Science assignment help online: Autism Spectrum Disorder

Q??What is Autism Spectrum Disorder?

Solution the essay proposes is:

Introduction

Autism spectrum disorder usually referred to as autism is referred to as a group of complex disorders in brain development. The characteristics of the disease are seen in large degrees where the affected person finds it difficult to carry out social interaction, Verbal as well as Non-Verbal communication. Repetitive behaviour is often observed in the affected individual (Autism.org n.d.)The disease includes the autistic disorder, childhood disintegrative disorder, Rett syndrome, Asperger syndrome, and the Pervasive development disorder- not otherwise specified. Usually ASD is associated with the intellectual disability which includes difficulties in moor coordination, attention and physical health issues like sleep or gastrointestinal disturbances. However in the past it has been seen that some people affected by this disease have excelled in visual skills, music, art, and mathematics (Norfolk’s Autistic Spectrum Disorder (ASD) Steering Group 2011).

The roots of this disorder is said to be right from the early days of brain development where the signs and symptoms of autism usually emerge by the age of 2 or 3 years. Numerous tests and researches are being conducted globally to find all possible diagnosis for fighting out this syndrome. Also efforts are being made to increase the awareness among family about the disease and the key aspects which needs to be addressed to make it better for the affected individuals (About.com n.d).

What is meant by transition in terms of Autism with respect to the case study?

In simple English Transition is said to be a change, changeover, move or alteration. Usually transition in terms of education refers to that situation where a child moves from a phase of education to the other. It could be moving from one school to another or from pre-schools to the primary school as referred in the case herein. Usually a child goes through several transitions from the pre-schools to reaching the college by the age of 16 or so (Doe.Virginia 2010).

The different things which are included in transitions are change in transport, change in teachers, change of classes, going from one lesson to another, etc. These could even include changes in the school procedures and code of conducts. In a few situations this has seen to be a major change in the child’s life which could even be stressful for them if it has not been planned in a well-organized manner. Parents need to prepare their kids so that they could adapt to the changes they are about to witness. For a child suffering from ASD if the transition is not planned accordingly it could lead to any of the following problems to the child:

Bewilderment
Stress
Fear
Traumatized
Anxiety
Frustration

Why is the transition so important for David and why it should be successfully supported?

David is about to leave the preschool and enter a world of much more formal education. This change would definitely have an impact and bring in new challenges for both the parents as well as David. Being affected by Autism the situation demands much more than the usual efforts which parents usually do. Though it could bring in thoughts of David having problems with the sudden change it could well be looked as an opportunity for the parents to help him learn and develop new friendships and build relationships. It would certainly help in shaping up the way David has been seeing the world and with increased number of people around it would contribute largely to his personal development. It is however to be noted that David would require that extra bit of support to go well beyond this transition and adapt to the changes in the desired way. Thus it is mandatory that both parents and the teachers with the help of an expert consultation from the doctors should successfully support make the perfect transition plan so that he finds it much easier to cope up with the changes (Autism Speaks n.d.).

When and how should the transition occur in case of David?

The transition process by the parents with the help of Green Primary school could well be facilitated by devising a transition plan split in different phases. The following things need to be included in the transition plan: (Autism-Society 2009)

The parents need to talk to the preschool teachers about the way they could best prepare David to adapt to the changes. The right measures needs to be taken (some of which have already been taken by the school authorities) to make him come to the pre-school for at least 5 days a week as his twin brother Simon. In order to know what could well be done by the parents they can check out the standards or things that could be done at the kindergarten (AutismLA 2012).
A meeting with the concerned authorities dealing with Autism needs to be scheduled to discuss the child’s needs, goals as well as the classroom assignments. Being the members of the child’s educational team parents have to consider the options which would be best for accommodating the needs of David. So David’s parents would need to educate themselves and prepare to be involved as the team member. They may bring in someone who is experienced as an advocate to help the transition process much better (Autism Science Foundation 2009).
Touring the new school and making a formal appointment with the principal beforehand could certainly help the parents to ascertain the needs of David.
Parents as well as the teachers of the playschool need to provide more opportunities for David to become accustomed to various activities such as playing and assembling that would be required in the new primary school.
Till the time the transition is in progress David’s parents need to be in constant touch for the activities he is doing and the way he is responding to the changes in process.
As per David’s case it has been observed that he has very well responded to the visuals set inside the house which each member of the house has been using to assist in communicating with David. In accordance with that the primary school needs to take suggestions with the speech pathologist and try to implement the similar things at the school to the level possible (Wiu 2008).

Who should be involved? What would their role be?

People involved in the transition process hold the key and are the major players to make it a success. The different people that should be involved in the process are:

Parents: Evaluate the needs of David, analyse the things he like, contact with the teachers who mentor David and make them understand of the way he responds to different emotions.
Grand Parents and Twin Brother (Simon): The three people mentioned here also play a vital role. The grand parents need to help the parents of David in assisting them in the way desired. On the other hand his twin brother needs to be educated and understand the needs of brother.
School Authorities: The Green Primary School has taken a few steps in accordance with the tantrums David had been creating at the school such as fencing the walls, etc. The principal and the teachers need to make a little more effort and take a few steps to as suggested by the speech pathologist such as including visuals in their training and communication methods.
Speech Pathologist: The way the speech pathologist has made it easier for the people of the house to communicate with David, he needs to suggest similar methods and things which could be further implemented at home or at the pre-school to help David better.

What are the barriers to the transition occurring successfully?

There are certain barriers to the transition process from occurring successfully such as:

Lack of understanding: It is more often than not that people conversant or who understand autism are there. Teachers, other students, and possibly the other people around may not understand the needs of David and hence react in a way which could hurt him and create a problem to the transition process. (Autism Speaks 2004)
Acceptability: David may not accept the changes happening around and may start creating tantrums more than he usually did. It might so happen that David starts refusing to go to the Pre-school totally.

How can these barriers be overcome?

In order to overcome the above barriers parents would be required to be with the child as much as possible. They should be in constant touch with the teachers as well as the other people around. This would help is assessing about the things which David likes and the ones which he is not. If all the people around are made to understand what the problem David is facing and contribute their part it could really make it much easier for David to adopt the changes. He would start liking more people around, communicate with people better and hence would get ready to move to the primary school and go through the transition process successfully.

What would you expect to find within an Individual Transition Plan?

There are hosts of things which could be expected to be found within the Individual Transition Plan. Parents would come to know and understand David much better as it involves a deeper analysis of the things he like, the things he dislikes, the place he likes to go, the people he likes to be with, etc. Moreover with a good Individual transitional plan it would also reveal about the impacts and the things which had been successful in the past to assist David in the learning and developing process. This would further help in implementing those within the transitional plan and facilitate in the process of development for David.

How can the strengths of the trans-disciplinary team be utilised?

By the help of trans-disciplinary team the development of the functional behaviour assessment can be done which would help to develop a positive behaviour support plan. The team would utilise the staff and family interviews, analyse historical data, perform direct observation of developing the effective support plan for the transitional process. These form the strength of the team which includes the proactive and reactive strategies for reducing the problem behaviours while increasing the appropriate social behaviour.

These plans further help in developing the appropriate leisure skills, language development process, functional communication training, carry out individual activities, social skills, etc.

When would you need to review the plan?

The plan needs to be reviewed on a constant basis, which could be weekly to start with and then move on to fortnightly basis. An overall monthly review for the methods used and the approach followed would also be essential to know if the plan is going in the direction it is preferred. It will help in understanding the responses of David and further refining them to help him adapt the changes when moving to a new primary school. (DDINY n.d.)

How and when would you know the transition was a success? Why?

The simplest of the ways which could help in understanding that the transition process was a success would be by a difference in the way David responds while going to Green Primary School. If it is seen that David likes spending time with more people and is responding to the communications made in a better manner at the school it would define the success of the transition. This would actually be seen after a few months and may be when the entire transition efforts are at its middle before moving to the new school.

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