Autism Spectrum Disorder: ASD
Summary
TLDRمرحبا وأهلا في درس حول تعليمات المتعلقة ب_spectrum disorder (_spectrum disorder). يناقش معلم Franco Vela السلوكيات المتكررة ومشاكل التواصل والتفاعل الاجتماعي التي يظهرها الأطفال الذين يعانون من هذا المرض. يغطي الدرس أنواع مختلفة من الاضطرابات التي تتضمنها __spectrum disorder (_spectrum disorder)، وعوامل الخطر وأسبابه التي لا تزال غير معرفة. ويشرح التشخيص وطرق التشخيص، وكذلك التدخل المبكر والاستراتيجيات التعليمية الفعالة للأطفال الذين يعانون من هذا المرض. ويناقش أيضاً تحديات التواصل الاجتماعي والمعالجة الحسية، ودعم السلوك الإيجابي، وأهمية التعاون بين المعلمين والأخصائيين والعائلة. ويختم الدرس بنظرة عامة على حياة الأطفال الذين يعانون من __spectrum disorder (_spectrum disorder) على المدى الطويل.
Takeaways
- 🧑🏫 **Teaching Focus**: The video is an educational resource focusing on Autism Spectrum Disorder (ASD) and aims to cover a range of topics related to it.
- 👶 **ASD Characteristics**: Children with ASD often exhibit repetitive behaviors and face challenges in communication and social interaction.
- 📊 **Statistics**: ASD is more common in boys and symptoms typically appear before the age of two, affecting all ethnic, social, and economic groups.
- 🧬 **Causes and Risks**: While the specific causes of ASD are unknown, there is a genetic component, and risk factors include parental age, preterm birth, and air pollution exposure.
- ❌ **Vaccine Myth**: The script clarifies that there is no scientific link between vaccines and ASD, debunking a common myth.
- 🏥 **Diagnosis Process**: Diagnosis of ASD involves two levels of screening and evaluation, with early detection around 18 months and formal diagnosis usually after age three.
- 🌟 **Early Intervention**: The effectiveness of early intervention services is emphasized, with a focus on communication skills and social interaction.
- 🗣️ **Communication Issues**: ASD children may struggle with understanding non-verbal cues and have erratic language development.
- 🎯 **Special Interests**: Children with ASD often have special interests that can be used positively for behavior modification and empowerment.
- 🤝 **Socialization Challenges**: ASD children face significant barriers to socialization and play, requiring structured activities and teaching of perspectives.
- 🔍 **Sensory Processing**: Dunn's model of sensory processing is highlighted, detailing four sensory processing patterns and strategies for interaction.
- 📈 **Positive Behavior Supports**: A collaborative team approach is essential for positive behavior supports, starting with a functional behavioral assessment.
- 👩🏫 **Teaching Strategies**: Teachers should get to know the child's strengths and weaknesses, use literal language, and provide a structured environment with limited distractions.
- 🤝 **Collaboration**: Collaboration among parents, teachers, and therapists is crucial for the benefit of the child, with shared goals and regular meetings.
- 🌐 **Lifespan Considerations**: ASD individuals may face challenges throughout their lives, such as bullying, social success, and employment, but there are always exceptions and opportunities for a fulfilling life.
Q & A
ما هي أعراض الاضطرابات العصبية في الأطفال؟
-الأطفال المصابون ب_spectrum disorder (ASD) يظهرون أعراضًا مثل السلوك المتكرر و صعوبات في التواصل والتفاعل الاجتماعي.
ما هي العوامل المحتملة التي تؤدي إلى ASD؟
-العوامل المحتملة لـ ASD تشمل العوامل الجينية، وزيادة عمر الوالدين، وولادة الأطفال مبكرًا، وتعرض الحمل للوث الهواء.
ما هي ABA الالعلاج؟
-الالعلاج ABA هو نوع من العلاج يستخدم لتغيير السلوك السلبي للأطفال.
ما هي أنواع الاضطرابات التي تتضمنها ASD؟
-أنواع الاضطرابات التي تشملها ASD تشمل الاضطرابات التلقائية، Asperger's، PDD-NOS، Rett Syndrome، و童年瓦解症 (CDD).
كيف ي診断 الأطباء أطفالًا بـ ASD؟
-التشخيص يبدأ بفحص أولوي من قبل الأطباء العامين، ثم ينتقلون إلى تقييم أكثر تفصيلاً من قبل الخبراء إذا فشلت النتائج الأولى.
ما هي العوامل التي تجعل التشخيص بـ ASD صعبًا؟
-التشخيص بـ ASD صعب بسبب تنوع العلامات التشخيصية التي تشمل تأخير في التحدث، عدم الاتصال البصري، نقص مهارات التفاعل الاجتماعي، وسلوكيات مختلفة.
ما هي خدمات التدخل المبكر لأطفال ASD؟
-التدخل المبكر يشمل إعلام الوالدين بالتفاصيل، وبناء علاقات قوية معهم، وتقييم مستمر لتحديد التردد والكثافة الصحيحة للخدمات.
كيف يمكن لأطفال ASD التعامل مع صعوبات التواصل؟
-الأطفال ASD قد يعاني من صعوبات في فهم الإشارة الجسدية، وعدم الاتصال البصري، وصعوبة قراءة ال面部 expressions، وفهم الإشارة.
ما هي الاهتمامات الخاصة للأطفال بـ ASD؟
-الاهتمامات الخاصة هي الأنشطة التي يوليها الأطفال بـ ASD اهتمامًا خاصًا مثل الحيوانات أو ال小火車 أو ال绒毛填充 الدببة أو البطاقة الائتمانية.
كيف يمكن لأطفال ASD التفاعل الاجتماعي؟
-الأطفال ASD يواجهون عوائق كبيرة في التفاعل الاجتماعي واللعب، وينبغي على المعلمين والوالدين وال弧度进行治疗 لتنمية مهارات اللعب والتفاعل الاجتماعي.
ما هي المعالجة الحسية؟
-المعالجة الحسية هي الطريقة التي تستخدم لفهم واستجابة الإشارات الحسية، وتتضمن النموذج الأربعة أشكال للمعالجة الحسية مثل الباحثين الحسية، والتسجيل الأدنى، والمساس، والمتجنب.
ما هي الدعم السلوكي الإيجابي؟
-الدعم السلوكي الإيجابي يتطلب مجهود فريق تعاون يتضمن تقييم السلوك الوظيفي، تحديد السلوك المحدد، جمع البيانات، وإنشاء خطة تدخل السلوك.
ما هي أفضل استراتيجيات التدريس لأطفال ASD؟
-أهم ما يمكن أن يفعله المعلمون مع أطفال ASD هو معرفة الطفل، معرفة قواه وضعفه و扳机، وتقليل وقت المحاضرات، واستخدام الكلمات اللفظية، والحفاظ على جدول ثابت، و容许 أطراف التفكير، واستخدام الأشياء المادية في التدريس.
كيف يمكن التعاون بين الأفراد الذين يعملون مع الأطفال بـ ASD؟
-الأفراد الذين يعملون مع الأطفال بـ ASD يجب أن يتعاونوا من أجل مصلحة الطفل، ويتضمن ذلك تطوير معرفة قوية بالطفل، وتحديد أهداف مشتركة، وتحديد موعد لاجتماعات ومناقشة الحالة العاطفية والأكاديمية للطفل.
ما هي حياة أطراف ASD على مدى العمر؟
-الأطفال ASD غالبًا ما يكونون هدفًا لتحريض فقط لأنهم سهلون الهدف ومختلفين، وعادة ما يفتقرون إلى النجاح الاجتماعي الكبير في حياتهم، وeldom يكون لديهم صداقات طويلة الأمد أو مجموعة من الأصدقاء، وغالبًا ما يفتقرون إلى شريك حياة ولا يتزوجون عادةً.
Outlines
🧠 Understanding Autism Spectrum Disorder (ASD)
This paragraph introduces the topic of Autism Spectrum Disorder (ASD), highlighting the commonality of repetitive behaviors and difficulties in communication and social interaction among children with ASD. It discusses the prevalence of ASD, noting it's more common in boys and symptoms typically appear before age two. The paragraph also covers the range of disorders classified under ASD according to the DSM-5, including autistic disorder, Asperger's syndrome, PDD-NOS, Rett syndrome, and childhood disintegrative disorder. It touches on ABA therapy and the genetic factors being studied, dispelling the myth about vaccines causing ASD. Additionally, it outlines potential risk factors such as parental age, preterm birth, and air pollution exposure during pregnancy.
👶 Early Detection and Intervention for ASD
The second paragraph delves into the importance of early detection and intervention for children with ASD. It explains the two-level diagnostic process, starting with initial screenings by general practitioners and followed by detailed evaluations from experts if needed. The paragraph emphasizes the challenges in diagnosing ASD due to its diverse symptomatology, which includes delayed speech, lack of eye contact, and atypical behaviors. It also underscores the significance of early intervention services, which involve informing and building relationships with parents, ongoing assessments to tailor the services, and focusing on basic communication skills. The use of curriculum-based assessments and outcome-oriented frameworks to set specific goals for children with ASD is also mentioned.
🗣️ Communication Challenges and Special Interests in ASD
This paragraph addresses the communication difficulties faced by children with ASD, such as not understanding hand signals, making eye contact, and reading facial expressions. It describes the erratic language development and the phenomenon of echolalia. The paragraph also introduces the concept of special interests, which are activities that ASD children pay extra attention to, and how these can be both a potential area of obsession and a source of empowerment and career development. It also discusses the importance of school systems providing specialists to work individually with ASD children and the need for collaboration between parents, teachers, and therapists.
🤝 Socialization and Sensory Processing in ASD
The fourth paragraph focuses on the socialization challenges of children with ASD, explaining that while all children want to play and have fun, those with ASD may not know how. It discusses the importance of play as a form of socialization and the need for teachers, parents, and therapists to plan activities to facilitate social skills. The paragraph also introduces Dunn's model of sensory processing, which describes four sensory processing patterns: sensory seekers, low registration, sensitivity, and avoiding. Strategies for interacting with each type are provided, emphasizing the importance of understanding each child's sensory needs.
📈 Positive Behavior Supports and Teaching Strategies for ASD
This paragraph discusses positive behavior supports and the importance of a collaborative team effort in managing the behavior of children with ASD. It details the process of conducting a functional behavioral assessment to understand the reasons behind a student's misbehavior and the creation of behavior intervention plans. The paragraph also outlines effective teaching strategies for ASD students, such as getting to know the child's strengths and weaknesses, using literal language, sticking to schedules, allowing extra time for processing information, and minimizing classroom distractions. It also emphasizes the importance of student choice and collaboration among all individuals working with ASD children.
🌟 Lifespan Considerations and Support for ASD Individuals
The final paragraph looks at the lifespan of individuals with ASD, discussing the challenges they face such as bullying, difficulties in forming lasting friendships, and the lack of long-term companionship. It mentions the typical employment situations for ASD individuals and the challenges in transitioning to adulthood. The paragraph highlights the importance of support systems and the potential for ASD individuals to turn their special interests into fulfilling careers. It concludes with a call to action for viewers to stay involved in the lives of ASD children and provides a thank you note along with an invitation to engage with the video content and access additional resources.
Mindmap
Keywords
💡توحد ال谱系
💡التصرف المتكرر
💡التشخيص
💡التدخل المبكر
💡الإعاقة في التواصل
💡الإهتمام الخاص
💡التفاعل الاجتماعي
💡معالجة الحواس
💡دعم السلوك الإيجابية
💡استراتيجيات التدريس
💡التعاون
💡المدى الحياة
Highlights
Children with Autism Spectrum Disorder (ASD) exhibit repetitive behaviors and have difficulties in communication and social interaction.
ASD is more common in boys and symptoms appear before the age of two, but often diagnosed after the age of three.
ABA therapy is commonly used to help modify detrimental behaviors in children with ASD.
ASD is considered a spectrum due to the wide variation in severity, with different types of disorders such as autistic disorder, Asperger's, and PDD-NOS.
The specific causes of ASD are unknown, but there is a strong implication of a genetic component.
Contrary to popular belief, there is no link between vaccines and autism.
Risk factors for ASD include the age of the parents, premature birth, and air pollution exposure during pregnancy.
Diagnosis of ASD involves two levels of screening and evaluation, with early detection around 18 months and formal diagnosis usually after age three.
Early intervention services have proven effective for children with ASD, focusing on communication skills and social interaction.
ASD children often have communication difficulties, including issues with understanding hand signals, making eye contact, and reading facial expressions.
Special interests in ASD children can be used for behavior modification and can lead to empowered individuals and fruitful careers.
Socialization is a significant barrier for ASD children, requiring planned activities and teaching of perspectives.
Dunn's model of sensory processing describes four sensory processing patterns, with strategies for interacting with each type.
Positive behavior supports involve a collaborative team effort and a functional behavioral assessment to understand misbehavior.
Effective teaching strategies for ASD students include getting to know the child, using literal language, and providing student choice.
Collaboration among all individuals working with ASD children is crucial for the child's benefit, including IEP teams and intervention teams.
ASD students face challenges throughout their lifespan, including bullying, social success, and employment, but there are always exceptions.
The most important thing for anyone working with ASD children is to stay in their lives and provide ongoing support.
Transcripts
hello and welcome to teachings in
Education autism spectrum disorder and
you are here with your favorite teacher
Franco Vela today we want to cover
everything you ever wanted to know and
we are going to get into several
specifics of this topic now let's begin
with the first section children with
autism spectrum disorder ASD exhibit
repetitive behaviors and have
communication and social interaction
difficulties some broad statistics
include the fact that ASD is much more
common in boys symptoms of ASD do appear
before the age of two however many times
after the age of three autism spectrum
disorder affects all ethnic social and
economic groups there are discrepancies
within those groups as well
ABA therapy is often used to help modify
the detrimental behaviors of the child
autism spectrum describes a range of
complex developmental disorders that are
thought to be caused by deficits and
brain development ASD is considered a
spectrum because of the wide variation
in severity let's take a look at the
different types of disorders that fall
under ASD per the dsm-5 first up is
autistic disorder which is the older
term before it was replaced with autism
spectrum disorder autism spectrum
includes Asperger's which is a milder
form where children may have high levels
of intelligence pdd-nos
which stands for pervasive developmental
disorder not otherwise specified it is
also known as atypical autism next is
red syndrome which once was a category
of ASD but now has been removed
Rhett's mostly affects girls the last
category is CDD childhood disintegrative
disorder which is the most severe form
of autism on the spectrum children
rapidly deteriorate next we'll take a
look at some of the causes and risks the
specific causes of ASD are unknown
however scientists have identified some
potential risk factors there is
currently research that strongly implies
a genetic component is
scientists are now able to focus their
study of genetics onto a few different
alleles and their mutations within the
gene although there has been much talk
about vaccines and autism scientists say
that the research is definitive there is
no link between the two another risk
factor is the age of the parents in fact
the risk of autism spectrum increases as
the age of the parents increases babies
that are born very prematurely such as
preterm babies are also at a much higher
risk of autism air pollution exposure
during pregnancy the type of air
pollution described is one that is high
in metal content and Lessie there have
been some claims out there about the use
of specific medications during pregnancy
next up is how doctors will diagnose a
child with ASD specific measures for
diagnosis of children with autism are
broken down into two levels level one is
the initial screening level and is
carried out by general practitioners
children that fail level one's initial
screening go on to level two and get a
more detailed evaluation from experts
again early detection of ASD is around
18 months but diagnosis is usually at or
after the age of three evaluation and
assessments are conducted using
neurodevelopmental framework the
framework includes involving the child's
family and teachers ASD is difficult to
diagnose because it has such a diverse
list of symptoms which include delayed
speech no eye contact
lack of responses or social skills
atypical tone behavioral issues
withdrawal repetitive behavior learning
delays self abuse and many more the next
section is early intervention research
has proven the effectiveness of early
intervention services for children with
autism spectrum disorder these services
begin with informing the parents of
everything that's going on while trying
to build strong relationships with them
ongoing assessment is necessary and it
should be used to determine the right
frequency and the right intensity of
services some children may need more
than others
at first these services must focus on
the basics such as helping students
express themselves have them following
and responding to directions and
building communication skills it is also
important to get these children as much
time as possible with their peers social
interaction is such an integral part
curriculum-based assessments are used as
a direct method to evaluate the target
skills these children need to master and
lastly outcome oriented frameworks are
also needed to set up specific target
skills goals and objectives that
educators want to see children achieve
our next section is quite an important
one that is communication ASD children
have communication difficulties these
children may not understand hand signals
they won't make eye contact they have
trouble reading facial expressions and
understanding gestures ASD children also
struggle with drawing attention which
occurs when one person brings attention
to an object and the other person then
looks along as well their language
development is erratic
these children don't meet the same
levels of understanding at their
relevant ages ASD children on the high
end of the spectrum may display
savant-like abilities they may be able
to deliver excellent well thought-out
speeches echolalia which is a condition
where sounds or phrases are repeated
with no meaning or context conversations
are supposed to be a two-way street
and this is yet another problem school
systems must provide specialists that
will work individually with the child
the specialist should collaborate with
parents teachers and others continuing
to the next section special interest
special interests are basically
activities at ASD children pay extra
attention to some examples of special
interests maybe in animals such as a cat
toy trains for boys teddy bears maybe a
credit card small jewelry or an object
like a baseball bat unfortunately
special interests may dominate a child's
life it can take up all of their time
they remain focused to their detriment
that it can be used for behavior
modification if a child behaves and does
their work then maybe they earn time
with their special interest another
positive is that ASD children often
become empowered due to their expertise
and talent there are many cases where
ASD children use their abilities and
knowledge of special interest to produce
a fruitful career let's not forget that
special interests have a danger of
turning into an obsession too much of
anything is never a good thing
the next topic lined up is socialization
autism spectrum disorder children have
significant barriers to socialization
and play first understand that all
children all children just want to play
and have fun the problem is that these
children they just don't know how to do
it being able to socialize isn't an easy
thing for anybody it takes certain
skills play is a form of socialization
autistic children learn teamwork they
get increased cognition and physical
dexterity through play to facilitate
social skills in play teachers parents
and therapists must plan activities for
these children for individual asd
children it's essential to teach to them
other children's perspectives as they
only see their side and lastly
metacognitive social strategies can
really make a difference these children
need to think about how they perceive
and view situations we get on to the
next topic which is sensory processing
sensory processing is the method used to
perceive and respond to sensory stimuli
here we're going to focus on Dunn's
model of sensory processing danza model
describes different neurological
thresholds within the brain Dunn
describes four sensory processing
patterns the first type is sensory
seekers which need to seek high levels
of sensory information
these students are also very active in
the classroom next is low registration
these are individuals who are
insensitive they quote don't register
sensory information the next type is
sensitivity they notice sensory
phenomenon more than most they are also
very distractible and the last one is
avoiding they quote avoid sensory
information because it really bothers
them now I'll quickly give some
strategies for interacting with each
type
with seeking students be careful
bringing new things into the classroom
as it will take their attention with low
registration students you must be very
clear direct and animated with them
working with sensitivity children you
don't want to overwhelm them with
unexpected events and for avoiding you
can slowly and gently try and evolve
them in more and more activities next is
positive behavior supports positive
behavior supports require a
collaborative team effort it takes a
village to raise a child the most
important part of positive behavior
supports is to do a functional
behavioral assessment it will help
understand the why of a student's
misbehavior you want to specifically
define the behavior the behavior that is
defined must be both observable and
measurable data is collected in the form
of intensity frequency and duration of
the target behavior ABC charts are
created with the purpose of identifying
what occurs right before and directly
after the target behavior once you have
this information it's time to create a
behavior intervention plan the B IP plan
should help to avoid situations where
the autistic child is more likely to
have an outburst
don't forget everything begins and ends
an assessment the upcoming section is
going to outline some of the best
teaching strategies perhaps the most
important thing you can do as a teacher
of ASD students is to get to know the
child you know the child strengths
weaknesses and triggers try and limit
the amount of time spent on classroom
lectures when speaking to the children
be very literal in the words that you
use don't be sarcastic with the students
research tells us the importance of
having solid schedules try and stick to
the schedule
when asking questions and looking for
answers be sure to allow extra time for
them to process the information or the
questions within the classroom limit the
amount of distractions in the room that
includes having bright posters with many
colors teachers to use concrete objects
when teaching for example if you're
teaching math use manipulatives for a
counting lesson
provide student choice student choice is
not only a powering for ast children but
it will also increase engagement and the
assignment or the lesson on to the next
section which is collaboration all
individuals working with ASD children
must collaborate for the benefit of the
child behavior therapists and schools
collaborate in the form of IEP teams and
various intervention teams they should
act in a professional manner the first
part of this type of team collaboration
is that everybody develop a strong
knowledge of this child
ie p-n intervention teams must establish
shared goals for the child the general
education teacher discusses content
achievement
each team member focuses on their own
area meeting should be scheduled with
specific times and dates and at these
meetings some discussions include the
child's emotional state their academics
strengths and weaknesses and an overall
evaluation of services a major component
of the IEP is the development of
modifications and accommodations
modifications are changes to the content
while accommodations pertain to equal
access up now on to our final section
which is a look at the lifespans of ASD
children ASD students are often the
targets of bullying for the simple fact
that they are easy targets and that
they're different these children usually
like any major social success in their
lives they don't have long lasting
friendships or a close group of friends
they often lack life partners and don't
usually get married however there are
always exceptions they settle for jobs
making minimum wage with very little
responsibility parents teachers and
educators try their best but it's a
difficult transition as said earlier
there are always exceptions ASD students
may turn their special interests into a
career or maybe just a job they love
doing nevertheless the most important
thing we can do anybody watching this
video is stay in their lives stay in the
lives of ASD children be there for them
right now I want to say thank you for
your time don't forget to Like share and
subscribe also check the description
link for many resources as well
[Music]
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