ece353-week-1-discussion-2-response-l-n
ece353-week-1-discussion-2-response-l-n
Respond to one peer who chose a different disorder than you did, and discuss some of the similarities and differences between the two disorders. Are there similar genetic, biological, or environmental factors involved? Many people have misconceptions about children with these disorders; explain how understanding this information will enhance your work with all children and decrease these misconceptions. I chose autism.
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“Asperger’s syndrome (AS) is a type of autism spectrum disorder, which is characterized by impaired social skills and restrictive, repetitive patterns of interest and activities, while intellectual levels and language skills are relatively preserved†(Goji, Ito, Mori, Harada, Hisaoka, Toda, & Kagami, 2017, page 1). Explain how genetic, biological, and environmental factors influence the disorder (e.g., etiology) using one scholarly resource and the textbook to support your ideas. Although the cause of Asperger’s is unknown, it is said that some genetic, biological and environmental factors may influence Asperger’s cases. Since many cases of AS seems to be closely related to family member’s behavior or diagnosis, it is suggested that the condition is genetic. In regards to biological factors, research shows that boys are more likely to have AS over girls. Also, “there is increasing evidence to suggest that the frontal and temporal lobes of the brain are dysfunctional†(ASF, n.d.). Children with AS sometimes have difficulty adapting to their environment. They tend to display behavior of egocentrism which, according to Ferrar and Montgomery (2015) is where “children tend to see everything from their perspective and not from the perspective of others†(Section 1.3). Define the disorder including the typical behaviors and/or cognitive symptoms you might observe in a classroom or other professional setting (e.g., inattention, hyperactivity, poor eye contact). Although AS is considered a high-functioning form of autism, there are still specific behaviors that are present which may inhibit a child from normal cognitive development. Some of the typical behaviors observed in a classroom of someone who has AS may be little to no eye contact, social awkwardness, inability to engage in conversation, and unusual speech patterns (Asperger’s Syndrome, 2016). Repetitive behavior and almost obsessive interest in typically unusual things are other signs of Asperger’s. Discuss one strategy that you would implement when working with a child with a neurodevelopmental disorder? Why did you choose this specific strategy? Although I am not very familiar with working with children with a neurodevelopment disorder, I would say that patience is the most important quality a teacher can have. I suppose this is the case with all children, so exceptional patience would be essential to the growth of the child’s cognitive development. I choose strategizing with patience because each child learns at different rates. Working with a child that may have a different pattern of learning or slower learning rate can be challenging for both a teacher and child. However, by applying patience, the child will feel valued and better understood which will, in turn, lead to better outcomes and accomplished learning goals.
References: Asperger’s Syndrome. (2016). Retrieved from http://www.autism-society.org/what-is/aspergers-syndrome/ Asperger’s Syndrom Foundation . (n.d.). http://www.aspergerfoundation.org.uk/what_as.htm Farrar, M. J. & Montgomery, D. (2015). Cognitive development of children: Research and application [Electronic version]. Retrieved from https://content.ashford.edu Goji, A., Ito, H., Mori, K., Harada, M., Hisaoka, S., Toda, Y., & … Kagami, S. (2017). Assessment of Anterior Cingulate Cortex (ACC) and Left Cerebellar Metabolism in Asperger’s Syndrome with Proton Magnetic Resonance Spectroscopy (MRS). Plos ONE, 12(1), 1-8. doi:10.1371/journal.pone.0169288 |
