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
(Approximately Grades
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
(Approximately Grades
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.