assignment 7

CO

PSY320 – Language Development in Young Children Final Research Paper

Due: 11:59 EST, Sunday of Unit 7.

Points: 100

Overview:

Over the course of this module you have acquired the foundational skills necessary to examine language development, both in typical populations and in children with special needs. For your final project you will be given the opportunity to apply this knowledge by examining one developmental delay or disorder that presents with atypical language development.

Instructions:

This Final Research Paper will consist of an APA style Title Page, 8-page Body, and a Reference Section. The key components of your project research will include:

• Introduction • Body of the paper, which should cover at least the following:

o Description and definition of overall characteristics of delay/disorder, its causes, and how it manifests itself in behavior, cognition, speech, and language.

o Assessment tools. o Interventions and instructional strategies. o Treatment options. o Evaluation and treatment alternatives. o Specific recommendations to parents and teachers for learning

modifications in the classroom and at home. • Conclusion • Sixth edition APA Style citations and formatting:

o Typed, double spaced, 12 point Times New Roman font o Cover page and Reference page

 Include both in-text citations and a reference page with a minimum of two scholarly articles, one primary professional resource, and two videos (as discussed in the Unit 3 assignment).

Be sure to read the criteria, by which your paper/project will be evaluated, before you write, and again after you write.

See the following grading rubric.

Evaluation Rubric for Final Research Paper Assignment

CRITERIA Deficient Development Needed Proficient

0 - 5 Points 6 – 8 Points 9 - 10 Points

Introduction and Characteristics of Delay / Disorder

Does not provide an adequate definition and characteristics;

definition or characteristics are

missing.

Provides a definition and characteristics of delay / disorder but may lack clarity or

detail.

Provides well- written and clear definition and

characteristics of delay / disorder.

Assessment Tools Does not provide

adequate assessment tools; or this criteria is

missing.

Provides information on assessment tools but may lack details

or clarity.

Provides assessment tools with plenty of detail

and

justifications.

0 - 14 Points 15 – 17 Points 18 - 20 Points

Interventions and Instructional Strategies

Does not provide an adequate

interventions and instructional

strategies; or is missing.

Provides interventions and

instructional strategies but may

lack details or clarity.

Provides interventions and instructional

strategies with plenty of detail and

justifications.

Evaluation and Treatment Options / Alternatives

Does not provide an adequate evaluation

and treatment options /

alternatives; or is missing.

Provides evaluation and treatment

options / alternatives but may lack details

or clarity.

Provides a clear evaluation and

treatment options / alternatives with

plenty of examples and detail.

Specific Recommendations

Does not provide adequate

recommendations to parents or teachers;

or is missing recommendation.

Provides specific

recommendations to parents and teachers but may lack details

or clarity.

Provides clear, specific recommendations to

parents and teachers with plenty of examples and

detail. 0 - 5 Points 6 – 8 Points 9 - 10 Points

Required Resources

Does not provide or use adequate

resources on the topic; missing resource

requirements.

Provides resources but may lack detail, clarity, or be missing the required amount or forms of academic

sources.

Provides the required amount and forms of

academic resources to support topic research and recommendations.

Clear and professional writing and APA Format

Errors impede professional

presentation; APA guidelines not

followed.

Few errors in writing or APA formatting that do not impede

professional presentation.

Writing and format is clear, professional, APA

compliant, and error free.

Points: 100 Overview: Instructions: Evaluation Rubric for Final Research Paper Assignment

Running Head: AUTISM SPECTRUM DISORDER 1

AUTISM SPECTRUM DISORDER 2

Autism Spectrum Disorder.

Student’s Name:

Professor’s Name:

Date.

1.0. Introduction.

· Definition and a brief description of;

· What is meant by the term autism spectrum disorder?

· Pathophysiology of autism spectrum disorder.

· Causes and Risk factors for autism spectrum disorder.

2.0. Literature review.

· Extensive discussion on how autism spectrum disorder manifests itself in cognitive, speech, language, and behavior.

· Autism spectrum disorder Assessment tools.

· Gilliam Autism Rating Scale or Third Edition (GARS-3).

· Ages and Stages Questionnaires (ASQ)external icon

· Parents’ Evaluation of Developmental Status (PEDS).

· Communication and Symbolic Behavior Scales (CSBS).

· School Function Assessment (SFA).

· Computer Adaptive Test (PEDI-CAT)4

· Interventions and instructional strategies for autism spectrum disorder.

· Establishing rapport and a communication strategy that is friendly and welcoming.

· Set up a good learning environment-

· Providing adequate information through the aid of visual tools to create awareness among people with autism.

· Manage time well and give enough time for individuals with autism to understand required rules

· Support and encourage positive behavior.

· Be calm and remain positive at all times.

· Model appropriate behavior.

· Treatment options for autism spectrum disorder.

· Applied behavioral analysis (ABA).

· Physical therapy.

· Pharmacological therapy.

· Speech therapy.

· Educational and school-based therapies.

· Parent-mediated therapy.

· Behavioral management therapy

· Cognitive behavior therapy

· Early intervention

· Evaluation and treatment alternatives for autism spectrum disorder.

· Animal-assisted therapy.

· Food supplements.

· Specialized diets.

· Arts therapies.

· Mind-body therapies

· Developmental therapies.

· Healthcare professionals may look at the child's developmental history and behavior as part of child assessment in order to make a diagnosis.

· Specific recommendations to parents and teachers for learning modifications in the classroom and at home.

· Reducing sensory overload.

· Teachers should use Applied Behavior Analysis.

· Provision of regular and progressive feedback to students with an autism spectrum disorder.

· Formulating reading comprehensive strategies for learners with an autism spectrum disorder.

· Teachers and parents to be calm and model positive behavior.

· Create and establish opportunities for all leaners to

3.0. Conclusion.

· Providing a summary of the key points about autism spectrum disorder.

References

Anderson, M. P. (2016). Neuropathology of autism spectrum disorder. Autism Spectrum Disorder, 205-224. doi:10.1093/med/9780199349722.003.0013

Carter, E. W. (2017). Supporting strong transitions for adolescents with autism spectrum disorder. Adolescents with Autism Spectrum Disorder, 171-195. doi:10.1093/med-psych/9780190624828.003.0007

Dai, Y., & Eigsti, I. (2017). Executive functions in adolescents with autism spectrum disorder. Adolescents with Autism Spectrum Disorder, 67-90. doi:10.1093/med-psych/9780190624828.003.0003

Devaney, L. (2015, September 2). 5 strategies for supporting students with autism. Retrieved from https://www.eschoolnews.com/2015/09/02/strategies-students-autism-842/

RunningHead: AUTISM SPECTRUM DISORDER 1

AUTISM SPECTRUM DISORDER 2

Autism Spectrum Disorder

Shemelia Branch

Post University

The first peer-reviewed article I will consider is titled “Vaccines and autism: A preliminary qualitative study on the beliefs of concerned mothers in Italy” and written by (Pivetti, Melotti, & Mancini, 6th April 2020). The hypothetical statement indicates that administering measles-mumps-rubella (MMR) is not associated with children's high increase of autism. The overall method used is qualitative, which concludes that the vaccine is not associated with autism. The main limitation of the study is the small sample size.

The second peer-reviewed article was written by (Chen, Xu, Huang & Dhar on 3rd January 2013). The hypothetical statement indicates that autistic children are unaware of their conditions. The article used a qualitative method, interviewing 42 parents of autistic children. The main weakness of the article is that it interviewed parents instead of children who have first-hand information. The results from the study indicate that most people are not aware of the disorder due to inaccessibility to genetic testing.

The third study resource will come from a gov website written by (Coleman-Smith, Smith, Milne & Thompson on 13th March 2020). The hypothetical statements indicate that people with autism face discrimination in society. The article uses the qualitative method where it found that autistic people are vulnerable to poor mental health, low self-worth, isolation, discrimination, and stigma. The main weakness is that some participants could not talk, thus giving limited information.

Based on the video, I will use the link

https://www.youtube.com/watch?v=hl0R7tDWLrc

, an interview recorded by Dr.Tom Shives in the Mayo Clinic radio station. The hypothetical question is that autism is treatable and has vivid symptoms. The interview was recorded on 10th February 2020. The main limitation of the video is the small sample size of three people only. Based on the video is that autism is treatable through intensive therapy and has vivid symptoms.

The second video I will consider is

https://www.youtube.com/watch?v=hWehRv6M3EY

to the video that was recorded on 15th October 2020. The hypothetical question in the video is that most people are not aware of autistic disorder. The video indicates that people are aware of the disorder through the advancement of technology. The main limitation of the video is that only the views of a single specialist were considered throughout.

References

Chen, L. S., Xu, L., Huang, T. Y., & Dhar, S. U. (2013). Autism genetic testing: a qualitative study of awareness, attitudes, and experiences among parents of children with autism spectrum disorders. Genetics in Medicine, 15(4), 274-281.

https://www.nature.com/articles/gim2012145

Coleman-Smith, R. S., Smith, R., Milne, E., & Thompson, A. R. (2020). ‘Conflict versus congruence’: A qualitative study exploring the experience of gender dysphoria for adults with autism spectrum disorder. Journal of autism and developmental disorders, 50(8), 2643.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7374476/

Pivetti, M., Melotti, G., & Mancini, C. (2020). Vaccines and autism: A preliminary qualitative study on the beliefs of concerned mothers in Italy. International journal of qualitative studies on health and well-being, 15(1), 1754086.

https://www.tandfonline.com/doi/full/10.1080/17482631.2020.1754086