In what ways does the study of autistic children enhance our understanding of child development in general?
In what ways does the study of autistic children enhance our understanding of child development in general?
Psychologists have often examined the functions and processes of 'normal' children and adults, studying the processes whereby children develop the thoughts, feelings and social responses of adults. They have also considered how learning takes place, how perception and memory operate and the use of language for social communication. However, autism is a disorder commencing in early childhood in which some, if not all, of these functions are impaired. Through studying autistic children, psychologists can enhance their understanding of 'normal functions' as autism has a distinctive combination of social and intellectual impairments. Attempts to explain this combination of impairments have shed light on the very close interaction that exists between social and intellectual development in normal children. The following essay will consider how the study of autistic children enhances the understanding of child development by first looking at what autism is and how it is diagnosed. It will then examine how cognitive, linguistic and communication skills affect each other and how difficulty in one or all of these areas will affect child development. Finally the essay will look at autistic children's inability to understand other people's perspectives, demonstrating a child's need to develop this skill in order to be socially interactive.
Autism, deriving from the Greek word autos meaning 'self', carries the connotation of being absorbed in oneself. Symptoms of autism usually appear during the first three years of childhood and continue throughout life. The hallmark feature of autism is impaired social interaction. Children with autism may fail to respond to their names and often avoid looking at other people. Such children often have difficulty interpreting tone of voice or facial expression and do not respond to others' emotions, nor watch other people's faces for cues about appropriate behaviour. They appear unaware of others' feelings towards them and of the negative impact of their behaviour on other people. Many children with autism engage in repetitive movements such as rocking and hair twirling, or in self-injurious behaviour such as biting or head-banging. They also tend to start speaking later than other children, often in a sing-song or monotone voice, and may refer to themselves by name instead of 'I' or 'me'. Autistic children usually have a narrow range of favourite topics and little regard for the interests of the people to whom they are speaking. They often have abnormal responses to sounds, touch or other sensory stimulation. These unusual sensitivities may contribute to behaviour symptoms such as resistance to being cuddled. Some autistic children have added difficulties with cognitive processes such as perception and many are intellectually impaired. Autism is a complex range of problems, yet the symptoms may vary considerably from one child to another. However, these symptoms may also appear in normal children. In order to diagnose a child as autistic, detailed observation and evaluation must be carried out together with close consultation with the child's parents. Autism may go unrecognised due to the wide variations in severity and symptoms, especially in mildly affected individuals or in those with other handicaps. Researchers and therapists have developed several sets of diagnostic criteria for autism. Some frequently used criteria include:
Psychologists have often examined the functions and processes of 'normal' children and adults, studying the processes whereby children develop the thoughts, feelings and social responses of adults. They have also considered how learning takes place, how perception and memory operate and the use of language for social communication. However, autism is a disorder commencing in early childhood in which some, if not all, of these functions are impaired. Through studying autistic children, psychologists can enhance their understanding of 'normal functions' as autism has a distinctive combination of social and intellectual impairments. Attempts to explain this combination of impairments have shed light on the very close interaction that exists between social and intellectual development in normal children. The following essay will consider how the study of autistic children enhances the understanding of child development by first looking at what autism is and how it is diagnosed. It will then examine how cognitive, linguistic and communication skills affect each other and how difficulty in one or all of these areas will affect child development. Finally the essay will look at autistic children's inability to understand other people's perspectives, demonstrating a child's need to develop this skill in order to be socially interactive.
Autism, deriving from the Greek word autos meaning 'self', carries the connotation of being absorbed in oneself. Symptoms of autism usually appear during the first three years of childhood and continue throughout life. The hallmark feature of autism is impaired social interaction. Children with autism may fail to respond to their names and often avoid looking at other people. Such children often have difficulty interpreting tone of voice or facial expression and do not respond to others' emotions, nor watch other people's faces for cues about appropriate behaviour. They appear unaware of others' feelings towards them and of the negative impact of their behaviour on other people. Many children with autism engage in repetitive movements such as rocking and hair twirling, or in self-injurious behaviour such as biting or head-banging. They also tend to start speaking later than other children, often in a sing-song or monotone voice, and may refer to themselves by name instead of 'I' or 'me'. Autistic children usually have a narrow range of favourite topics and little regard for the interests of the people to whom they are speaking. They often have abnormal responses to sounds, touch or other sensory stimulation. These unusual sensitivities may contribute to behaviour symptoms such as resistance to being cuddled. Some autistic children have added difficulties with cognitive processes such as perception and many are intellectually impaired. Autism is a complex range of problems, yet the symptoms may vary considerably from one child to another. However, these symptoms may also appear in normal children. In order to diagnose a child as autistic, detailed observation and evaluation must be carried out together with close consultation with the child's parents. Autism may go unrecognised due to the wide variations in severity and symptoms, especially in mildly affected individuals or in those with other handicaps. Researchers and therapists have developed several sets of diagnostic criteria for autism. Some frequently used criteria include: