Table of Contents
The National Autism Society suggest that there are over 3.5 million Americans who are on the Autism spectrum, most of which who go undiagnosed and has grown over 119% since 2000 to present time (Autism Society.2015). With more cases of Autism in the US alone it’s becoming a very prevalent for this condition. Even though with more cases happening Autism awareness and promotion of in schools are fully addressed. Statistics show that on average it cost more than “$ 8,600 extra per year to educate a student with autism” which can lead to lack of education that is fundamentally necessary for future growth (Autism Society. 2015). Within these statistics they found that “35 percent of young adults (ages 19-23) with autism have not had a job or received postgraduate education after leaving high school” (Autism Society.2015). This can be attributed to the lack of social cues and interaction among peers that stigmatizes the production of performance from an early developmental age.
Social interaction between children with and without Autism can be beneficial for the developmental growth of children on the ASD Spectrum through cognitive, social, and communicative behaviors and productivity. Early developmental cues that they lack can be learned through nonverbal cues and can be influenced from their peers though imitation and repetition. Understanding the spectrums of autism is important and should be introduced to children early on. To develop more effective social cues children with ASD must be more intertwined with students who don’t from an early age. In my research I wanted to examine the interactions between children on the autism spectrum and children who aren’t and look at the ways social interaction between the two can allow for children to learn developmental cues and establish social cues. Furthermore, I wanted to analyze and understanding how social interaction for children with ASD can be significant in the developmental growth and what factors contribute to the cognitive and behavioral delays that they may face.
Autism Theory
In Catherine’s Harvey book, “Difference not Disorder: Understanding autism theory as a practice”, she refers to Lora Wing and Judy Gould’s ‘Triad of Impairments in Autism’ and how it examines the meaning of individuals on the autism spectrum. It also analyzes the role that difference in children with ASD have and classifies what Autism spectrum disorder actually consist of (Harvey &McFadden. 2018). This theorem focusses on the significant impairments in social development, language and communication, and thought and behavior (Harvey & McFadden. 2018). She suggests that the primary differences between people on the autism spectrum versus without ASD are social cognitive interpretations and conative/affective skills.
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This is closely related to concepts around “Theory of Mind”, which makes plausible understanding of a child’s behavior (Bushwick.2001). Researchers explain that the Theory of mind is “is the ability to recognize and attribute mental states such as thoughts, perceptions, desires, intentions, feelings about oneself and others and to understand the effects of these mental states on one’s behavior” (Su Maw & Haga.2018). Some experts believe that instead of believing that autism are traits that influences defective learning while others believe that the defective social learning is what really promotes the delay in communication skills (Bushwick.2001).
The etiology of autism can be classified into various complications that help give understanding of what autism is. The role that social learning has is setting a standard on how an individual should act based on a social learning cycle (Bushwick.2001). Society has a misguided interpretation of autism because there’s a basic misconception of what is considered normal and ineffective. Children learn mechanisms to cope with their surroundings some which are positive while some that can be considered negative. To differentiate the two social implications are placed and the norm is considered positively acceptable. The overall understanding of autism and how it is interpreted by the functions in which people react and base their behaviors on (Bushwick.2001).
Social Cognitive Delays
When trying to understand the importance of social interaction between children with Autism versus children without you must break the barriers that shows the difference between each. Research shows that children on the Autism spectrum react differently depending on the social situation and can have difficulty thinking about other thoughts when interacting (Harvey &McFadden 2108). The cognitive aspect which focuses primarily on the lack of thinking, communicative skills, and response of thought which is either totally or partially affected (Harvey & McFadden.2018).
While the affective which looks at the emotion, feelings responses are thought to be the … The transition from home to school can be reasons why children on the ASD learning is delayed and considered different on academic levels (Aksoy.2018). This is considered school adjustment. According to Funda Aksoy, “school adjustment may be defined as the level of school acculturation and adaptations needed to maximize educational fit between students’ qualities and multidimensional characters and requirements of learning environments” (Aksoy.2018).
They are introduced to a new way of learning and must be surrounded by the expectations of school standards as well as peer standards. The cognitive delays that children with autism have versus children without autism in early developmental stages shows the main differences in the way that schools enforce learning. The ways in which the difference between children being identified on the autism spectrum and how curriculums are shaped in school systems can often limit the necessary developmental process starting from as early as daycare that can carry on to adulthood (Neary et al. 2015). In reality the connotation behind social cognitive delays is loosely related to societal norms and the timing around production. (Neary. Et al. 2015).
Imitation Influences Developmental Cues
Understanding the significance that peer relationships and friendships in school-aged children with ASD is important when trying to find ways to promote effective communication (Rodda & Estes.2018). In comparison with Ingersoll’s study Rodda and Estes are looking to see how relationships with peers can help children establish social connections and can help improve the dynamics between the two (Rodda & Estes.2018). These connections are found through imitation and repetition. Peer relationships can promote more effective responses for children with ASD to be engaged with other children. In Morrier and Ziegler’s, “I wanna play too”, they wanted to show how social interactions between children with and without autism are fundamental in the overall developmental growth of children with ASD. They argued that playing is a necessary part of a child’s social development and that it is needed in children with Autism (Morrier &Ziegler. 2018). This closely related to Harvey’s understanding and the way that organized methods can be implemented in school systems as early as daycare to promote social cues.
Imitation is a primary key in the developmental growth of children with ASD, it allows for these individuals to mimic the experiences around them and apply it to specific scenarios. In pre-school children are taught the ABC’s and 123’s through repetition and positive reinforcement from peers and their surroundings. Since signs of autism can be detected from as early as 3 years old it’s imperative that integration of children is influenced early on. Reciprocal imitation through peers in early developmental situations is necessary in social communication skills (Ingersoll.2008). Children show interest of peers through imitation as well as learn behaviors on how to react. Behavior is taught and is can be socially constructed depending on the social setting. Imitation and play skills are closely related regarding how a child expresses themselves and show cognitive skills (Ingersoll.2008). Having play time with peers promotes better intrapersonal skills needed in post education success (Harvey && McFadden.2018).
Imitation through adults is another key to providing more effective ways of communicating. Imitation by an adult was known to enhance social responsiveness in the children with ASD (Field.2017). She observed that children with ASD responded more intimately and positive with adults who were more intimate and encouraging (Field.2017). They also noticed that their proxemics and paralanguage was more welcoming. Some of the first training of infants is taught by parents so the concept that children will imitate and learn skills from adults reinforces the idea that imitation is important. Even in school systems the teacher is the authority figure who children look to for guidance, understanding and behavioral norms (Oerlemans.2018).. Imitation through channels of peers, adults, and in education settings is needed to produce communication skills that produce positive subcodes.
The Importance of Social Interaction for Children with ASD
The interactions between children with Autism and without Autism is beneficial for the productivity in post school success and social development. Strategies that target early childhood should produce favorable outcomes for individuals with ASD and should be implemented in school systems to influence effective communicative skills (Su Maw & Haga. 2018). Examples of tools are music therapy, structured styles of playtime, repetition, assigned seats and structures in ways of learning, and group activities that promote togetherness and positive reinforcements. The lack of social interaction from peers can lead to a decline in interpersonal and intrapersonal communication skills. ASD and lack of social interaction that would help increase language, communication, and behavior (Neary et al. 2015).
Some people can grow out of Autism or either are very low on the spectrum but still carry on the social and learned behaviors taught. The early social development of children can affect and have long lasting skills and lack of skills that can be seen in adulthood. Research shows that “adolescents with ASD suffer from poor companionship and loneliness while 47.7% of affected individuals develop poor outcomes in adulthood” (Su Maw & Haga. 2108). In a study done by Thompson, Girdler, Falkmer, and Bolte, they wanted to analyze the way that young adults with autism transitioned from childhood to adulthood and how factors influenced those involved (Thompson et al. 2018). They found that adults with ASD wanted three core concepts of meaning which were to be understood, to understand the world and to succeed (Thompson et al.2018).
And to establish those meanings they needed to have basic interactions through childhood from their peers, adult figures and society. In comparison the ability to have social interactions between children with autism and without autism through channels of education, social standings and home life is crucial when developing these cues that promote productivity (Oerlemans.2018) In relation Oerlemans argues that “It is through observing, modelling, practicing, and receiving positive feedback that an individual acquires prosocial knowledge, skills, and behavior that become more automated and an inherent part of one’s behavior patterns and personality”, which is learned through similar connections (Oerlemans.2018). This is
Overall the need for social cues to be developed early on in childhood to promote effective language, communication, behavior, and social interaction is needed. The use of social interaction of children with ASD being learned from their peers will be able to help show a reduction in ASD symptoms when heavily practiced and intertwined with the norm.
Work Cited
- Aksoy, F. (2018). Severity Levels of Autism, social interaction behaviors and school adjustment of pre-school children with Autism Spectrum Disorder. International Journal of Early Childhood Special Education, 10(1)
- Autism Society. (2015). Facts and Statistics. Autism Society. Retrieved from www.autism-society.org/what-is/facts-and-statistics/.
- Bushwick, N. (2001). Social Learning and the Etiology of Autism. New Ideas in Psychology, vol. 19, no. 1, 2001, pp. 49–75., doi:10.1016/s0732-118x(00)00016-7.
- Field, T. (2017) “Imitation Enhances Social Behavior of Children with Autism Spectrum Disorder: A Review.” Behavioral Development Bulletin, vol. 22, no. 1, 2017, pp. 86–93., doi:10.1037/bdb0000042.
- Harvey, C., & McFadden, K. (2018). Difference not disorder: Understanding autism theory in practice. London: Jessica Kingsley
- Ingersoll, B. (2018). The Social Role of Imitation in Autism. Infants & Young Children, vol. 21, no. 2, 2008, pp. 107–119., doi:10.1097/01.iyc.0000314482.24087.14.
- Maw. S, & Haga. C. (2018.) “Effectiveness of Cognitive, Developmental, and Behavioral Interventions for Autism Spectrum Disorder in Preschool-Aged Children: A Systematic Review and Meta-Analysis.” Heliyon, vol. 4, no. 9, 2018, doi:10.1016/j.heliyon.2018.e00763.
- Morrier, M. J., & Ziegler, S. M. (2018). I wanna play too: Factors related to changes in social behavior for children with and without autism spectrum disorder after implementation of a structured outdoor play curriculum. Journal of Autism and Developmental Disorders, 48(7), 2530-2541. doi:10.1007/s10803-018-3523-z
- Neary, P., Gilmore, L., & Ashburner, J. (2015). Post-school needs of young people with high-functioning Autism Spectrum Disorder. Research in Autism Spectrum Disorders, 18, 1–11. https://doi.org/10.1016/j.rasd.2015.06.010
- Oerlemans, A., et al. (2018). Examining the Intertwined Development of Prosocial Skills and ASD Symptoms in Adolescence. European Child & Adolescent Psychiatry, vol. 27, no. 8, 2018, pp. 1033–1046., doi:10.1007/s00787-018-1114-3.
- Thompson. C., et al.(2018). To Be Understood: Transitioning to Adult Life for People with Autism Spectrum Disorder. Plos One, vol. 13, no. 3, 2018, doi:10.1371/journal.pone.0194758.
