'Autism and Mental Retardation Essay\r'

' resolve to the following:\r\n1. List the primary features of autism.\r\nChildren with autism ar unresponsive to some differents, uncommunicative, repetitious, and rigid their symptoms usually come out before the jump on of three. An ill mortal go away have difficulty sustaining employment, accomplishing dwelling responsibilities, and leading independent lives. Furthermore, they express having problems displaying conversancy and empathy and have limited interests and activities. The characteristics seem to be pronounced as indifferent in physical cargon and affectionate expressive interest in those who be taking c be of them. Verbal communication and spoken language impairments and in powerfulness to example speech ar often primary features of autism. Some autistic individual(a)s whitethorn exhibit Echolalia a emit of phrases complaisant functiond without apparent understanding. Some may sluice repeat sentences a hebdomad later, this is called delayed echolali a. Their variation of speech difficulties accommodate; paranormal reversal, difficulty in grant objects, wish of verbal understanding and custom of suitable tone in their illustration while talking.\r\nSome noticeable characteristics that often ex determine autism are their lack of inclination while playing, rigid, abnormal and exigent carriages, visitation to accept environmental change and infantile fixation with animate things and inanimate things. They express repetitive and unusual motor movements the like kerfuffle their hands, and odd facial expressions. Below is a checklist the DSM has provided for a guideline to diagnosis of autism. 1. A total of at least(prenominal)(prenominal) sextuplet items from the following groups of symptoms: A. prejudice in cordial interaction, as manifested by at least two of the following: (a) Marked impairment in the use of multiple pledgeed behaviors such as eye-to-eye gaze, facial expression, system postures, and gestures t o regulate social interaction. (b) Failure to fetch peer relationships appropriately.\r\n(c) need of willing pursuance to share enjoyment, interests, or achievements with other people. (d) Lack of social or emotional reciprocity.\r\nB. Impairment in communication, as manifested by at least one of the following: (a) waiting in or total lack of, the teaching of spoken language. (b) In individuals with becoming speech, marked impairment in the ability to start or sustain a conversation with others. (c) Stereotyped and repetitive use of language, or idiosyncratic language. (d) Lack of varied, spontaneous make- call back play or social imitative play. C. Restricted repetitive and sort patterns of behavior, interests, and activities, as manifested by at least one of the following: (a) Abnormal immersion with one or more stereotypical and restricted patterns of interest. (b) Inflexible adherence to finical(prenominal) nonfunctional routines or rituals. (c) Stereotyped and repet itive motor mannerisms (e.g., hand or experience flapping or twisting). (d) Persistent immersion with parts of objects.\r\n2. Prior to 3 days of age, delay or abnormal surgical operation in either social interaction, language, or symbolic or imaginative play. 2. Which translation for autism is no longer considered valid and lacks investigate last? The sociocultural model lacks buy at and the theory suggests that autism could progress through particular somebodyality characteristics of the parents. These characteristics generated unfavorable development and contributed to the development of the disorder. This theory is no longer considered.\r\n3. What forms of give-and-take are friendful for a soul with autism?\r\nThe treatment that is helperful for a person with autism is behavioural therapy, communication use uping, parent training, and community integration. Psychotropic drugs and certain vitamins have at times aided when joined with other approaches. Behavioral ther apies consist of therapist exploitation moulding and operant conditioning. In modeling they exhibit a chosen behavior and direct the individual to reproduce it. In operant conditioning, they reinforce such behaviors, firstborn by shaping them, breaking them spiel through so they clear be conditioned step by step and in that respectfore rewarding each step visibly and consistently. These measures often create more meaningful behaviors and long term achievements. Communication educate is a therapy that is often taught to those individuals who remain speechless. They are taught other forms of communication, including sign language and coincidental communication, a method combining sign language and speech.\r\nThey also learn to use augmentative communication systems, such as communication boards or computers that use pictures, symbols, or written words to represent objects or needs. In some programs teachers try to concede essential underlined forcers rather than insignific ant ones like food or candy. They encourage confederacy in choosing an item they want and consequently encouraging them to ask for it with marvels like; what’s that? Where is it? And whose is it? The studies have found that child- directed interventions cast up self-initiated communications, language development, and social participation. Parenting training programs train parents so they can apply behavioural techniques at home. They are provided with instruction manuals, and teachers do home visits.\r\nIndividual therapy and support groups help parents of autistic children deal with their own emotions and needs. conjunction integration is a great asshole for autistic individuals, In today’s school and home based programs there are programs for autism children to teach self-help, self-management, and living, social, and work skills as early as possible to help children function better in their communities. there have been many workshops and group homes useable n ow for teenagers and young adults with autism to help them fetch a part of their communities. These types of programs give parents a since of relief as their child will always need supervision.\r\n4. List the criteria for a diagnosis of mental deliberation:\r\nThe DSM-IV-TR gives guidelines to the diagnosis of mental retardation. Individuals need to display superior general intellectual functioning that is well to a lower place average, in combination with poor adaptive behavior. As well as having a low IQ s message of 70 or below. There should be noted difficulty in communication, home living, self-direction, work or safety. These symptoms should appear before the age of 18.\r\n5. Explain one way in which sociocultural biases in testing force pose problems for assessing mental retardation.\r\nSociocultural dark in testing that might pose a problem for assessing mental retardation is IQ testing. IQ testing in some children has caused them to be labeled mentally retarded when they had trouble speaking the language at a level that would establish their IQ. 6. Of the quad levels of mental retardation, into which category do or so people with mental retardation blood? Mild level †IQ ranges from 50 †70. â€Å"They are sometimes called â€Å"educably retarded” because they can benefit from nurture and can support themselves as adults” (Cromer, 2011). 7. What are the main types of biological causes of mental retardation? The main types of biological causes of mental retardation are obliterate syndrome, foetal alcohol syndrome, and fragile X syndrome. 8. What is the only way to embarrass fetal alcohol syndrome? The only way to prevent fetal alcohol syndrome is to not drink in during pregnancy. 9. What are normalization and mainstreaming?\r\nNormalization and mainstreaming are educational terms; they reference the block of mentally retarded individuals deep down logical classrooms. This is to make sure these individuals can c ommix and learn along with typical fashion plate students. The school systems have made adjustments and adaptations to their core curriculum and the teaching given to the mentally retarded child. 10. What is your opinion about mainstreaming and normalization for children and adults with autism or mental retardation? I agree with mainstreaming for a person who is excruciation from autism or mental retardation. Autism runs in my family, and I have a cousin who is the analogous as age as I am and she did not receive mainstreaming when she was young and she is severely handicapped I believe because of this. On the other hand, our classrooms are overcrowded and teachers are experiencing challenges within the so called â€Å"normal” population.\r\nLabeling these individuals at such an early age incorporates stereotyping within the classroom and can cause even more hardship for those individuals. My ex-husband’s brother had an autistic child who is well-to-do and even at tending college classes at a University. He did have special schooling and went to private therapies. His success was through behavioral therapy and parenting training. I would say mainstreaming should be considered on the level of the disorder. If the disorder is extreme, then friendliness should be given to the teacher and her other thirty something students. It is a hard question when in fact someone could be mildly retarded or super retarded and the school system authentically needs to know just where the individual stands with their language ability and social ability.\r\n choice:\r\nComer, R. J. (2011). Fundamentals of abnormal psychology (6th ed.). smart York, NY.\r\n'