Psycho Social Conditions (Autism)

8/14/2019 Psycho Social Conditions (Autism)

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Psychosocial Conditions

Autism


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Lets Review!


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Typical TeenageTransformations


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Early Adolescence

Between ages eleven and fourteen,adolescents tend to:

Worry and be conscious about their developingbodies

Experience general moodiness due to hormonalchanges

Assert their independence

Hang around in gangs (for boys)

Have one or two important best friends (forgirls)


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Middle Adolescence

At ages fifteen to sixteen, adolescents tend to:

Become more secure about their bodies andless self-conscious

Start to take risks and push boundaries

Develop a better capacity to compromise

Make their own decisions

Develop deeper, more lasting friendships

Become more sexually aware, and start dating


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Late Adolescence

At ages seventeen to eighteen, adolescents tend to:

Feel that they are adults and want to be treated equally

Want to leave home, either to get ready for university orto find a place of their own

Have formed a stable relationship and have a seriousboyfriend/girlfriend

Be more involved with friends rather than family

Be working towards financial independence


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DSM-IV TR Diagnostic CriteriaAutistic Disorder


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A. Qualitative impairment in socialinteraction, as manifested by at least two

of the following:1. Marked impairments in the use of multiple nonverbal behaviors

such as eye-to-eye gaze, facial expression, body posture, andgestures to regulate social interaction

2. Failure to develop peer relationships appropriate todevelopmental level

3. A lack of spontaneous seeking to share enjoyment, interests, orachievements with other people, (e.g., by a lack of showing,bringing, or pointing out objects of interest to other people)

4. Lack of social or emotional reciprocity ( note: in the description,it gives the following as examples: not actively participating insimple social play or games, preferring solitary activities, orinvolving others in activities only as tools or "mechanical" aids )


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B. Qualitative impairments incommunication as manifested by at least

one of the following:

1. Delay in, or total lack of, the development of spokenlanguage (not accompanied by an attempt tocompensate through alternative modes ofcommunication such as gesture or mime)

2. In individuals with adequate speech, markedimpairment in the ability to initiate or sustain aconversation with others

3. Stereotyped and repetitive use of language oridiosyncratic language

4. Lack of varied, spontaneous make-believe play orsocial imitative play appropriate to developmental level


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C. Restricted repetitive and stereotypedpatterns ofbehavior, interests and

activities, as manifested by at least two of

the following:1. Encompassing preoccupation with one or morestereotyped and restricted patterns of interestthat is abnormal either in intensity or focus

2. Apparently inflexible adherence to specific,nonfunctional routines or rituals

3. Stereotyped and repetitive motor mannerisms(e.g hand or finger flapping or twisting, or

complex whole-body movements)

4. Persistent preoccupation with parts of objects


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Delays or abnormal functioning in at leastone of the following areas, with onset prior

to age 3 years:

1. Social interaction

2. Language as used in social

communication

3. Symbolic or imaginative play


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Now, whats the

problem?


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As the child with autism spectrum disorder (ASD) develops from childto teenager to adult, the symptoms of autism may change over time

(e.g., parallel play as a child may be acceptable, but the teenager is

expected to have more direct social interaction)


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Normal stages of life (e.g., puberty) may impact howthe symptoms of autism affect interactions


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All of these issues affect the tasks ahead of youngsters with ASDs as theyexperience changes and higher expectations during adolescence, including


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Leisure time/socialization

Employment

Friendships and socialization Independence

Educational transition

Quality of family life


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As the young person with ASD ages, the number,effect, or intensity of behavioral and medicaldisorders may increase (see Table).


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Developmental and Behavioral Issues to

Monitor in Adolescents with ASDDevelopmental Disorders Psychiatric Disorders

Slow development (mental

retardation)

Anxiety

Language disorders Depression

Learning disorders Obsessive-compulsive disorder

Associated Medical Conditions Behavior DifficultiesGastrointestinal disorders Sleep disruption

Growth nutritional disorders Self-injurious behavior

Feeding difficulties Hyperactivity, short attention,

distractibility

Seizures Obsessions, perseveration

Growth abnormalities Stereotypies

Early onset puberty Aggression, disruption, tantrums

Genetic disorders Irritability or withdrawal


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Transition toCommunity Life


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A developmental process of meeting and going through maturationalexpectations enabling the special person to achieve the most of what he has

given his abilities, capabilities and levels of interest and motivation so he canlead his life and pursue a career he can be responsible for.

Requires in addition to a good


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Requires, in addition to a goodcareer participation, the

following: The special persons aspiration

The inspiration and support of the family

The inspiration and support of significant others

The provision of social and work opportunitiesby a community deeply committed to thewelfare of the disabled and the handicapped

A government that amply provides sustained

structural, manpower, and financial support asmandated by law.


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Focuses on the followingimperatives:

The provision of career preparation from school toentry to exit

Dynamic home-school partnership The provision of sheltered workshops and

apprenticeship programs Advocacy for the employment of special persons Employment of special persons Education of the public about special persons

abilities, capabilities and other qualities

A workable blueprint at the national level onemployment of special persons to be prepared byconcerned sectors


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Results in a crisis if the specialperson consistently:

Complains about normal peers who oftentimes pick on him

Refuses to attend school as he is unable to cope

Prefers staying at home to going out to malls, parks and other publicplaces

Lags behind in practically all area of development despite his potential

Relies on adults to do things for him Experiences failure/rejection whenever he attempts learning/doing well

in a competitive job

Excuses himself from learning/acquiring job skills

Undervalues his skills and underestimates his looks and other qualities

Hears of and encounters scarce/inadequate resources for his

education/training Finds himself in the community which does not care to accept and help

him achieve his potential


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Hinges on the special persons career preparationcovering the following skills areas and the essentialcomponent under each area (Davide, 1996):


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A. Daily Living Skills

Managing and maintaining a home

Caring for personal needs

Buying, preparing, and eating food Practicing family safety precautions

in the house

Practicing safety precautions outsidethe home

Utilizing recreation and leisure


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B. Literacy Skills

Reading skills

Writing skills

Speaking skills

Mathematical skills


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C. Social Skills

Achieving self-confidence

Achieving socially-responsible

behaviors Maintaining good interpersonal

skills

Achieving independence


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D. Occupational Skills

Knowing and exploring occupationalpossibilities

Selecting and planning occupational choices

Exhibiting appropriate work habits andbehaviors

Exhibiting actual work skills

Seeking, securing, and maintaining

employment


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Career Education

Stages


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Career Education

Stages

Theme Sample

Lesson/Skill

A. Career Awareness

(Approximately Grades

1-3)

1. Understanding self

2. Acquisition of daily

living skills

3. Acquisition of

academic-relatedskills

4. Physical and

psychomotor

training

5. Workers in the

community

Learning basic

information about

self

Specific lessons in

eating, dressing,grooming

Writing, reading,

simple computation

Fine and gross-

motor training

Simple tasks

Knowing workers in

the community


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Career Education

Stages

Theme Sample

Lesson/Skill

B. Career

Exploration


4-6)

1. Understanding the

world of work

2. Development of

values and attitudes

3. Increasingpsychosocial and

work-related skills

4. Increasing

academic-related

skills

5. Refining

psychomotor skills

Why people work,

what workers do

Sharing, accepting

suggestions

Observing rules,cooperating

Reading labels,

filling up forms,

money computation

Performing routine

chores


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Career Education

Stages

Theme Sample

Lesson/Skill

C. Career

Preparation


7-10)

1. Work analysis and

analysis of

occupations

2. Work values,

attitudes and habits3. Human

relationships in the

workplace

4. Getting a job

Knowing nature of

work

Finishing work till

completion

Consulting others

Accepting

suggestions for self-

improvement

Readyingapplication letter,

submitting oneself

for interview,

apprenticeship


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Career Education

Stages

Theme Sample

Lesson/Skill

D. Career

Assimilation

(Post-Secondary Level)

1. Job performance

2. Safety matters

3. Rights and benefits

of workers

4. Handling finances

5. Leisure and human

relationships

6. Work ethics

Work efficiency and

productivity

Traveling,

protecting oneself

from dangers

Work

compensation,

protecting oneself

from harassment

Budgeting and

saving

Recreation

Observing time

schedule for work


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References

Jackson, Jacqui. (2004). Multicoloured mayhem: Parenting themany shades of adolescents and children with Autism,Asperger Syndrome and AD/HD. New York: Jessica KingsleyPublishers.

American Academy of Pediatrics. (n.d.).Autism: Adolescenceand transition to adulthood. Retrieved December 25, 2009,from http://www.pediatricenter.com/peditric%20handouts/Autism%20and%20adolescents.pdf

Dizon, E.I., Baldo, T.C., & Camara, E.F. (2000). TeachingFilipino children with autism. Philippines: DeskPublisher Inc.

Psycho Social Conditions (Autism)

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