AutPod1JGa

The term autism was coined in 1913 by John Watson. In the mid-20th century, mental illness treatment was influenced by psychoanalysis, blaming cold parents for disorders. By the 1960s, psychology became more humanistic. President Bush initiated the Decade of the Brain in 1990. The Human Genome Project was completed in 2003, followed by the Autism Genome Project. Autism is defined by the U.S. Department of Education as a developmental disability affecting communication and social interaction. The causes of autism are not entirely clear, with genetics, biology, and environment playing a role. Early indicators include avoidance of eye contact and lack of pretend play. Characteristics of learners with autism include rigidity, social challenges, and language delays. Teaching methods vary, with evidence-based practices tailored to individual needs. Behavioral analysis aims to reduce challenging behaviors. Pivotal response training focuses on motivation and self-regulation, while the Denver m According to Michelle R. Haney, the term autism was coined by John Watson in 1913. By the mid-20th century, the treatment of mental illness was influenced by psychoanalysis. For many years, it was believed that cold and neglectful parents were responsible for mental disorders, including autism. Beginning in the 1960s, psychology became more humanistic, addressing the person as a whole. In 1990, President Bush kicked off the Decade of the Brain to research on the structure and function of the brain. The Human Genome Project, completed in 2003, capped a 13-year effort to fully map the sequence of human chromosomes. The next year saw the beginning of the Autism Genome Project. The following is the U.S. Department of Education's definition of autism. Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age 3, that adversely affects a child's educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotype movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences." According to Haney, the DSM-IV-TR describes autism as, quote, "...qualitative impairments in the use of nonverbal behaviors, such as eye gaze and body posture, a lack of appropriate peer relationships, deficits in spontaneous attempts to share enjoyment, interest, and achievement with others, and deficits in social or emotional reciprocity," unquote. According to J.J. Wheeler, M.R. Maitland, and S.L. Carter, the causes of autism are not completely clear. Scientists believe that genetics, combined with biological and environmental factors, play a role in causing autism. There is an increased prevalence of autism, according to Haney. This may be caused by better awareness of autism changes in diagnostic criteria and advances in diagnostic tools. According to Wheeler et al., the early indicators of autism in children include the following – avoidance of eye contact, not smiling when smiled at, failure to respond to his or her name, nonengagement in pretend or imaginative play, not visually tracking objects, not looking at an object that is pointed to, and failure to use gestures to communicate. According to Amanda Boutteau, characteristics of learners with autism include rigidity of routines, lack of pretend play, lack of social understanding and awareness, receptive and expressive language delays, failure to understand idioms and humor, gross and fine motor difficulties, and a prevalence for processing information visually rather than auditorily. There is no one way to teach children with autism, according to Wheeler et al. Evidence-based practices ensure the instruction is tailored to individual students' needs. Applied behavioral analysis is aimed at reducing challenging behaviors and improving social interactions. The trial training helps to facilitate the acquisition of skills and learn basic tasks. The naturalistic approach of pivotal response training assists with motivation and self-regulation. Lastly, the Denver model, ETSM, consists of team members intervening daily to assist with challenging behaviors. Thank you.