Title: Navigating the Complexity: Autism Literature Review Example

Welcome to our comprehensive Autism Literature Review Example, where we delve into the
multifaceted world of autism spectrum disorder (ASD). Conducting a literature review on autism
entails traversing a vast landscape of research, theories, and perspectives. It's a challenging endeavor
that demands meticulous attention to detail, critical analysis, and a deep understanding of the subject
matter.

The complexity of writing a literature review on autism cannot be overstated. ASD is a spectrum
disorder characterized by a wide range of symptoms, behaviors, and challenges, making it a dynamic
and evolving field of study. Researchers approach autism from various disciplines, including
psychology, neuroscience, education, and sociology, contributing to the richness and diversity of
literature available.

To create a comprehensive literature review on autism, one must sift through an extensive array of
scholarly articles, books, reports, and studies spanning decades of research. Synthesizing this
information into a cohesive narrative requires not only expertise in the subject matter but also the
ability to critically evaluate the quality and relevance of each source.

Furthermore, autism research is constantly evolving, with new findings, theories, and interventions
emerging regularly. Keeping abreast of the latest developments in the field is essential for producing
an up-to-date and insightful literature review.

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Or that what is adaptive for normal may be maladaptive for us (and vice versa), and that, in most
cases, our ways can be better for us (and can allow us to function quite well in certain situations and
at certain tasks). Many families have dealt and are dealing with the struggles that accompany this
disease. Specialist training courses are still uncommon, but they are increasing. However, early
intervention needs to be taken so that even greater milestones are achieved in improving the social
and cognitive development of children with autism. Parent involvement: For some children, the
parent may be the sole person engaged in the approach with the child and musician in the home or
school setting. Previous intensive behavioural methods, even those by Lovaas himself (Lovaas,
Koegel, Simmons and Long, 1973) have shown limitations in treatment gains (especially with
respect to generalisation) and regression in the long term. Target population: Children and adults with
an asd (from 8 months to 55 years old); PDD (APA, 1987); severe communication disability Ratio of
adult to child in class: 1: 3 school age. Health professionals and other parties intervene in cases of
autism in three categories i.e. medication, educational or behavioral intervention, and other therapies.
Identified precursors for success: To the extent that the research addresses this issue, any factors (of
the sample characteristics or the context of the treatment), that are predictive of success, are given.
However, behavioural approaches have been criticised for their inappropriate and narrow focus
(Wood and Shears, 1986) and Sebba, Byers and Rose (1993) chart the move in UK special schools
from strict behavioural approaches to more interactive Page 108. The evidence-based activities for
ABA therapy have proved to be effective in patients of different age groups. Some of the difficulties
inherent in this kind of research are explored. Other children are trained in ways of encouraging play
and social interaction, not formally, but in ways they have seen demonstrated by staff. Social
interaction and communication can be difficult for some autistic people but others may enjoy it. In
the playground, these children would play in seclusion or prefer a single game contrary to the wish
of fellow playmates. Parent involvement essential to maintain programme Results: All children made
significant progress i) Segregated children made most progress. Sometimes, one of the diagnostic
features is emphasised ('semantic pragmatic disorder', for example, or 'rigid and obsessional
behaviour') and then it will be necessary to look at the other two classifying features to determine
whether this is an autistic spectrum disorder or whether the difficulties are limited to that one area of
functioning. Alongside a day-to-day modus operandi is the importance of arrangement of things in
an autistic child’s milieus. Does the philosophy of Option that 'to love is to be happy with' mitigate
such effects, or is the implied promise of a 'miracle' more influential. Lovaas makes an even stronger
assertion later on the same page, '.In the within-subjects studies that were reported, contingent
aversives were isolated as one significant variable. Whether they have a Statement will depend on
their level of need and how the LEA allocates resources. Social Support for the Parents of Children
with Autism Conclusion Autism Literature Review FAQ References Autism spectrum disorder
(ASD) is quite a wide-spread and complex health problem. This review has not detailed the
extensive literature on the evaluation of Facilitated Communication, because most of it is concerned
with testing the sole issue of the authorship of the apparent 'communications' during FC. We use
cookies to create the best experience for you. Given the differences between children within the
autistic spectrum (eg in terms of the severity of their autism and their intellectual functioning), it is
clear that they will have different educational needs. However, the value of the research will depend
at least in part on the questions that are asked. These were completed by either CEOs (55 (30%)) or
the PEPs (33 (20%)) or by both (7). 4.1.1 Funding by LEAs for children following a Lovaas
programme or for attending the Boston Higashi school Twelve of the LEA respondents who returned
questionnaires reported that they were funding a child with an asd to follow a Lovaas programme or
to attend the Boston Higashi school either in part or full (see Table 1). What is more, children with
autism sometimes show such behavioral problems as hysteria, self-harm, and general aggression.
Another family noticed that their child craved wheat constantly.
An eclectic approach is usually adopted and practice is influenced and develops as a result of the
experience and expertise of the staff and of visiting professionals such as speech and language
therapists, educational and clinical psychologists, paediatricians, occupational therapists, and
physiotherapists. Sixteen LEAs, including 4 of the LEAs above who were paying for programmes,
knew of families who were paying themselves for their children to follow particular approaches (see
Table 2). Data collected by professionals who have been involved in reviewing the child's progress
and have data on the child prior to starting an intervention and after the intervention has stopped
should also be reviewed. 13.3.7 What are the long-term and short-term effects of an intervention,
including the maintenance of skills when the intervention stops or the child moves to a different
environment. Myers, S., Johnson, C., and Council on Children with Disabilities. There is a
publication on communication at school and home by Watson, Lord, Schaffer and Schopler, (1988).
Twenty-three (32%) of these were returned, 10 from the London area, two each from Scotland,
North West, East, South and the South West of England and one from the Midlands, North of
England and Wales. We are sorry that time constraints has meant we have not been able to give at
least some flavour of those reports. Research on the key skills that staff need to possess and models
for training staff in those skills would also be useful. Case studies of individuals can provide
accumulative support towards answering a research question, but cannot, of themselves, offer
definitive evidence. 1.3 Methods used to collect information for the review A postal survey, using
questionnaires, was conducted as was a review of the recent literature on research in interventions in
autism, which consulted several databases. Some families will try to exclude certain foods or food
groups from a childs diet. The values underpinning the educational system will have an influence on
what treatment is considered 'effective' and from whose perspective. 2.5 Prevalence, identification
and early diagnosis The results of surveys in England, Scotland and Wales (Newson and Jones, 1992;
Jordan and Jones, 1996) and that of Howlin and Moore (1997) appear to show rates of identification
that significantly under represent the numbers of children with autistic spectrum disorders, calculated
from prevalence rates. Questionnaires were returned from 95 LEAs, giving an LEA response rate of
52%. There is a very positive ethos - the children are given the strong message - 'you can do it'.
Aims: To systematically teach the skills necessary for integrated learning by direct teaching and
graded experience Target population: Preschool children with an asd are progressively integrated
with normally developing children Ratio: 1: 1, 1:2, 1:5 Cost per child per year: Information not
available Funding: By the state Setting: School within a University Hours per week: 25 hours Who
carries out the approach. Donald Triplett was the first patient with an official diagnosis of “autism.”
He first was examined by Kanner in 1938. Parents engaged in programmes already mix components
of different approaches, although additional treatments were seldom acknowledged in the research.
They always have to combat such problems as irritability, aggression, attention issues, anxiety, and
more. Thus, if Control Group 1, who received up to 10 hours a week of ABA treatment (albeit
without aversives), had scored some way between the experimental group and Control Group 2, then
this would have provided some evidence for the efficacy of the particular programme used. Foxx
(1993) would also like Lovaas and his colleagues to provide more information on the eight children
who were the most successful to ascertain whether degree of parental or sibling support or other
family factors seemed important, but given the overall small sample size, such an analysis is unlikely
to produce conclusive evidence (Kazdin, 1993). Behaviourists came under most criticism for this
aspect of the curriculum, as knowledge of pragmatics and language acquisition grew in the 1970s,
and even those who were applying behavioural approaches to all other aspects of the curriculum
were incorporating some of the new knowledge about pragmatics and the importance of functional
contexts and communicative intent into their language teaching (Kiernan, Reid and Goldbart, 1987).
It is well established that the majority of children will make some progress in the early weeks or
months of an approach, almost irrespective of the nature of the approach. They will deal with the
stress and difficulty of raising a child who at times cannot communicate, and will have many health
issues. Thus, we find that besides providing various therapies for the child to be integrated into the
present social and educational system, one of the primary measures to be adopted by the government
is to arrange for appropriate training and support for the general educators, so that they are able to
assist the children with various learning disabilities, including Autism, within the setting of a general
classroom setting. They also set up reverse mainstreaming experiences for all the children on roll.
However, Control Group 1 scored no better than Control group 2 (who received indeterminate or no
treatment). Useful and thought-provoking articles written by specialists in the field. It takes a lot of
explanations, special games, educative activities, and so on. The vast majority of children with
Asperger syndrome will be in mainstream schools but there are some in special schools or autism
specific schools. Thus, the chief aim should be not in differentiating according to a child’s
disabilities, but more towards focussing on how to integrate a child with learning disabilities with the
general children in a class, and the society at large. Lovaas' use of the 'prorated mental age' (PMA)
measure for matching is described as psychometrically dubious.
With the preschool children, the emphasis is on clarifying the diagnosis, developing learning skills
and appropriate social and communicative behaviour. The NAS is about to open another school in
Scotland. Smith et al (1996) review scientific studies on interventions other than behavioural
treatments. References Autism Spectrum Disorders (ASD): Illinois University Library Autism
Spectrum Disorder: UC Davis Health How can you support your teenager with autism spectrum
disorder if they are depressed. The staff ratio in this class is 1: 1 and discrete trial methodology is
used. However, an independent school in the UK is currently in discussions with the Boston Higashi
school with a view to following the approach in its entirety and another independent body has been
Page 103. The research suggests that people who suffer autism have above or below normal level of
neurotransmitters or serotonin (Volkmar 14). One London borough was paying for a child to follow
the Option approach. Recent data by the Centre for Disease Control and Prevention has indicated
that cases for autism have risen to 1 in every 110 American children. The residential accommodation
is 45 minutes drive from the school, although this is to move onto the school site in the near future.
A systematic literature review on autism spectrum disorder focuses on: ASD definition, possibly a
description of symptoms The history of ASD and its diagnosis; background information Autism
prevalence in different countries and worldwide Social and family issues related to the disorder
Ways to reduce stress for those affected by ASD How does autism affect the family. The proposed
Haeussler study is interesting in that it looks at the TEACCH programme in two different countries
with a view to analysing what might be imported (and how) to a third. Once relationships with key
adults have been established, the programme concentrates on developing social interactions with
peers. There is a need to identify effective models of providing information on provision to parents
and others. 13.3.11 What are the relative effects of different types of school or unit settings in terms
of outcome. The primary vehicle for enhancing development in these three areas was play in all its
variety' (p.143) Thus, the specific developmental difficulties associated with an asd are taught
directly and emotional warmth is explicitly fostered, as part of the methodology, rather than
assumed. Social Support for the Parents of Children with Autism Conclusion Autism Literature
Review FAQ References Autism spectrum disorder (ASD) is quite a wide-spread and complex
health problem. Even more crucially, the same test is not necessarily used with the same child at
follow up (either at 7 years old or at later follow-up). Autism Prevalence Scientists estimate that
every 110th American suffers from an autism spectrum disorder. Information contained herein is
intended to inform the development of a provincial early childhood learning strategy in consultation.
The technique of assessing actual gains against a statistical calculation of projected gains without the
treatment (based on pre-treatment scores) is a neat way of getting round the fact that there was not a
control group, but it is not as convincing as if there had been. The major implication is that
professionals and parents should not necessarily be engaged in trying to change a child or an adult
with autism into a 'normal' individual but to appreciate their perspective and to provide strategies for
them to function and manage within situations in which they need to participate (eg their families,
schools and workplaces). Some children will suffer from eczema, high fevers, or seizures. Various
available early intervention approaches include social skills therapy, developmental model programs,
applied behaviour analysis (ABA), speech and language therapy structured teaching, that aid in
acquiring social skills; while there are also various occupational therapies for adjustments in a job,
later as an adult (ibid). A clinician first performs the basic preliminary examinations to ascertain the
nature of the impairments by taking note of the child’s developmental history and also by physically
examination. This is believed to be an environmental cause of Autism. Some LEAs have conducted
their own audits within mainstream and special schools to improve their rate of identification. Since
an independent UK group of residential schools is to establish DLT classrooms on one of its sites,
under the auspices of the Boston Higashi School, and a further group is to establish another school
based on Daily Life Therapy, this would present the ideal opportunity to conduct such a study
without having to control for the effects of long-distance residential provision and the effects of a
third cultural perspective (ie the USA). Often when data are presented on matching and outcomes,
reservations about the reliability of these scores are not discussed. We need a large pool of data from
outcome variables (in terms of both academic and social development) related to data at time of
diagnosis (CARS scores, IQ measurements, language scores) with time and type of support in
mainstream settings as the independent variable. On this evidence, FC does not appear to 'work' at
all, so the question of the mechanism through which it operates is redundant.