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Running Head: AUTISM: SEEING THE WORLD FROM A DIFFERENT PERSPECTIVE

AUTISM: SEEING THE WORLD FROM A DIFFERENT PERSPECTIVE

Ashly Allman

Fayetteville State University

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AUTISM: SEEING THE WORLD FROM A DIFFERENT PERSPECTIVE

Table of Contents

Content Page Number

Title page…………………………………………………………………………………….1

Table of Contents…………………………………………………………………………….2

Abstract………………………………………………………………………………………3

Introduction………………………………………………………………………………….4

Review of Literature and Discussion………………………………………………………..4-9

Conclusion…………………………………………………………………………………..9-10

References…………………………………………………………………………………..11
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AUTISM: SEEING THE WORLD FROM A DIFFERENT PERSPECTIVE

Abstract

This paper explores the world from a different perspective than typical children. Children with

autism view the world very different. Through peer-reviewed journals, textbooks, and other

sources I will discuss what autism is, how it affects children, treatment options, and lastly how it

will affect my career goals. As a future school counselor, I will be dealing with many children,

some with disabilities some without. However, having knowledge in the area of Autism will

greatly enhance the way I am able to help students. Autism is becoming more prevalent;

therefore, it can be said, I will have at least one child with Autism that will need me as a school

counselor.

Autism Spectrum Disorder (ASD) refers to a group of neurodevelopmental disorders including

autism, Asperger’s syndrome (AS) and pervasive developmental disorder not otherwise

specified. (PDD-NOS). ASD core characteristics include persistent difficulties with social

communication, interaction and language impairment. The prevalence of ASD has risen

significantly in recent years as the CDC reported approximately 1 in 59 children have been

diagnosed with ASD. Students with ASD present unique challenges to schools, respectively

teachers, school counselors, and school administrators.

This paper will incorporate recent

research articles to outline the importance of understanding and addressing the needs of

students affected with ASD. K-12 schools and their personnel need to be equipped to meet the

rising needs of this population by implementing a comprehensive school counseling program

rich in early intervention and resources. Specific areas of focus include the prevalence and

defining characteristics of ASD, strategies to bridge social and academic deficits, and

comorbidities contributing to student factors. This paper will include the importance of sensory

integration and its impact on various therapeutic modalities including occupational and speech

therapy.
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Keywords: Autism, Autism Spectrum Disorder, ASD

Autism: Seeing the World from a Different Perspective

Introduction

Autism Spectrum Disorder, or ASD, is a neuro-developmental disorder that affects

children and adults alike. My focus will be mainly on children; symptoms, diagnoses, and

treatment. There is a vast spectrum of autism ranging from mild to high functioning which

correlates with the child’s behaviors. As a mother of a child with Autism, I have been able to

gain a perspective that I never understood previously. Throughout this paper I will show this

perspective in hopes to open your eyes to the world of Autism Spectrum Disorders. As a future

school counselor, research on this topic, will give me insight into helping students with Autism.
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Literature Review and Discussion

Autism Spectrum Disorder is characterized by a wide range of symptoms including

abnormalities in social communication and atypical behaviors.It is a disorder listed in the DSM-5

with specific diagnostic criteria divided into two domains: 1. social communication and social

interaction and 2. Restricted, repetitive patterns of behavior, interests, or activities. A child who

has symptoms only in one domain will not be diagnosed with Autism, they must have symptoms

in both. Children must present with these symptoms in a variety of settings. These symptoms

should be present in early development and not occur for the first time later in life. Trying to

actually define Autism is very difficult because of the variability of symptoms between people.

As Dr. Stephen Shore says, “If you’ve met one person with autism, you’ve met one person with

autism” (Autism Empowerment, 2011). Autism looks different on every person.

My son, who for purposes of this paper will be called [Mark] is a moderate-functioning

child with autism versus a child I know who we will call [John] is very low functioning. The

differences in their symptoms are so vast that many people who know Mark do not realize he has

autism, they typically think of a child like John. John does not make eye contact, his language

abilities are scarce, he repeats words and phrases (echolalia), and is very socially

disengaged.Moderate-functioning children may be diagnosed later than a high or low functioning

child because they are literally caught in the middle and often forgotten. The earliest period of

diagnosing a child with ASD is between 12-18 months, however, it “is usually made in the

preschool period or later” (Mash & Wolfe, 2016, p. 175). For children in the moderate-range it

could be even later; like Mark, who was not diagnosed until almost six-years old.When people

think of autism they think of children like John who is low functioning and has typical

characteristics or they think of people like the main character in The Rain Man who is highly
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intelligent and high functioning.The differences in these types of Autism was previously known

as different disorders, but has since changed with the updated edition of the Diagnostic and

Statistical Manual of Mental Disorders.

Previously, autism was broken into separate parts such as Asperger’s Disorder, Autistic

Disorders, and Pervasive Developmental Disorder, Not Otherwise Specified (PDD-NOS). Now,

these disorders are underneath the broad umbrella of the category Autism Spectrum Disorder.

These changes came about with the change from DSM-IV to DSM-5. Although all of these

disorders are underneath the umbrella term of ASD, there are 3 severity levels of Autism which

is where the low, moderate, and high functioning comes from. These severity levels “should help

in guiding the types of programs and services needed to help the child and family” (Mash &

Wolfe, 2016, p. 160). Level 1 requires support, level 2 requires substantial support, and level 3

requires very substantial support; therefore, Raymond Babbitt in the Rain Man would be

considered a Level 1, as he was very high functioning. John who is low functioning would be

considered a Level 3 because of the amount of support he needs in his everyday life. Levels of

support are not meant for determining services, however, it is important for caregivers, school

staff, and therapists, to decide on how to help the child.Although there are different levels of

severity, the core deficits of ASD are usually shown across the board.

Children with ASD have social interaction issues and communication deficits and

restricted/repetitive behaviors or interests. A misconception about children with autism is that

they do not want to have social interactions/relationships. Many children with autism do want

friends and want to be able to retain social friendships, however they find it very difficult to do

so. Children with autism have some difficulty in reading social signs and facial expressions.

Therefore, they “find social situations difficult because they lack the skills necessary for
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successful social interactions” (Kluth, 2010, p.15). Along with being able to read social signs,

another skill necessary for social interaction is understanding pragmatics, the use of language in

a social context. Small talk has been found to be quite difficult for children with Autism, they

have trouble “providing the appropriate level of detail or information during a conversation…”

(Kluth, 2010, p. 16). Because of this, children with autism may have a variety of ways to

communicate.

They may communicate through art, electronic devices, or objects. Parents, caregivers,

and educators need to understand that every child with or without autism can communicate

differently and we should try to be accepting and understanding of the style of communication

they have. Some create art to communicate love instead of physically hugging/touching

someone. There are alsotechnological devices, children can use them in lieu of actually speaking,

which the child may bring to school.“Many minimally verbal children may communicate via

sign language, AAC (augmentative and alternative communication) systems, or through written

language, and their ability to understand and communicate through these alternative modalities

should be included in the assessment of language skills” (Kasari, C., Brady, N., Lord, C. &

Tager-Flusberg, H., 2013). As a school counselor, I need to be aware of these alternative ways

of communicating especially when I am working with the child. Additionally, I need to be

accepting and patient with children who communicate in a different manner. Another way a

child with autism may communicate is by bringing you objects that they want to do something

with it, but will not physically ask. For example, a child who wants to go outside may bring you

their jacket, and you as a caregiver, parent, or educator, need to be able to read their signs and

understand they simply want to go outside. Not only do children with Autism have
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communication deficits as outlined above, they also have restricted and repetitive behaviors and

interests.

Restrictive and repetitive behaviors are part of the diagnostic criteria for Autism

Spectrum Disorders. Children with autism may line up toys, insist on taking the same route, flap

their hands, rock their bodies, or show abnormal interest in unusual objects. There are also two

sub-categories of restricted and repetitive behaviors; 1. Repetitive sensory and motor behaviors

and 2: insistence on sameness behaviors. Repetitive sensory and motor behaviors include

rocking, hand flapping, pencil spinning – repetitive use of an object, etc. Insistence on sameness

behaviors include driving the same route every day, having the same routine each day, being

resistant to change, and having certain rituals. Some of these behaviors are considered typical

dependent upon the age of the child. Under the age of four, behaviors such as preference for

sameness and compulsive like behaviors are completely normal for the developmental stage.

However, “maturation results in a decrease in all repetitive behaviors around the age of 4 years”

(Honey, Mcconachie, Randle, Shearer, Couteur, &Le., 2008).

My son [Mark] whom I mentioned earlier has a few repetitive behaviors including

listening to the same song over and over again at home, or if we are in the car the radio has to be

on a certain station. He also picks at his fingers, and collects odd objects. I have to always check

his pockets before going to school or before washing his clothes, because he usually has

something in there that he felt the need to carry around/collect. Insight into life with a child with

autism: one day I found washers in his pockets and went to throw them away not thinking how

much they meant to him, thankfully, he stopped me before I did it. I was able to avoid a

meltdown, he grabbed them and put them under his pillow so he could sleep with them. He

shows attachment to odd objects often.

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Research has shown that repetitive behaviors are seen more often in a child who has poor

language and adaptive skills (Honey, Et. Al., 2008). It has also shown to decrease with time, as

the child gets older and begins to mature, some of the repetitive behaviors lessen. Although the

exact cause of repetitive behaviors is unknown, theories have been made about why; for

example, a child who flaps their hands may do it in response to being overly excited.

Additionally, a child who self-stimulates may be because the child craves stimulation and “self-

stimulation serves to excite the nervous system” (Mash & Wolfe, 2016, p. 168). More research is

being done on repetitive behaviors and the changes overtime in a child with Autism.

Where do we go from here? After a diagnosis of Autism is made, which means the child

has shown restricted, repetitive patterns of behaviors or activities, and deficits in social

communication and interaction, many treatments can be put in place. Although there is no cure

for Autism, a vast array of treatments is available to help the person still live a successful and

fulfilled life. Since each person with Autism is different in their own way, each person will

respond to treatments differently. Some treatments include diet changes, vitamins, weighted

vests and blankets, sensory integration, and certain forms of therapy. Whichever treatment plan

you choose, you must ensure it is “tailored to meet the needs of the individual child and the

family, thus making it possible for each child to meet his or her full potential” (Mash & Wolfe,

2016, p. 183). One form of treatment used often in children with Autism is Applied Behavior

Analysis or ABA. Applied behavior analysis“focuses on increasing appropriate behaviors and

decreasing inappropriate behaviors” through the help of a behavior analyst (Schoen, A. A.,

2003). Sessions with an ABA therapist are done around the environment of the child. The

research that has been done on ABA therapy has shown successful in many instances, however,

there are still many criticisms about the therapy. Back to parenting a child with autism who
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receives ABA therapy, I have found it very successful. I do wonder about the long term affects,

which is one of the criticisms, however it is helping him thrive now. An ABA therapist goes to

his school twice a week and works with him in the classroom environment, ensuring his

behaviors are not interfering with his learning experience. She also comes to our house twice a

week to work on his home environment behaviors. With this I am able to obtain skills to use with

him now and also possibly with students in the future as a school counselor. The most important

thing about treatment for Autism is to ensure your plan is catered to that specific child. We all

want what is best for the child.

Conclusion

As a parent of a child with autism and a future school counselor I require certain skills

and knowledge pertaining to children with Autism. This topic is very important to me because

not only does it affect my everyday life as a mother, but it will affect my future job as well. I

plan to obtain my Masters in School Counseling. With this career choice, I will be working with

children from many different backgrounds, with many different abilities. Autism diagnoses are

on the rise, “autism now affects 1 in 68 children…[and] is one of the fastest-growing

developmental disorders in the U.S.” (Autism Speaks, 2017). With these statistics, I am bound to

have at least one child with Autism who I will work with. As a counselor I will need to know

how to communicate effectively with them, how to read their signs, how to help atypical

behaviors, and overall how to ensure they have a good quality of life. As a mother of a child with

Autism, I learn something new every day through him. Research on this topic helps me to

understand him better, it also helps me realize that he is not the only one, and I am not the only

parent going through this. There is strength in numbers and that rings true for families of special

needs families.
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References

Autism Empowerment. (2011). What Is Autism? Retrieved from

http://www.autismempowerment.org/understanding-autism/autism-spectrum-disorder/

Autism Speaks. (2017). Facts about Autism. Retrieved from:

https://www.autismspeaks.org/what-autism/facts-about-autism.

Honey, E., Mcconachie, H., Randle, V., Shearer, H., Couteur, A. S., & Le. (2008). One-year

change in repetitive behaviours in young children with communication disorders

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including autism. Journal of Autism and Developmental Disorders, 38(8), 1439-50.

doi:http://dx.doi.org.uncfsu.idm.oclc.org/10.1007/s10803-006-0191-1

Kasari, C., Brady, N., Lord, C., & Tager-Flusberg, H. (2013). Assessing the Minimally Verbal

School-Aged Child with Autism Spectrum Disorder. Journal of the International Society

for Autism Research, 6:479-493. Doi:10.1002/aur.1334

Kluth, Paula. (2010). “You’re Going to Love This Kid!”. (2nd ed.). Baltimore, MD: Paul H

Brookes Publishing.

Mash, E.J. & Wolfe, D.A. (2016). Abnormal Child Psychology. (6th ed.). Boston, MA: Cengage

Learning.

Schoen, A. A. (2003). What potential does the applied behavior analysis approach have for the

treatment of children and youth with autism? Journal of Instructional Psychology, 30(2),

125. Retrieved from https://search-proquest-

com.uncfsu.idm.oclc.org/docview/213907518?accountid=10813