AUTISM

Pivotal Response Training (An Autism Evidence Based Strategy)

Abstract

Autism spectrum disorder is a collection of biologically base neuro-developmental disorder characterize by impairment in three major domains: behavior, socialization, and communication. The Research Paper discusses the significance of training and education of Autism suffering children. The role of the training provider, and the disorders related to Autism. What types of other disabilities could form if the patient should not be cared or properly trained. The training providers much have knowledge of the disease, and treatment.

Pivotal Response Training (An Autism Evidence Based Strategy)

Introduction

(ASD) Autism spectrum disorder is a collection of biologically base neuro-developmental disorder characterize by impairment in three major domains: behavior, socialization, and communication. ASD Disorders includes autistic disorders (classics autism, sometime called early infantile autism, Kanner's autism, or childhood autism), Rett disorder, childhood dis-integrative disorders, and Asperger disorders it is also known as Asperger syndrome. Rett disorder is another disorder.

Discussion

Autism Spectrum Disorders

Currently, most autism researchers use the term Autism Spectrum Disorder (ASD) to describe the pattern of behaviors among children who experience difficulty in multiple domains of development including social, communication, behavior, and cognition. Individuals with ASD can be diagnosed with one of five disorders:

Autistic Disorder,

Asperser's syndrome

Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS)

Rhett's Disorder

Childhood Disintegrative Disorder

The Role of Special Educational Needs Teachers

There are numerous charitable organizations for autistic children that cater for over a million people with special needs and support of Autistic spectrum Disorder. The organization provides advice and information for every one living with Autism and their families through education, campaigning and pioneering services. The organization was founded in 1962 by a group of parents who were very keen on improving the life standard of all children affected by Autism Spectrum Disorder (ASD).

Besides, the organization has 19,000 members and 90 branches providing advocacy, training for the individual child affected by (ASD) and their families. In addition, they provide specialist education outreach to the families of these children and out of school services. (Fabrizio, Schirmer, Diakite, 2007).

Children may receive a provisional diagnosis while awaiting a comprehensive evaluation or a definitive diagnosis if the primary care provider feels that a thorough evaluation has been accomplished. In addition, primary care providers who have significant concerns about a potential delay in any of the key areas communication, behavior, or socialization should simultaneously refer the child to the appropriate servicing agency (i.e., either Early Intervention or the department of education of the public school system) (Hasbrouck, 1992).

The primary care provider can suggest and/or refer the child for several other interventions that the family can provide while awaiting the comprehensive specialty evaluation. The interventions vary depending upon the parents' concerns:

For the child whose parents are concerned about a difficult temperament, the provider can discuss the concept of temperament, administer a temperament scale (e.g., the Carey Temperament Scales) to the child and parent, and discuss "goodness of fit".

For the child whose parents are concerned about delays in socialization, referrals can be made to a supervised community play group (in addition to a ...