autistic children such as love of routines, sensory sensitivity, special interests, and potential learning disabilities. The role of parents and early detection/treatment is emphasized.
Autism is a severe developmental disorder that affects communication and social interaction. Symptoms vary widely but can include difficulty communicating, socializing, repetitive behaviors, and obsessive interests. While there is no cure, early treatment including behavioral and educational therapies can help reduce symptoms and support development. The rate of autism diagnoses has increased dramatically in recent decades, with current estimates of 1 in 88 children in the US being diagnosed with an autism spectrum disorder. Parents play an important role in tracking their child's development and advocating for early evaluation and intervention.
1) The document provides a history of autism, tracing it back to 1911 when the term was first coined by Swiss psychiatrist Eugen Bleuler. It discusses key figures like Leo Kanner and Hans Asperger who further studied and characterized autism in the 1940s.
2) Signs and symptoms of autism are outlined, including issues with social skills, language, behavior, and sensory processing. Common comorbid conditions like ADHD and OCD are also noted.
3) Prevalence rates of autism are increasing, with current statistics of 1 in 88 children in the US being on the autism spectrum. Boys are much more likely to be diagnosed than girls.
This document provides information about autism spectrum disorder, including signs, prevalence rates, potential causes, and research efforts. Some key points:
- Signs of autism can begin appearing between ages 2-3 and include lack of eye contact, difficulties socializing and communicating, and repetitive behaviors.
- Around 1 in 68 children in the US has been diagnosed with autism spectrum disorder. Boys are 4.5 times more likely to be diagnosed than girls.
- Genetic and environmental factors may increase risk, but vaccines are not a cause. Ongoing research is exploring genetic and environmental risk factors.
- Autism spectrum disorder covers a range of conditions involving difficulties with social skills and communication as well as repetitive behaviors
This document discusses the importance of early diagnosis and intervention for autism spectrum disorder (ASD). While signs of ASD can be detected as early as age 2, the median age of diagnosis is around 4 years old. Minority and low-income children tend to be diagnosed even later, facing greater barriers to healthcare access. Relying solely on pediatricians for screening and diagnosis likely results in missed cases. Early childcare providers see children's development in a social context and may be well-positioned to recognize atypical development. However, little research has examined using early childcare providers as screeners for ASD. This study aims to investigate the feasibility of early childcare providers screening young children for ASD in underserved
Autism is a developmental disorder characterized by difficulties with social interaction and communication. The document discusses the increasing rates of autism diagnosis, signs and risk factors. It notes that autism affects males more often than females and has no ethnic boundaries. Early intervention and treatments like music therapy can help improve social behaviors and communication for children with autism.
Autism The Link Between The Inside World And The Outside WorldJrpz28
1. The document discusses autism and the challenges of understanding its causes and helping individuals who have autism.
2. It notes the lack of research funding and difficulties in diagnosing autism at an early age.
3. The author argues more needs to be done to research autism, educate communities about it, and provide support for individuals and families affected by autism.
Autism is a developmental disorder that impairs communication and social skills. It is defined by difficulties in verbal and non-verbal communication, social interactions, and engaging in leisure activities. There are five main types of autism that vary in severity. Common characteristics include issues with social skills, communication, and behaviors. The rise in autism prevalence is thought to be due to genetic and environmental factors like vaccines, nutrition, and lifestyle choices of parents. Educators should understand autism, teach social and life skills to autistic students, and focus on their strengths to help them succeed.
This document discusses research on childhood anxiety disorders and their effects over the lifespan. It describes a longitudinal study called the Great Smoky Mountains Study that explored anxiety symptoms from childhood to adolescence. The study found that over 16% of participants met criteria for an anxiety disorder. Specific phobias and oppositional defiant disorder tended to remain stable over time, while rates of social anxiety disorder and ADHD decreased from childhood to adolescence. Girls had higher rates of anxiety disorders and depression compared to boys. The study provided insight into the progression and prevalence of various childhood anxiety disorders.
The document discusses emotional and behavioral disorders in children. It notes that identifying emotional disturbances in young children is difficult due to vague definitions and the broad range of typical behaviors in children. Boys and students from certain cultural backgrounds are more likely to be identified as having emotional disorders. Factors like poverty, minority status, teacher bias, and inappropriate assessments can contribute to disproportionate representation of some groups. Early intervention is important but limited for young children. The document provides background information on identifying and addressing emotional and behavioral disorders in children.
Autism is a developmental disorder characterized by difficulties with social interaction and communication, and restricted or repetitive behaviors. It is diagnosed based on criteria from the DSM-IV and involves assessments of behavior, development, IQ, speech and occupational therapy. While its causes are unclear, autism tends to be genetic and can be triggered by environmental factors. Treatments include behavioral training, speech therapy, occupational therapy and sometimes medications to treat related conditions like anxiety. With early intervention and proper support, those with autism can often develop skills to lead independent lives.
A collection of information about Autism Spectrum Disorder definition,symptoms,therapies,last researches about behavioral analysis and a comaparaison between signs in children ,adolescents and adults
Autism is a developmental disorder that affects communication and social interaction. Symptoms typically appear before age 3 and vary significantly between individuals. While there is no known single cause, genetic factors and environmental influences are both thought to play a role. Boys are much more likely to be affected than girls. Early diagnosis and treatment, including behavioral and educational therapies, can help children better manage their symptoms, though autism has no cure.
Autism is a developmental disorder that affects communication and social interaction. Symptoms typically appear before age 3 and include difficulties with social interaction, communication, and repetitive behaviors. While there is no known single cause, genetic and environmental factors likely play a role. Boys are more likely to be affected than girls. Diagnosis involves meeting criteria in the DSM manual. There is no cure, but early intervention and treatment such as behavioral and educational therapies can help children gain skills.
New microsoft office power point presentationDonikaLici
Autism spectrum disorder (ASD) refers to a range of conditions characterized by challenges with social skills, repetitive behaviors, speech, and nonverbal communication. It affects approximately 1 in 59 children in the United States. ASD is caused by both genetic and environmental factors and symptoms typically appear by age 2 or 3. Early intervention and therapies can help improve outcomes for individuals with ASD. However, ASD often involves lifelong challenges and increased costs of care.
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4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
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1. Late Autism Diagnosis: Latino Children
Clarisa Carina Romero
Collaborative Health & Human Services
Advocacy Report
CHHS 302
2.
3. LATE AUTISM DIAGNOSIS: LATINO CHILDREN Romero 4
Introduction
It has been researched that Latino children are getting diagnosed with autism two years later
than non-Hispanics would. “Most of the pediatricians reported that they had particular difficulty
identifying autism risk in families who spoke primarily Spanish diagnosis” (Autism Speaks
Listen Know, 2013). Many Latino families do not know what autism is, let alone the symptoms.
If the pediatrician is not able to identify the risk of autism, the family will not be able to identify
them either. Not being able to figure out the risks or symptoms in children is the start of
misdiagnosis or late diagnosis of autism.
Doctors find it more difficult to diagnose Latino children because of different barriers. The rate
of Hispanics with autism is one of the lowest and it is all because of how difficult it is to
communicate with the parents and the children (Magaña, Lopez, Aguinaga, & Morton, 2013).
The graph below, the first section shows the total population. Then it splits off by race and by
year, both in numbers and in percentage. The second part shows the Autistic population and is
separated the same way. It shows that in 2006, out of 504 children with autism only 138 of them
are Hispanics.
(Cunniff, Gotschall, Grebe, Kessler, Mancilla, Meaney, Pedersen, Pettygrove; 2012)
Background
Autism is one disorder from Autism
Spectrum
Disorder
(ASD)
(CDC,
2010).
“Autism is one of
a group of serious developmental problems called autism spectrum disorders that appear in early
childhood — usually before age 3. Though symptoms and severity vary, all autism spectrum
4. LATE AUTISM DIAGNOSIS: LATINO CHILDREN Romero 5
disorders affect a child's ability to communicate and interact with others” (Mayo Clinic, 2013).
Autism affects the development of the brain which helps the ability for the to socialize,
communicating and with their cognitive thinking function (National Autism Association, 2013).
Those with autism have a hard time socializing with others as well as communicating verbally
and non verbally. So they have a tendency to just be on their own. It is often found that those
who suffer from autism also suffer from other medical conditions such as allergies, digestive
disorders, sleeping disorders, feeding disorders, and more (NAA, 2013).
Autism is found more in boys then in girls. Also autism does not affect the life expectancy.
Children may pass earlier because of drowning or small incidents such as that (NAA, 2013).
Detecting autism is very hard since there are no tests that can be done to make sure that a child is
autistic. Pediatricians can detect autism at the 18 months of age or early (CDC, 2010). Late
diagnosis can affect the progress he/she can make by not getting the treatment needed (CDC,
2010).
There are two steps in diagnosing autism. The first step is to be screened for developmental
delays and disabilities during every regular doctor visit starting from 9 months and follow up
after every 9 months and stop once the child has reached 25 or 30 months. Extra screenings may
be needed if the child was born prematurely, underweight or other problems (CDC, 2010). Then
there is to be another screen specifically for ASDs during the age of 18 months and 24 months.
More screenings may be done if the child is at high risk and has a sibling or family member with
autism (CDC, 2010). The second step is for the child to go through a comprehensive diagnostic
evaluation where the child’s vision, hearing, and behavior are evaluated. Also genetic testing,
neurological testing, and other medical testing are done. In some cases the child may be referred
to a specialist (CDC, 2010).
There is no cure for autism but there are treatments that the child can undergo to improve social
skills, communication skills, and good behavioral skill. Early intervention is key for the child
(Wasmer, 2011).
5. LATE AUTISM DIAGNOSIS: LATINO CHILDREN Romero 6
Causes
“Primary Care Pediatricians (PCPs) experienced difficulty recognizing signs and symptoms of
ASDs in Latino/Spanish PFL children, even if they performed recommended ASD screening or
had >25% Latinos in their practice due to language barriers” (Baghaee, Batbayar, Bethell,
Donelan, Mattox, Zuckerman; 2013). Language barrier is one of the causes that many Latino
children are being diagnosed late with autism (Autism Speaks Listen Know, 2013). About 3 in 4
patients are Spanish speakers that have doctors that only speak English. Many children have
Spanish as their first language and do not learn English once they have entered Pre School or
Kindergarten. So the English language is so foreign to them and do not understand at all.
Doctors are not able to communicate with the patients and families, therefore making it hard or
even impossible to diagnose a child with autism (Autism Speaks Listen Know, 2013).
Researchers have shown that even though the screening tests had been run the same as non-
Hispanic children to Latino children, it was still difficult to detect if the child had autism because
of the language barrier (Baghaee, Batbayar, Bethell, Donelan, Mattox, Zuckerman; 2013).
Pediatricians also had a harder time diagnosing Latino children because parents did not have
much knowledge about autism (Baghaee, Batbayar, Bethell, Donelan, Mattox, Zuckerman;
2013). The lack of awareness is also a key as to why there are kids not being diagnosed with
autism until the age of 4 or 5. Most of the Latino community is unaware of what autism is and
the seriousness of what it can do to the child. Most of the flyers or pamphlets about autism are in
English so the Spanish speakers do not even bother trying to read because it is in a language that
they cannot understand (Autism Speaks Listen Know, 2013). Also Pediatricians realized that
there is a lack of development and autism specialists that can help spread the awareness. Only 1
in 10 California pediatricians’ screenings were found in Spanish (Baghaee, Batbayar, Bethell,
Donelan, Mattox, Zuckerman; 2013).
In the Latino culture it is believed that the symptoms of autism will just pass and that it is just a
phase. So there is no need to go to the doctor to see if there is anything wrong with the child.
“The child will grow out of the awkward stage. Every child goes through it” is what the Latino
culture believes in. According to studies, it shows that Latino families had cultural barriers, such
as trust or pride, that were hard to detect even for the pediatrician to help out the Latino families
with their disparities because they did not speak up and show that they had barriers and did not
understand (Baghaee, Batbayar, Bethell, Donelan, Mattox, Zuckerman; 2013).
6. LATE AUTISM DIAGNOSIS: LATINO CHILDREN Romero 7
Here, above, is a graph that shows statistics of all the barriers that prevent early autism diagnosis
among Latino children.
7. LATE AUTISM DIAGNOSIS: LATINO CHILDREN Romero 8
Effects
Because the family has not enough knowledge about autism there is a lack of proper care. The
child will not be getting the proper attention that he/she needs to grow. According to the CDC,
when a child is diagnosed with autism he or she will be provided with services to help the child
learn how to grow and improve social skills and other skills to get on with life (CDC, 2013).
Children need to be able to grow and have friends so that they can have a childhood that is
healthy for them to prosper in the future. If the child is going on in life as if it is a child that is
not autistic, the he or she will have a hard time living. Family or friends may neglect him or her
because he or she may be “weird” and not someone that maybe wanted around. According to
research a child with autism also suffers from other medical conditions (NAA, 2013). If the
autism is not being treated then the other medical conditions are not being treated as well. This
could affect the health and well being of the autistic Latino child.
Another effect when children are diagnosed late is that there are no social skills or develop late
social skills. By the time the child gets diagnosed with autism, he/she will already be at least 3-4
and will not have any social skills to make friends a school or to interact with any family
members including children. (Autism Speaks, 2013). A child has time to improve all the social,
communication, and listening skills if treated early. As the child gets older it will just be tougher
for the family and the child because the older the child is the harder it will be to make progress.
8. LATE AUTISM DIAGNOSIS: LATINO CHILDREN Romero 9
Solutions
There
is
time
to
fix
the
problem
of
Latino
child
being
diagnosed
with
autism
late.
Researchers
are
doing
their
best
to
make
resources
accessible
to
Spanish
speakers
so
that
Latino
children
can
have
early
diagnosis
(Autism
Speaks
Listen
Know,
2013).
There
is
a
program
that
is
called
Autism
speaks
early
access
to
Care
to
translate
all
resources
into
Spanish
so
that
the
Latino
population
can
be
involved
in
the
Autism
Speaks
campaign.
This
can
help
the
screenings
as
well.
It
is
a
perfect
way
to
reach
out
to
the
minorities.
There needs to be more awareness in the hospitals and clinics by mentioning autism and
symptoms by Spanish-speaking pediatricians so parents can get familiar with autism and the
symptoms. “Multiple factors in the primary care setting may contribute to delayed ASD
identification for Latinos. Promoting language-appropriate screening, disseminating culturally
appropriate ASD materials to Latino families, improving the specialist workforce, and providing
PCP support in screening and referral of Latino children may be important ways to reduce racial
and ethnic differences in care.” (Baghaee, Batbayar, Bethell, Donelan, Mattox, Zuckerman;
2013). Having Spanish-speaking pediatricians see the patients that only speak Spanish so that the
language barrier between pediatricians and patients and their families can be cleared. Language
should not be an excuse for Latino children to have late diagnosis.
Not just telling them about the screenings but also telling them what autism is. Explain the
definition of autism, how a child can get autism, the symptoms, and treatments that a child can
undergo if diagnosed. Latino families have no knowledge what autism is, let alone that it even
exist (Baghaee, Batbayar, Bethell, Donelan, Mattox, Zuckerman; 2013). What clinics need to do
is explain different disorders that a child is at risk at, or the fastest growing disorder so that the
family can get familiarized and be on the look for. That way when the child is born and has its
regular visits, autism can be easier to detect and screenings can be done to figure out if the child
is autistic or not.
9. LATE AUTISM DIAGNOSIS: LATINO CHILDREN Romero
10
Conclusion and Recommendation
The numbers of children with autism is rising more now than before but the numbers of Latino
children who have autism is still low (Baghaee, Batbayar, Bethell, Donelan, Mattox, Zuckerman;
2013). The numbers are low because of different barriers such as language and knowledge about
autism. When children get diagnosed after the age of three, it is considered late diagnosis (NAA,
2013). Late diagnosis of autism can affect the health of a child and their development such as
living skills that a child learns around the age of 3 will not be developed yet until proper care is
given. Many services provided are often in English where it is difficult for Latino families to
understand. The late diagnosis of autism among Latino children needs to stop and something
needs to happen.
There are many things that can be done to prevent late diagnosis in the Latino community. If
knowledge about autism is advocated to the Latino families, it could be the first step to stop the
late diagnosis. After more Spanish speaking pediatricians can be located in the Latino
communities to help with doctor visits and someone who better understands the culture to
improve services such as screenings and provided references for the families to seek the
treatment and care that is needed (Baghaee, Batbayar, Bethell, Donelan, Mattox, Zuckerman;
2013).
Recommendations:
• More
Spanish-‐speaking
pediatricians
• Resources
provided
in
Spanish
for
families
• Spread
awareness
of
what
autism
is
in
the
Latino
communities,
especially
in
clinics
and
hospitals.
10. LATE AUTISM DIAGNOSIS: LATINO CHILDREN Romero
11
Reference
Wasmer,
M.
(2011).
What
is
Autism?.
Training,
121(450),
7576.
Retrieved
from:
http://www.autismdeservesinsurance.com/uploads/1/7/3/5/17359259/overv
iew_of_autism_and_intensive_early_intervention.pdf
Autism
Speaks
Listen
Know:
Facts
About
Autism.
(2013).
Retrieved
from:
http://www.autismspeaks.org/what-‐autism/facts-‐about-‐autism
Autism
Speaks
Listen
Know:
Study
Assesses
Pediatricians’
Role
in
Delayed
Autism
Diagnosis
among
Latinos.
(2013).
Retrieved
from:
http://www.autismspeaks.org/science/science-‐news/study-‐assesses-‐
pediatricians%E2%80%99-‐role-‐delayed-‐autism-‐diagnosis-‐among-‐latinos
Baghaee, A; Batbayar, O; Bethell, C; Donelan, K; Mattox, K; Zuckerman, K. (2013). Pediatrician
Identification of Latino Children at Risk for Autism Spectrum Disorder. Pediatrics 2013; 132:3
445-453; published ahead of print August 19, 2013, doi: 10.1542/peds.2013-0383. Retrieved
from: http://pediatrics.aappublications.org/content/132/3/445
Centers for Disease Control And Prevention (CDC): Autism Spectrum Disorders (ASDs). (2013).
Retrieved from: http://www.cdc.gov/ncbddd/autism/data.html
Magaña, S., Lopez, K., Aguinaga, A., & Morton, H. (2013). Access to Diagnosis and Treatment
Services Among Latino Children With Autism Spectrum Disorders. Intellectual &
Developmental Disabilities, 51(3), 141-153. Doi: 10.1352/1934-9556-51.3.141.
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http://web.ebscohost.com.library2.csumb.edu:2048/ehost/detail?vid=3&sid=a3b87442-
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MayoClnic: Autism. (2013). Retrieved from:
http://www.mayoclinic.com/health/autism/DS00348.
National Autism Association. (2013). Retrieved from:
http://nationalautismassociation.org/resources/autism-fact-sheet/
Pedersen, A; Pettygrove, S; Meaney, J; Mancilla, K; Gotschall, K; Kessler; D.B; Grebe, T.A and
Cunniff; C. (2012). PEDIATRICS official journal of the American Academy of
Pediatrics: Prevalence of Autism Spectrum Disorders in Hispanic and Non-Hispanic
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http://pediatrics.aappublications.org/content/early/2012/02/15/peds.2011-1145.full.pdf
(Cunniff, Gotschall, Grebe, Kessler, Mancilla, Meaney, Pedersen, Pettygrove; 2012)