Running head: AUTISM SPECTRUM DISORDERS
Autism Spectrum Disorders
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AUTISM SPECTRUM DISORDERS 2
Introduction and article summary
Autism can be defined as a compound neurodevelopment disorder. It is a health condition
characterized by difficulties in the development of social skills, speech, repetitive behavior, and
non-verbal communication (Simonoff, 2008). Children suffering from this disorder have
problems while constructing a plausible speech. Some words do not come out clearly, and the
child may be unable to pronounce the word entirely depending on the level of effects. Their
weak social skills can identify such kids. There is a high-level inability to socialize. As such,
these children in most cases are lonely and prefer to spend more of their time alone. The use of
non-verbal communication may be affected (Simonoff, 2008). These include expressing their
emotions through facial expressions as well as the use of gestures-complemented speech.
Additionally, there is a high tendency of repetition while speaking. Autistic children will always
show difficulties while communicating because of more repeated words. Therefore, there is a
high likelihood of having a weak communication ability.
Way that information from this article expand the knowledge regarding the assessment or
intervention process of ASD
The article presents different criteria that can be used for assessment among children or
adolescent with ASD. It has defined symptoms identifiable in both DSM-V and DSM-IV which
are often mistaken (Wing, 2011). The information provided here is important while categorizing
the level of ASD for the purpose of intervention. Lack of this critical details will lead to an
individual embracing an intervention that could not be effective at the intended level. Further, it
will be necessary to enlighten families of the victims of possible interventions. There are cases
that a child may have mild symptoms of other disorders similar to ASD (Simonoff, 2008). It is
essential to have these details to accurately identify the disorder before embarking on the
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measures necessary to control advancement. The inaccurate diagnostic may lead to treatment of a
different disorder or a wrong level. Distinguishing symptoms that are unique for the disorder at
every level will help an individual to eliminate doubts and ambiguity.
How the information read supports or refutes beliefs and practices
The authors of this article present a clear baseline for classifying ASD in different classes
based on advancement. The information to a large extent agrees with conventional knowledge
about ASD. One important area identifiable in this article is consideration of the ‘triad of
impairment' in ASD as a reduction in social communication, interaction, and imagination. In
common practice, ASD is considered wholly as separating them may seem to introduce more
advanced disorders (Wing, 2011). However, the approach provided here is a unique and effective
method of starting an intervention program. Previously, the condition has been considered as
mild among highly intelligent children and most common among boys. From this article and the
approach of assessment, it refutes such information as it links family with an increase in cases
and considered it as a psychological disorder influenced by the failure of parents to love their
kids as described in refrigerator mothers' theory (Bultas, 2014). Further, most interventionists
considered it as a subset of schizophrenia. However, the article considers it as an independent
disorder with unique symptoms.
Application of the knowledge gained from reading the article
The information provided in this article is essential as it provides a better way of
assessing children considered to have ASD. Employing the illustrated criteria will assist in
developing an intervention program. Without such knowledge, it will be difficult to identify the
level of ASD to be treated. Further, it is critical to acquire this knowledge as the article describes
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unique features of DSM-V and DSM-IV as well as the necessary criteria for accurately
distinguishing ASD from other psychological disorders. Therefore, the knowledge gained here
will be most applicable for designing a treatment program for every victim.
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References
Bultas, M., & Koetting, C. (2014). Autism spectrum disorders in the DSM-5. The Journal for
Nurse Practitioners, 10(2), 142-143.
Simonoff, E., Pickles, A., Charman, T., Chandler, S., Loucas, T., & Baird, G. (2008). Psychiatric
disorders in children with autism spectrum disorders: prevalence, comorbidity, and
associated factors in a population-derived sample. Journal of the American Academy of
Child & Adolescent Psychiatry, 47(8), 921-929.
Wing, L., Gould, J., & Gillberg, C. (2011). Autism spectrum disorders in the DSM-V: better or
worse than the DSM-IV?. Research in developmental disabilities, 32(2), 768-773.