Student Name Course Tutor Date AUTISM SPECTRUM DISORDER INTRODUCTION Autism Spectrum Disorder (ASD), is a neurodevelopmental impairment, brought on by abnormalities in the brain. Communication, behavior, and social interaction are all impacted by this neurological disorder. Autism is characterized by experiencing and thinking about the world differently than most others. This implies that the individual may behave differently from most people and may have different strengths and challenges. At the behavioral level, it is also described, and its three distinguishing characteristics are recognized to be impaired social interaction, communication challenges, and repetitive activities(CDC). People with ASD may struggle with confined or repetitive activities or interests, as well as social communication and engagement. Additionally, people with ASD may learn, move, or pay focus in various ways. ASD TRAITS It is crucial to remember that some individuals without ASD may also experience some of these symptoms. Although each person with ASD is distinct, the population as whole shares some universal traits. Intensity, degree, and amount of these traits fluctuate, and they take diverse forms in various people and situations across time. However, these traits can make life very difficult for those with ASD. ASD impacts every race, ethnicity, and socioeconomic status. Boys are four times as likely as girls to experience it. Pratt claims that the DSM-5 offers essential traits that can help in understanding individuals with ASD, creating programs, or fostering communication (1). CHARACTERISTICS OF ASD ASD is a general term that covers a variety of neurodevelopmental characteristics. Studies suggest that ASD may be brought on by variations in normal brain development very early in development (Rossi 6). These disruptions could result from genetic flaws affecting the genes that direct brain development and control intercellular communication. Other characteristics include, unusual emotional or mood swings, unusual patterns of eating and sleeping, delayed linguistic abilities, difficulty comprehending and expressing their thoughts as well as those of others(CDC). Although autism is not an illness, it can significantly affect a person's life SOCIAL COMMUNICATION IMPAIRMENTS For those with ASD, developing social communication and interpersonal skills might be difficult. Children with ASD may experience delays in language acquisition and comprehension during their cognitive development of children. They frequently struggle with nonverbal cues, including eye contact, facial expressions, and hand movements. Children with ASD frequently lack social skills and seem to live in separate worlds, making it difficult to engage and communicate with others(National Institute on Deafness and Other Communication Disorders). People with autism have trouble deciphering facial expressions. SOCIAL COMMUNICATION IMPAIRMENTS The intellectual and social growth of children with ASD affects their capacity for language and communication. Some kids with ASD might not be able to verbally communicate, while others might have trouble speaking. Others might have extensive word lists and be able to go into great detail about specific subjects. Many individuals who struggle with phrase rhythmic and word meaning. Children with autism who are nonverbal do not exhibit the characteristic wave of brain activity associated with associating names of things with them. SOCIAL COMMUNICATION IMPAIRMENTS CONT. This is one of the mechanisms preventing these individuals from developing speech. They might also be unable to understand body language, specific conversational tones, and facial emotions. When these issues are considered collectively, they impact how well kids with ASD interact with others, particularly kids their age. From the model presented on the image on the left, it should be mentioned that linguistic difficulties in nonverbal autism could be explained by missing brain waves (Rossi 12) DIFFICULTIES WITH SOCIAL COMMUNICATION AND INTERACTION SKILLS People with ASD may struggle to recognize facial expressions or speech tones in social settings. Difficulties in displaying appropriate play behaviors, such as playing together with others. Some children with ASD could act like they do not want to play with other children (Pratt). Although many people with ASD are adept at making requests, they are less likely to interact with others socially. Some people with ASD might not be interested in conversations about subjects they are interested in. Most people need help to take turns, stay on topic, and ask pertinent or acceptable questions during talks. LEARNING CHARACTERISTICS Although it is clear that no two people with ASD are the same, many exhibit typical learning traits. People with ASD frequently exhibit extraordinary rote memory abilities. However, people with ASD may have trouble with their working memory or the amount of time it takes to process information, particularly when processing multiple bits of information simultaneously(Pratt). Because people with ASD frequently struggle to transfer their learning from one environment to another, educators may need to teach skills across various contexts, participants, and activities(Pratt). Some people with ASD excel in all areas, while others have strong word recognition abilities but weak comprehension. Some people are weak in all areas, while others have strong calculating skills but weak applied math problem-solving abilities. Those assisting the person with ASD need to know the fundamentals of these traits and how they affect learning. PARTS AFFECTED BY AUTISM Autism-related brain abnormalities include a cerebellum that has sometimes shrunk in size (Rossi 17). The neurons in the Hippocampus and Amygdala are more compactly arranged and have a smaller capacity. The Caudate nucleus has less volume, while the Cerebrum's lobes are larger than usual. Additional factors can make it more difficult for some people with ASD to learn and function in society with abnormal behaviors. Self-harming behaviors such as head striking, self-biting, face slapping, and severe scratching are examples of these behaviors PARTS AFFECTED BY AUTISM Many people with ASD can process information more effectively when given graphically. Pictures, role-playing other people's behaviors, practical exercises, and specific examples may be helpful. The symptoms of ASD, which can also impede learning ability, are notable for beginning to affect daily functioning in early childhood and continue to do so throughout the person's life. These signs include the inability to make eye contact or express emotions, the use of repetitive words or phrases, or the excessive concentration on a certain object or subject RESTRICTED OR REPETITIVE BEHAVIORS OR INTERESTS People with ASD sometimes exhibit unique behaviors or interests. ASD differs from conditions only characterized by issues with social interaction and communication by virtue of these behaviors or interests. Although individuals with ASD may love the same activities as typical peers of the same age, there may be differences in the intensity and focus of their passions. At a more fundamental level, people with ASD may struggle to focus on one thing for an extended period or divide their attention between two things simultaneously(Pratt). Input sensitivities are proprioceptive difficulties in interpreting stimuli from muscle fibers, joints, tissues, and ligaments. Excessive commitment to routines and sameness, such as being upset by schedule changes, requiring strict observance of norms, or thinking rigidly(CDC). LANGUAGE IMPAIRMENTS Particular issues with receptive and expressive language may arise in people with ASD. Some persons with ASD express their thoughts verbally, whereas those who cannot speak may use a communications system. The stereotypical or repetitive use of non-echolalic linguistic patterns for purposes like starting or continuing a conversation (Pratt). Speaking in a monotone or hypernasal manner and ending declarative phrases with a rising tone to suggest an inquiry will point to inappropriate use of pitch, intonation, rhythm, or stress in the speaker. LANGUAGE IMPAIRMENTS One or more senses may be overstimulated in people with ASD, resulting in sensory overload. People with ASD may be hypersensitive to certain stimuli, such as light, sound, and taste. Additionally, these people may be more susceptible to other illnesses like depression, obsessive-compulsive disorder (OCD), sleep problems, and seizures. Researchers have found specific networks with poorer connectivity in ASD brains than in normal brains, particularly in patterns where the distance between brain regions is higher(Pratt 3). Parts of the cerebellum, which are similarly involved in cognition and social interaction, have lower brain tissue densities in autistic individuals (Rossi 12). BRAIN CONNECTIVITY AND AUTISM People are more likely to be autistic or exhibit symptoms of the condition if they miss all or part of the corpus callosum, a white matter tract that links the brain's two hemispheres (Rossi 1). There is a wide range in the intellectual functioning of autistic people, from severe disability to exceptional non-verbal cognitive abilities. According to the WHO, around 50% of those who have autism also have an intellectual handicap(National Institute on Deafness and Other Communication Disorders). CONCLUSION People with ASD may struggle with confined or repetitive activities or interests, as well as social communication and engagement. ASD is also described on a behavioral level, and its three defining traits are identified as impaired social interaction, communication difficulties, and repetitive activities. ASD sufferers may also acquire, move, or pay more attention in different ways. People with ASD may experience particular difficulties with receptive and expressive language. People with ASD may have one or more overactive senses, which can lead to sensory overload and hypersensitivity to specific stimuli. People with ASD may find it difficult to understand speech tones or facial emotions in social situations. If all or a portion of the corpus callosum, a white matter tract that connects the two hemispheres of the brain, is absent, a person is more likely to be autistic or display signs of the condition. Works Cited CDC. “Signs & Symptoms | Autism Spectrum Disorder (ASD) | NCBDDD | CDC.” Centers for Disease Control and Prevention, 28 Mar. 2022, www.cdc.gov/ncbddd/autism/signs.html#:~:text=Autism%20spectrum%20disorder%20(ASD)%20is. National Institute on Deafness and Other Communication Disorders. “Autism Spectrum Disorder: Communication Problems in Children.” NIDCD, 18 Aug. 2015, www.nidcd.nih.gov/health/autism-spectrum-disorder- communication-problems- children#:~:text=Children%20with%20ASD%20may%20have. Works Cited Pratt, Cathy. “Characteristics of Individuals with an ASD: Articles: Indiana Resource Center for Autism: Indiana University Bloomington.” Indiana Resource Center for Autism, 2017, www.iidc.indiana.edu/irca/articles/characteristics-of-individuals-with-an-asd.html. Rossi, Carey. “Autism Spectrum Disorder: Autistic Brains vs Non-Autistic Brains.” Psycom.net - Mental Health Treatment Resource since 1986, 7 May 2021, www.psycom.net/autism-brain-differences.
