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¶ … Autistic Children
Children with autism and irritable behavior are an incredibly vulnerable population. The right medications are crucial because the children are the ones who suffer any social or emotional problems based on their conditions. That is why Aman et al. (2008) explored the use of risperidone in children with autism and other forms of irritable behavior. The study aimed to better understand risperidone's cognitive impact on children with severe behavior disturbances to test its efficiency as a potential solution to some of the children's behavioral issues.
Risperidone is an antipsychotic that is often administered to this vulnerable population; yet there is surprisingly little discourse on the cognitive impact it may have during treatment of behavioral disorders. The study conducted by Aman et al. (2008) aimed to test whether or not risperidone had a cognitive impact in the short-term during administering of treatment to children. During this age range, cognitive development is crucial for the lives of children. The researchers wanted to see if there were any positive or negative impacts of risperidone that were effecting cognitive development. Thus, the study included 38 children from 5 to 17 years of age over an eight-week...
A control group took a placebo in this double blind study design. The null hypothesis was "that there would be no differences between placebo and risperidone" (Aman et al., 2008). Disproving the null hypothesis would show that there was a positive or negative correlation between cognitive development and treatments administering risperidone.
The study was properly set up for statistical testing. The study design was an "acute, double blind, placebo controlled, parallel groups design" administered at five different medical facilities (Aman et al., 2008). The independent variable was the administration of 3.5 mg of risperidone over an eight-week period. Dependent variables included the level of sustained attention in the children, verbal learning development, coordination, and spatial memory. The research did sufficiently explain each task that was administered at each clinical examination, which helped better explain the level of cognitive functioning seen in the subjects. Ultimately, the authors presented a strong description of their entire methodology which strengthened the study design and conclusions. There were a good collection of variables, although researchers should have…
References
Aman, Michael, Hollway, Jill, McDougle, Christopher, Scahill, Lawrence, Tierny, Elaine, McCracken, James, Arnold, Eugene, Vitello, Benedetto, Ritz, Louise, Gavaletz, Allison, Cronin, Pegeen, Sweizy, Naomi, Wheeler, Courtney, Koening, Kathleen, Ghuman, Jaswinder, & Posey, David L. (2008). Cognitive effects of risperidone in children with autism and irritable behavior. Journal of Child and Adolescent Psychopharmacology, 18(3), 227-236.
Cognitive Development may appear to be a unified discipline or organic cooperation among several disciplines; however, the research shows chasms between fields devoted to the study of human development. The four reviewed articles show differing approaches to developmental studies, with varying degrees of effectiveness. The level of effectiveness appears to hinge on the scholar's willingness to use a generous number of approaches to the analysis of human development. Harris, J.L., Brownell,
Cognitive, Social, And Emotional Developmental Theories Understanding the concept of child development is critical when the need to appreciate human interaction is required. This is because childhood memories and environments tend to affect their cognitive, social, and emotional development. In fact, children from different backgrounds tend to depict different adulthood behaviors unlike those with shared experiences. For instance, children born and raised in violent homes may become violent in their adulthood
____Age Characteristic Infant 0-2 years Affiliation Early Childhood (2-7 years) Play Middle Childhood (7-12 years) Learning Adolescence (12-19 years) Peer Adulthood Work Source: Thomas (2008) III. DIFFERENCES BETWEEN PIAGET and VYGOTSKY According to Dr. Michael Thomas in the work entitled: "Cognitive Language and Development" while Piaget was reliant upon the clinical method of using questions that probed and uncovered the understanding of children, Vygotsky was concerned "with historical and social aspects of human behavior that make human nature unique."
Scientific inquiry is encouraged, too. "Children are actively involved in formulating hypotheses, designing experiments, collecting and organizing data and drawing their own conclusions." Even though children at the pre-operational stage are egocentric and view the world as if it were solely their own, they still probe for answers and explanations about what they smell, hear, taste, touch, and see. Scientific activities also allow the children to witness cause and effect
Their research again points to superior cognitive skills in children -- this time in the mathematical realm. However, their research only targeted a small sample of children from the same cultural background. I would like to extend to a cross-cultural sample from actual different countries. If my research supports that of Levine and Huttenlocher, as I predict it to be ramifications include the fact that differences in mathematical ability
This will present a break from the norm set by most researchers who concentrate on studying the relationship between a child's ability and development, and the actions and environment surrounding the child. For instance, the study conducted by Berger and Adolph just considers how changing the size of the bridge makes a child to adopt a different strategy (using the handrail) in crossing the bridge but does not asses