JURSW Volume 8
Permanent URI for this collectionhttps://hdl.handle.net/20.500.12588/1747
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Browsing JURSW Volume 8 by Subject "autism spectrum disorder"
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Item The Effect of Early Intervention on the Development of Receptive and Expressive Language Skills on Toddlers with Autism Spectrum Disorder(UTSA Office of Undergraduate Research, 2022-12) Wenske, Gabrielle T.; Ewoldt, Kathy B.It is well known that one of the key characteristics in detecting Autism Spectrum Disorder (ASD) is difficulties with communication, along with social and cognitive impairments and repetitive behaviors. Difficulties with communication include deficits in both the understanding of language, known as receptive language, and the use of language, known as expressive language. The acquisition of language skills in toddlers with ASD differs from that of their typically developing peers. While both receptive and expressive language skills tend to be lower in individuals with ASD than neurotypical learners, researchers have found that learners with ASD tend to demonstrate greater impairments in the understanding of language than their use of language. This paper will outline the relationship between the development of expressive and receptive language skills in individuals with ASD in comparison to neurotypical individuals and individuals with developmental delays, as well as explore ways in which teaching these language skills have proven to be effective based on these findings.Item Uncommon or Underdiagnosed? The Effectiveness of the Current Diagnostic Criteria for Autism Spectrum Disorder in Women(UTSA Office of Undergraduate Research, 2022-12) Gonzalez, Alondra; Ewoldt, Kathy B.Children need to develop in positive learning environments with proper educational and developmental supports to achieve their highest potential and have positive postsecondary outcomes. Since students with disabilities often struggle with accessing curriculum without necessary supports, accuracy in early childhood detection and intervention of developmental delays is very important in the field of Special Education. While the diagnostic criteria of many common developmental delays are becoming more consistent and accurate at identifying children who may have special needs, there are still many factors that educators and diagnosticians are not considering when creating and evaluating said criteria. The idea of camouflaging, or “masking”, emotions or behaviors could be a factor to consider when looking at the disproportionate representation of male to female children receiving special education services in the US. Masking or camouflaging in psychology is a term that means the ability to conceal one’s emotions or reactions in order to achieve a desired outcome. This skill develops quickly in young girls, and can make diagnosing many mental health disorders or general health issues very difficult as key behaviors/symptoms can be suppressed or not severe enough for concern. If a child is masking behaviors associated with a developmental disability, like Autism Spectrum Disorder, they may not receive early childhood interventions until much later in life which may affect their success in the classroom. Knowing that masking occurs in young children, there is a need to evaluate the effectiveness of the current diagnostic criteria of Autism Spectrum Disorder and other developmental disorders to see if girls are under-diagnosed due to alternate manifestations of common signs due to gender and gender norms.