Exploring Autism Spectrum Disorder and Its Impact on Society - Research Paper

Introduction

Aliee, Jomhari, Rezaei, and Alias (2013) acknowledged Autism Spectrum Disorder (ASD) as one of the neurodevelopment conditions with a far-reaching impact on the lives of people. According to the Centers for Disease Control and Prevention (CDC) (2019), approximately 1 out of 59 successful births have autism. This rate is higher when compared to the estimations made in 2004, where 1 in 125 children suffered from ASD. The cost of taking care of people with autism stands at approximately $2.4 million, with the United States spending around $90 billion annually on such individuals (The Autism Society, n.d). These costs are a result of Medicaid waivers, insurance programs, education, housing, and transportation (The Autism Society, n.d). In general, contemporary society is increasingly experiencing an increase in the number of children diagnosed with ASD, which is one of the many developmental disabilities that affect students learning. Therefore, this paper provides a comprehensive review of various instructional strategies that teachers should undertake to maximize and improve learning among children with ASD.

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History of ASD

Defining ASD

CDC (2019) defined ASD as a form of developmental disorder that contributes to the occurrence of exceptional communication, social, and behavioral problems among children as it progresses throughout their life. In many cases, ASD becomes conspicuous in children at the age of three years and may proceed throughout an individual's lifespan, including adulthood. People with autism tend to communicate, behave, engage, and learn in ways that are distinct from others. Therefore, the process of learning, the ability to solve problems, and thinking among children with ASD varies from gifted to severely-challenged (Aliee et al., 2013). Therefore, there is a need for teachers and parents to develop effective instructional strategies to maximize learning among children with ASD.

Screening and Diagnosis

According to CDC (2019) identified two approaches for screening and diagnosing children suspected to have ASD. The first approach, developmental screening, is a summative test that investigates whether children are learning elementary skills appropriately. CDC (2019) added that the doctor usually talks with children or play with them to gauge how they move, behave, learn, and speak. A delay in any or a combination of these attributes could be an indicator of a problem. Screening should take place at the age of 9 months, 18 months, and 24 months with more focus directed to children who experienced preterm birth or low weight. The second step, comprehensive evaluation, is a thorough review of children, which entails analyzing their behavior, their development, and interviewing their parents or caregivers. This test also includes a hearing as well as vision screening combined with neurologic and genetic testing to understand the child's problem (Lane, Shepley, & Lieberman-Betz, 2016). Specialists recommended to carry out such tests include developmental pediatricians, psychologists, and neurologists specializing in child matters.

Signs and Symptoms

The Autism Society (n.d) identified different signs and symptoms associated with children suspected of having ASD. First, such children experience a lack or delay in developing spoken language abilities. Secondly, such children may have repeated use of language or motor mannerisms, such as twirling of objects and hand-flapping. Thirdly, autistic children have limited or may permanently lack interest in developing peer relationships. Lastly, such students have little or no eye contact. A combination of these critical symptoms culminates into lifelong problems that may adversely affect the learning of children (Swardt, Rensburg, & Oosthuizenc, 2017). Therefore, developing and using effective instructional strategies can be a critical step towards helping children with autism to concentrate and learn effectively in the classroom.

An Overview of the Effective Instructional Strategies for Children With Autism

According to Koegel, Harrower, and Koegel (1999), instructional strategies are a combination of different techniques used by teachers to help students from diverse backgrounds to become independent and strategic learners. Most of the instructional strategies used by contemporary educators become learning approaches when students develop the capacity to autonomously use those that are more appropriate to their needs (Swardt et al., 2017). Instructional strategies for children with autism fall under different categories, as discussed below;

Strategies Aimed at Improving the Attention Span of Children with ASD

According to Sperry, Neitzel, and Engelhardt-Wells (2010), managing autistic children is a challenging task not only for parents but also for their teachers and caregivers. These challenges become severe due to the problem of lack of attention among such children. However, teachers can use strategies aimed at managing split focus, employ computer-based interventions, and directly supervise such children to improve their attention span in classes.

Managing Split Attention

Aliee et al. (2018) defined split attention as a phenomenon that occurs when educators require their students to divide their focus between different sources and types of information. Various techniques can help in managing the issue of split attention and, in turn, maximize learning among autistic children (Hart & Whalon, 2008). First, educators should direct their attention to the appropriate source of information to help children to study effectively. Secondly, teachers must use the segment-number strategy rather than the full integration of information to enhance learning. The segment-number technique allows children to have small chunks of information which are easier to remember as opposed to the integrated approach (Aliee et al., 2018). Thirdly, educators can use the pop-up method when teaching children with autism to ensure an appropriate combination of texts and pictures, which in turn increases their attention and improves learning. Fourthly, some researchers also recommend the use of separate methods, where educators distinguish between images and texts when teaching their learners. However, different approaches are ineffective when compared to the integrated and the pop-up model, as it drives away their attention in class (Hart & Whalon, 2008). Hence, using the pop-up technique and the integrated strategy is essential in controlling split attention in children with ASD.

Using Computer-Based Intervention Among Autistic Children

Aliee et al. (2018) acknowledged computers as crucial teaching instruments for children with ASD. For instance, computerized devices are critical in teaching literacy skills because of various reasons. First, autistic children are competent visual learners; hence, computers suit their needs by providing visually displayed and customizable information. Secondly, computer-based strategies reduce the impact of interactional defects among autistic children and, in turn, increase their learning. Lastly, computers can provide individualized instructions that can benefit children with autism by making academic demands that are distinct to them. However, children always experience the challenge of split attention while using computers (Hwang et al., 2011). Split attention occurs when children try to use computers either from their monitor or by a manual prepared by their instructors.

Aliee et al. (2018) added that students must read and understand what is in the manual and understand how to use various parts of the computer to avoid the challenge of split attention. Using integrated strategies allow students to demonstrate a higher level of competence when using the computer to accomplish their tasks as opposed to practicing with the computerized device physically. Computer-based interventions are practical approaches when managing split attention among children with ASD (Hwang et al., 2011). Also, these strategies are effective in attaining improved learning and enhanced task performance among autistic children. Children with autism experience problems in paying attention in class, handling intricate information, and developing language. Computer-based interventions provide evidence-based solutions to these challenges because they allow educators to consider the needs of autistic children by emphasizing on their attention, understanding, and utilizing language in a play format (Aliee et al., 2018). Lastly, computer interventions can entail the use of visual materials, which involves appropriate integration of colors to boost student understanding.

Management of Children With ASD

According to Sperry et al. (2010), managing children with ASD is increasingly becoming a vital requirement due to its capacity to enhance learning. Strategies for managing such children can be either educational interventions or structured teaching. Educational interventions focus on achieving strategic improvement in social interaction, communication, and addressing any form of challenging behaviors to promote learning and self-reliance among autistic children (Hwang, Wu, & Ke, 2011). Such strategies emphasize on the need to improve social engagement and effective communication to promote learning and autocracy in people. Therefore, such interventions can be either behavioral or reading-based strategies. Reading interventions entail the use of self-paced systems with the capacity to track a child's progress, allowing children to go through comprehension passages and gauging their ability, and combining writing as well as spelling approaches (Swardt et al., 2017). Conducting small reading classes is crucial for children with autism because it helps teachers to address their specific needs.

Nonetheless, teachers should develop definite behavior plans to support students and also transform their behaviors (Sperry et al., 2010). Behavior programs must have core values and driven through incentives to ensure that students with autism learn effectively. Structured teaching, on the other hand, refers to a visually-depended approach to developing highly organized environments that support autistic children in different educational, home, and community settings. There are various structured teaching approaches that contemporary educators can use to manage children with ASD (Swardt et al. 2017). First, using physical structure helps ensure that classrooms have the most appropriate designs to support learning. Secondly, visual schedules play a crucial role in communicating the sequence of the anticipated activities and events to prepare autistic children for active learning. Some of the visible programs commonly used in school settings to provide tangible support for children with autism include objects, pictures, words, and icons (Hwang et al., 2011). Lastly, using work systems give students information on what they should do in the classroom daily.

Promoting Academic Engagement and Communication of Students With Autism Spectrum Disorder

Hart and Whalon (2008) identified improving academic commitment of children with autism and communication as a vital instructional strategy towards enhancing their learning. Promotion takes different approaches, including socializing skills, enhancing expressive language, facilitating socialization, and use of peer-mediated methods.

Socialization Skills

According to Hart and Whalon (2008), helping children to build and enhance their socialization skills is crucial in ensuring effective management of those with ASD. There are numerous strategies that contemporary educationists can use to enhance the participation and learning of such students. First, teachers should conduct a functional evaluation of...