4 May 2016
Autism is a mental disability that is developed and diagnosed in childhood years. It is characterized by difficulty in forming relationships with others, speech difficulty (which could be verbal or nonverbal), habits such as: morning routine, eating habit, learning techniques…etc. Autism is mostly caused by genes and environmental factors influencing early brain development. However, there are a number of ways autism is caused. Other ways autism is caused are illnesses in pregnancy or other difficulties during a pregnancy, and periods of oxygen deprivation to the baby’s brain.
Throughout high school, I developed a strong bond with special needs children. I was around them almost every day because my mother became an exceptional children teacher. I would visit the class frequently to see what the kids were up to and how they were doing. I attended many events with the students such as: Special Olympics, field trips with the class and out of school functions like birthday parties. Though I did not understand why children and adults had to develop disabilities or why people had to make fun of them, I had to realize that is just the way it is.
A freshmen boy entered into the school as a freshmen. He gave an awesome vibe off that could turn anybody’s bad day into a good day. This boy stood out from the other student because he always had a smile on his face even when his situation was not the best. He ended up being my buddy at Special Olympics, we were only together for a short time but in that time he taught me so much. He taught me how to communicate with him, a little bit about his favorite things, and a little bit about his least favorite things. Children with autism can teach an individual so much about life, at least this boy did. This is when I realized that I wanted to further my research on autism and learn more about it.
The purpose of this Annotated Bibliography is to begin to do further research on and to stretch my interest a little farther. The bibliography includes a study researchers completed to urge greater attention on autistic children and their eating habits. This study goes more into detail about autistic children’s eating habits and a little about their likes and dislikes on certain textures and tastes. It also includes a biography by Michael Weinstein and his life with autism. In Michael’s biography, he tells about his diagnosis and how he managed through school. Lastly, it includes a research paper about interventions for young children with autism. This study gives a little information about how to reduce problem behavior and the development of different strategies. It also goes into a little bit of detail about the different types of interventions.
Furthering my research on autism has taught me things that I did not know before and made me want to continue my research even more. I will go on from here with the knowledge that I already have about this disability.
July “Autism-related Foods.” Autism Speaks. 7 July 2015. Web. 12 Apr. 2016
Researchers confirmed that narrow eating is common among autistic children. It increases stress in the families and also narrows what they eat as well. Fifty three children with autism and fifty eight children between the ages of three and eleven were placed in a study where parents completed a questionnaire that covered their children’s eating patterns and their food intake.
Weinstein, Michael. “Life With Autism – by Michael Weinstein.” Life With Autism – by Michael
Weinstein. Golden Hat Foundation, n.d. Web. 12 Apr. 2016. Website
Michael Weinstein was diagnosed with autism at the age of two. As he was diagnosed, he was classifies as “low functioning” meaning that he was unable to speak. As he got older, he went through speech therapy and occupational therapy. Unfortunately for him, neither of those benefited him. During school, he would hear other kids call him “retarded” or other names that were offending to him. At age eleven, he and his family moved to Austin, Texas so he could continue his education in a school where the teachers were better trained to fit his needs. Michael made new friends, more than he had ever had before. He then realized that he was not “retarded”, he went on through his high school career being placed in AP classes.
Michael wrote a message to the world that states: “People with Autism are not retarded. That means most nonverbal people understands what is said about them. I am so glad my parents took a chance and let me go to school in Texas. I will succeed in speaking. I now have a future. I now have a life worth living.”
Todd, and Phillip S. Strain. Problem Behavior Interventions for Young Children with Autism: A Research
Synthesis (n.d.): pag. Www.researchgate.net. Nov. 2002. Web. 12 Apr. 2016.
The approach to reducing problem behavior is documentation of behavior mechanisms that describe the relationship between environmental events, specific behaviors, and the development of different strategies. Interventions include strategies for preventing the behavior. Functional assessment is to identify and maintain behaviors. Comprehensive intervention is to address the behaviors performed by the child.