Autism spectrum disorder: characteristics and prevalence

Children with autism can be hard to assess. Many children who fall under the criteria needed to determine autism, may be in fact be socially awkward, shy, among other things. As the CDC websites explains: "Autism spectrum disorder (ASD) is a developmental disability caused by differences in the brain" (CDC, 2014). Some have even identified a gene that could play a role in the development of autism. This however does not speak for the majority of children diagnoses with autism so therefore other assessment tools as well identification methods must be used to determine whether a child has autism.

"A diagnosis of ASD now includes several conditions that used to be diagnosed separately: autistic disorder, pervasive developmental disorder not otherwise specified (PDD-NOS), and Asperger syndrome. These conditions are now all called autism spectrum disorder" (CDC, 2014). Along with the new guidelines for proper diagnosis comes a set of identification methods to help ensure proper assessment of a potential case of autism. Although Autism is a disorder affecting the brain, it does not affect the body. There few if any physical characteristics that will show if a child has autism. Unlike Down syndrome that has its physical traits, autism only shows through the way the child interacts and responds to people in a social setting.

These symptoms may appears in as little as 3 months since birth and last for a lifetime. Symptoms normally appear definitively after 3 years of age. Therefore screening should start at age 3 and onward. To assess if a child has autism, one should engage with them socially. For instance, if the child by the age of one year does not respond to his/her name, that could be red flag. Avoidance of eye contact and desire to be alone could be another. Other red flags could be if they are upset over small changes, have obsessive interests and delayed language and speech skills. These are often markers of behavioral and social problems related to autism. Most of the signs relay to obsessive behavior like strong organizational activity and preference to be alone. Other symptoms to look out for is short attention span and reluctance to speak to others especially in a group setting.

Unit 7 option 2

Performance assessment can be very helpful for children, especially young children when it comes to standardized tests. The components of a performance assessment not only prepare the child for testing, but also ensure one can view the child's progress thus far with the mandatory curriculum. The components of performance assessment are: developmental checklists, portfolios, and summary reports. These components not only offer documentation of where the child currently is in terms of academic level, but also gives them a chance to improve.

The developmental checklists cover subject areas such as literacy and language, physical development, and mathematical thinking, subjects included in standardized testing. These checklists are used by teachers to help children see the progress they're making throughout the year and learn how to develop academic skill and master important behaviors like reading and mathematical literacy. The portfolios are the evidence of the children's work and a way for parents and teachers to see what the child is interested in and his/her overall progress. The summary report allows for further evaluation of the child's classroom performance and allows the teacher to make overall judgments to report to administrators and parents.

The benefits from performance assessment are numerous not just for the parents, but also the children. They include recognition of how to express what children know in various ways along with proper evaluation of performance and progress. It also allows to evaluate the whole child and not just the test scores. And as the article on performance assessment states: "Establishes a framework for observing children that is consistent with the principles of child development" (Meisels).

Unit 8 option 2

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Unit 9 option 2

I would like to work in a private school setting with young children because I feel as though parents are more invested when they are paying for an education for their child or children. I myself went to a private school to observe teachers and noticed that parents were more involved than in a public school and were more inclined to listen to the advice the teachers gave on their child. Additionally because private schools are privately funded, additional materials like textbooks and school outings will be paid for by the parents and not the school ensuring adequate resource availability.

My strategies to partner with families are very similar to the performance assessment standards. I would follow with a monthly progress report of every child in my class. I would discuss with each parent once a month how their child is doing. It can be done via a letter, over the phone, or in person, whichever is most convenient for the parent. I would also follow up with a bi-monthly take home progress report for the parent to help them monitor whether the child is doing any homework they may be assigned and what their hobbies and activities may be outside of class.