By Val Cumine
1. Autism: an advent -- 2. overview and prognosis -- three. The position of oldsters and early years practitioners in aiding evaluate and prognosis -- four. Implications of present theories for intervention -- five. A framework for academic intervention -- 6. Differentiating the components of studying -- 7. Intervention in the early years origin degree -- eight. constructing play -- nine. Behavioural problems: from knowing to intervention -- 10. Behavioural problems: keys to prevention -- eleven. commentary profile -- Appendix 1: Diagnostic standards for autism -- Appendix 2: Early studying targets; six parts of studying and develpoment
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Additional info for Autism in the early years : a practical guide
During the last two decades or so some extremely interesting theories have emerged attempting to explain what may be altered, preserved, impaired or even enhanced in the developing mind of the young child with autism. To us as educators theoretical explanations of the difficulties inherent in autism are not merely interesting; they are, indeed, vital to our practice. Without a coherent working model of the processes that may be at work to produce the behaviours typical of autism, we are reduced as educators to a piecemeal approach, tackling individual behaviours one at a time, or following ‘recipes’ for successful teaching.
The child slowly develops the ability to understand and accept change. There may be a need to assign a key worker to the young child with autism in order to maximise consistency. Practitioners need to carefully structure activities and routines, giving visual prompts and clues to aid the child’s understanding of what is expected of them. Specific social-interaction skills need to be taught – using real social situations. Examples of effective practice ● Take on board what parents/carers tell you about the child’s mood, interests and preferences.
However, the difficulties of autism do not ‘spring into being’ as the young child hits four. They are apparent much earlier than that and usually are causing great anxiety and concern by the time the child is around 18 months old. At this age, the child’s behaviour often appears incomprehensibly stubborn, fearful, aggressive, rigid. Communication and language fail to develop and, in contrast to his peers, the child fails to develop early pretend play, clinging instead to rigid repetitive patterns of actions with objects, such as spinning or lining them up.