This paper synthesizes literature relating to the process of early diagnosis for children with Autism and their journey into early intervention and early education. As educators and/or interventionists, it is important to recognize that early identification, evidence-based interventions and family involvement is critical to a child with Autism’s overall development. Literature depicting the diagnostic process, the tools and their stability, and their potential for cultural bias will be reviewed as well as service delivery issues for young children with Autism. Keywords: Autism, early identification, early education, evidence based practices, family involvement,
Considerations of Early Identification of Autism and the Transition Process Into the Preschool Setting According to current information from the Center for Disease Control (CDC 2016), one in sixty-eight children are identified as having Autism Spectrum Disorder (ASD).With this high prevalence disorder population and increase in early identification, we must look at appropriate diagnostic tools that are both cultural and stable, as well as family involvement in the home and school setting to support these lifelong learners. As the child with ASD begins his or her involvement in home-based interventions to the transition to public preschool education, it is important to encourage continuous active parent involvement and effective implementation of evidence based interventions as well as classroom culture that is designed to develop social and adaptive life skills. Definition of Autism, Prevalence and Etiology Since the recent edition to the Diagnostic and Statistical Manuel of Mental Disorders, published by the American Psychiatric Association, the DSM-5 defines Autism as “a complex developmental disorder that can cause problems with thinking, feeling, language and the ability to relate to others. …show more content…
It is a neurological disorder, which means it affects the functioning of the brain. The effects of autism and the severity of symptoms are different in each person”. As previously mentioned, the CDC reports that 1 in 68 children have been identified as ASD and it is more prevalent by gender with ‘4.5 times more common among boys (1 in 42) than among girls (1 in 189)” (2016). ASD can occur in all “racial, ethnic, and socioeconomic groups”. The CDC also states the rate of increase cannot be narrowed down to just a rise in ASD population but perhaps that the new criteria for diagnosis is more comprehensive and the early identification process has developed better diagnostic tools (2016). According to Boy, Odom, Humphreys, Sam (2010) the reported prevalence of ASD being higher in boys may be related to “gender differences in developmental functioning” (p.76) may be more pronounced in toddler boys and girls tend to have a more profound disability. …show more content…
The same authors indicate that race, ethnicity, and socioeconomic factors may be a consideration of the later age of diagnosis. These same author’s also stated more specifically than the CDC that the rate of prevalence may have increased due to “(a) more children were being diagnosed at a younger age and (b) more children with milder characteristics were being diagnosed” (Boy, et al. 2010 p.77). The both above sources describe the research completed of the etiology of ASD as unknown in 90% to 95% of cases and that the remaining cases ASD is not the primary disabilities, but comorbid; such as, genetic (Fragile X) or environments factors (exposure to rubella) (Boyd et al 2010 p.77). Both the CDC (2016) and Boyd et al. (2010) reported the role of genetics as an important key
Considerations of Early Identification of Autism and the Transition Process Into the Preschool Setting According to current information from the Center for Disease Control (CDC 2016), one in sixty-eight children are identified as having Autism Spectrum Disorder (ASD).With this high prevalence disorder population and increase in early identification, we must look at appropriate diagnostic tools that are both cultural and stable, as well as family involvement in the home and school setting to support these lifelong learners. As the child with ASD begins his or her involvement in home-based interventions to the transition to public preschool education, it is important to encourage continuous active parent involvement and effective implementation of evidence based interventions as well as classroom culture that is designed to develop social and adaptive life skills. Definition of Autism, Prevalence and Etiology Since the recent edition to the Diagnostic and Statistical Manuel of Mental Disorders, published by the American Psychiatric Association, the DSM-5 defines Autism as “a complex developmental disorder that can cause problems with thinking, feeling, language and the ability to relate to others. …show more content…
It is a neurological disorder, which means it affects the functioning of the brain. The effects of autism and the severity of symptoms are different in each person”. As previously mentioned, the CDC reports that 1 in 68 children have been identified as ASD and it is more prevalent by gender with ‘4.5 times more common among boys (1 in 42) than among girls (1 in 189)” (2016). ASD can occur in all “racial, ethnic, and socioeconomic groups”. The CDC also states the rate of increase cannot be narrowed down to just a rise in ASD population but perhaps that the new criteria for diagnosis is more comprehensive and the early identification process has developed better diagnostic tools (2016). According to Boy, Odom, Humphreys, Sam (2010) the reported prevalence of ASD being higher in boys may be related to “gender differences in developmental functioning” (p.76) may be more pronounced in toddler boys and girls tend to have a more profound disability. …show more content…
The same authors indicate that race, ethnicity, and socioeconomic factors may be a consideration of the later age of diagnosis. These same author’s also stated more specifically than the CDC that the rate of prevalence may have increased due to “(a) more children were being diagnosed at a younger age and (b) more children with milder characteristics were being diagnosed” (Boy, et al. 2010 p.77). The both above sources describe the research completed of the etiology of ASD as unknown in 90% to 95% of cases and that the remaining cases ASD is not the primary disabilities, but comorbid; such as, genetic (Fragile X) or environments factors (exposure to rubella) (Boyd et al 2010 p.77). Both the CDC (2016) and Boyd et al. (2010) reported the role of genetics as an important key