autism
spectrum
disorders.
duration 4 weeks
course faculty Ms Pallavi Swaranjali
design
for
special needs
what
is autism?
a brain development disorder characterized by impaired social interaction and communication, and by restricted and repetitive
behaviour.
the two other autism spectrum disorders (ASD) are Asperger syndrome, which lacks delays in cognitive development and language, and PDD, diagnosed when full criteria for the other two disorders are not met. these signs all begin before a child is three years old. Autism involves many parts of the brain; how this occurs is not well understood.
an
overview
of the
disorder
what
is autism?
symptoms gradually begin after the age of six months, become established by age two or three years, and tend to continue through adulthood, although often in more muted form. generally follows a steady course without remission. Autism's individual symptoms occur in the general population and appear not to associate highly, without a sharp line separating pathologically severe from common traits.
an
overview
of the
disorder
social development
is i mpaired.
social deficits distinguish autism from other developmental disorders. they often lack the intuition about others that many people take for granted.
Dr Temple Grandin described her inability as leaving her feeling "like an anthropologist on Mars". infants show less attention to social stimuli, smile and look at others less often, and respond less to their own name. toddlers make less eye contact and show less turn-taking, communicate by manipulating another person's hand. making and maintaining friendships often proves to be difficult for those with autism. contrary to common beliefs, autistic children do not prefer being
alone.
the
problems
they
face
communication one-third is .natural speech do not about
of individuals with autism develop enough to meet their daily communication needs. the usual signs are delayed onset of babbling, unusual gestures, diminished responsiveness, and vocal patterns that are not synchronized with the caregiver. their gestures are less often integrated with words and in a conversation are likely to simply repeat others' words. deficits are seen in joint attention, for example, they may look at a pointing hand instead of the pointed-at object. they face difficulty developing symbols into language. in a study, both adults and children performed well at basic language tasks involving vocabulary and spelling. however performed worse at complex language tasks such as figurative language, comprehension and inference. as people are often sized up initially from their basic language skills, people speaking to autistic individuals are more likely to overestimate what their audience comprehends.
the
problems
they
face
repetitive behavior, repetitive behavior, repetitive behavior, repetitive behavior, . Stereotypy is repetitive movement, such as hand flapping, making sounds, head rolling, or body rocking.
Compulsive behaviour is intended and appears to follow rules, such as
arranging objects in stacks or lines. Sameness is resistance to change; for example, insisting that the furniture not be moved or refusing to be interrupted. Ritualistic behaviour involves an unvarying pattern of daily activities, such as an unchanging menu or a dressing ritual. Restricted behaviour is limited in focus, interest, or activity, such as preoccupation with a single television program, toy, or game. Self-injury includes movements that injure or can injure the person, such as eye poking, skin picking, hand biting, and head banging.A 2007 study reported that self-injury at some point affected about 30% of children with ASD. No single repetitive behavior seems to be specific to autism, but only autism appears to have an elevated pattern of occurrence and severity of these behaviors. the
problems
they
face
their
quality
of life.
the prevalence of ASD is about 6 per 1,000 people, with about four times as many males as females. the number of people known to have autism has increased dramatically since the 1980s early behavioural or cognitive intervention can help autistic children gain self-care, social, and communication skills however there is no known cure for autism. children recover occasionally, ie they lose their diagnosis of ASD; this occurs sometimes after intensive treatment and sometimes not.
it is not known how often recovery happens.
Most children with autism lack social support, meaningful relationships, future employment opportunities or self-determination. Acquiring language before age six, having an IQ above 50, and having a marketable skill all predict better outcomes independent living is unlikely with severe autism.
the
problems
they
face
where
does design come in?
diagnosis is critical at a young age, so as to have a chance of gaining even partial independence. there is a possibility of a diagnostic tool that can be designed. parental awareness needs to be built. prevention or assistance during the initial shock. support from caregivers is an essential pre-requisite for therapy. therapeutic aides although available, can be revised. especially motor-skill development tools lie in the domain of product design. communication aide can provide basis of assisted communication, which is a
recognised therapeutic practise. involves a communication design approach merged with product design intervention. possibilities of electronic aides come in.
lifestyle management scope for a system design for school and home use, so as to organise their lives and facilitate adaption to unknown social scenarios.
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concern
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