SOCIAL ACTION FOR AUTISM

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Introduction

Autism is a neural disorder affecting the brain with varied effects realized. The social factor is under scrutiny in this paper as it affects varied individuals and also those close to these individuals (Kline, 2010). Various factors contribute to the problem’s existence as there are no definite approaches to mitigate them. First, the social factors facilitate alienation of individuals’ hence slow application of problem solving. Secondly, the policy factors aligned with propositions of dealing with the problem. This result from lack of consensus in all derivatives aimed at solving the problem (Feinberg & Vacca, 2000). Thirdly, the cultural factors enhancing more alienation of individuals in reference to resources as well as obscuring well being techniques (Tincani, Travers & Boutot, 2009). All these factors implicate consequences to the individuals, their families as well as the society.

This paper aims at deriving social action for autism. To develop comprehensive and functional solutions, analysis of social problem for autism will be considered. This will focus on factors contributing to the existence of the problem such as social, policy and cultural. Further, it will also lead to understanding problems encountered by individuals, families and society. Effective solutions will be formulated and actions to the problem.

Problem description

Autism social problem is connected to disability caused by development factors with adverse effects on education, communication and also, social interactions. The social problem of autism is evident in terms of interactions with other people in social settings. According to (Stella, Mundy & Tuchman, 1999), individuals with autism disintegrate themselves away from social circles. More so, (Altiere & Kluge, 2009) affirm that persons with autism fail in interactions reciprocity as well as synchronization of social factor, dominant in normal social interrelationships. This means that the mutual understandings developed in relationships within social bracket implicate on autistic people. These aspects can be facilitated by understanding levels of these individuals as well as influenced by people within the social sphere. Therefore, there are factors that cause social problems for autistic persons with varied consequences related to severity of the condition as well as the age factor. The social action for autism is to facilitate approaches and interventions suitable to assist them in social interactions.

Causes and consequences of the social problem

Interaction as a social problem for autism is related to major causes. These causes result to contribution of the problem’s existence even with consideration of treatment. Social factors contribute immensely to social problem of autism depending on age, as well as the condition. According to (Stella, et al., 1999), avoiding social interactions is a significant problem for this condition. This is clearly identified from infancy stage with children avoiding eye contact with caregivers.  As individuals continue to grow and develop, the segregation aspects become more defined with emphasis on peer interactions in school. Rodgers and Dawson (2009) indicate that this aspect presents negative implications to these individuals, in terms of social indifference for they tend to stay away from others.  Volkmar and Pauls (2003) mention that these factors can contribute to notion of individualism probing more disintegration by others, especially if they do not understand facts behind the condition. In addition, individuals experience hardships in maintaining relationships due to lack of reciprocity (Kline, 2010). The condition affects the brain such that in maintaining relationships other peers may disintegrate from these individuals based on that their conversations revolving around themselves. This may be construed as being self €“centered, making them prone to disintegration and bullying (Tincani et al., 2009). Furthermore, the construed self €“centered element is facilitated by lack of understanding other people’s thoughts, attitudes as well as emotional aspects (Altiere & Kluge, 2009).  Feinberg and Vacca (2000) describe this scenario as a deficit in theory of mind. This theory constitutes the ability individuals have in determining thoughts, beliefs, emotions that are different from their own. Kline (2010) highlights that for individual with autism, social behaviors can be categorized. First, there are individual who tend to be fully separated from social setting hence have no contacts at all. Secondly, individual who partially accept interaction, but have no contribution to any aspect within the group. These individuals cannot reciprocate as expected. The other category incorporates individuals who engage in social interactions but they end up having conflicting ideas and behaviors. This is further implicated inform of being repetitive in activities and interactions and appearing to be stereotypical among other peers (Weterlin & LaRue, 2007).

Another factor linked to the contribution of social problem in autism existence implicates the policy factors. These are factors related to governance of this condition by providing individuals with helpful information and approaches to live as other normal individuals. This is realized in form of educational programs set as well as the treatment initiatives undertaken. These factors facilitate knowledge for the affected so as to posit the condition and also, the individuals suffering (Feinberg & Vacca, 2000). Policy factors give information on the condition with relation to the past occurrences, present scenario and future prospects based on extensive research. However, these factors also contribute to the existence of the problem as a result of varied perspectives. Feinberg and Vacca (2000) theorize that, the condition probes problems to the policy makers, coupled with health practitioners and normal individuals.  Policy factors include the varied occurrences of the condition in different individuals hence problems in determining treatment for characteristics of specific behavior.  Additionally, Feinberg and Vacca (2000) indicate that, the problem continue to exist as no consensus is acquired on autism causes as well as interventional method. Therefore there are varied individuals who may be overlooked in terms of treatment failing to correlate with their behavior and symptoms. This means the condition existence continue as evident with many cases increasing as time advances (Gao Reports, 2005). Moreover, the individuals continue to depend on the policy makers in terms of knowledge through scientific application, communication and implementation of developments. Gao Reports (2005) add another perspective of the policy factors contribution to the problem existence reference to educational programs. Special education programs have been facilitated to enhance development of autistic individuals in knowledge and skills. However, PR Newswire (2001) relates to many cases this condition presented in normal education settings where the facilitators have low or no understanding of the condition. These individuals performance is affected as they experience low communication as well as skills learning skills. The resultant factors are segregation, bullying and poor performance. More so, the social issue becomes more defined.

Cultural factors also contribute to the existence of the problem. Tincani, Travers and Boutot, (2009) contend that, cultural factors influence the application of policies with individuals especially students from varied races misrepresented in acquiring special education. The researchers also identify that cultural factors are evident in terms of overrepresentation of particular race, meaning that the others are underrepresented. Weterlin and LaRue (2007) add that, the representation levels incorporate the racial outlook as well as the poverty levels. The underrepresentation befalls individuals such as African and Native Americans and also, the Hispanic group (Tincani, Travers & Boutot, 2009). Weterlin and LaRue (2007) justify that values within cultures affect the response in dealing with the condition. The values are based on different perspectives within varied cultures probing obstacles to individuals. More so, autistic individuals are alienated according to beliefs of different cultures hence implicating on social factors. These values further implicate on the individuals as they present obstacles such as treatment and educational programs. Cultural factors may also, be invoked in education settings where autistic individuals especially from varied cultures prone to racism are socially alienated, facilitating more damage.

Consequences

Individuals

Autistic individuals suffer great deal in respect their condition in social matters. As identified earlier social problems present hurdles for these individuals in social settings. This is further relates to inability to connect with other people’s perspectives. It lenders misinterpretation of actions from other people as these individual evoke no empathy (Weterlin & LaRue, 2007). Failure of being empathetic garners the attitude of being self centered, leading to avoidance from peers and others. This is also facilitated by their straight-forwardness which may hurt other people’s feelings. Some autistic individuals may experience discrimination and bullying emanating from performance levels.  Kline (2010) pinpoints that; in academic situations this factor is rampant especially in preteens and early teenage categories.

 

 

Families

In families, the consequences are realized by parents especially the mothers. Autistic individual’s families determine the development of their children in terms of education, treatment and protection. Therefore, families have to determine the well being of these individuals hence cost implications (PR Newswire, 2001). Support requires understanding of the situation as well as the individuals. Social support is expected on a mutual perspective (Altiere & Kluge, 2009); between the parents especially the mothers and the autistic individuals. Supporting mothers of autistic individuals reflects on understanding the situation they go through without segregating them. The problem is however deepened when there are problems between spouses. Rodgers and Dawson (2009) affirm that, difficulties within families with autistic individuals are experienced in functionality, with comparison to families having individuals with other disorders. More so, the cost factor is highly significant to families with autistic individuals (Gao Reports, 2005). Cost is evident in relation to treatment sessions for these individuals and also, the special programs to facilitate their well being. Additionally, families with autistic individuals tend to be more restricted to aspect such as occupations compared to other disorders (Rodger & Dawson, 2009).

Families to these individuals are affected once the social problems set in. According to (Rodgers & Dawson, 2009), problems affecting autistic individuals affect families the most. In most cases characteristics of such scenarios relate to failure to understand behavior, communication deficits, public conducts of these individuals and also, the health issues affecting parents. The most social concerns are related to stereotyping of these families from the societal perspective. This factor is linked to the conduct of these individuals as well as individual preferences.  Parents have to deal with the problem prompting either of them especially the mother to leave their norms in reference to occupation, so as to tend for these individuals.  To tend these individuals require understanding hence the educational programs for parents. Altiere and Kluge (2009) in their study, found that, mothers of autistic individuals had difficult experiences connected to catering to these individuals as compared to mothers of handicapped individuals. Further, this affects the well being of the mothers resulting to more costs to facilitate mutual wellbeing.

Society

Society integrates with the individuals as well as their families. Society has to derive measures to assist these individuals cope with their condition. More so, offer support to the families with autistic individuals. The society is implicated in contributing to the well being of the individuals through developing facilities to assist their well being and also, understanding (Kline, 2010).

Psychological root of the problem

The social problem in autism has its psychological roots connected to the mind. According to (Volkmar & Pauls, 2003) the blindness of the mind has been linked to the inability of individuals to relate to others socially. Courtney and Hunt (2004) affirm that psychology deals with ability of mind to construe varied aspects such as attitudes, emotions and other aspect. Based on that, these individuals lack this inability, hence resulting to difficulties within social interpretations, resulting to problems with varied individuals.

Description of present day solutions

In the past autistic individuals were institutionalized which contributed more to the problem existence. Presently, varied approaches have been adopted to assist these individuals grow with utmost care and concerns from their families. Altiere and Kluge (2009) affirm that autism have integrated care from family members as families have the best support as compared to care givers. This is because they can understand the needs and the conducts of these individuals.

Treatment is also considered with appropriate techniques applied. Policy makers ascertain that, early detection of autism in children facilitates development of initiatives to assist them grow with knowledge and skills in social aspects (Feinberg & Vacca, 2000). This is facilitated by educational programs specially formulated for them with comparison to normal school programs. In these programs techniques are applied to assist these individuals in social skills facilitated by specially trained instructors or therapists.

Varied skills and activities are applied in these special programs as well as therapy sessions which require financial resources as they are very costly (Gao Reports, 2005). Skills that enhance partial solutions connect to therapies such as communication skills within social settings and also, making eye contacts (Tincani, Travers & Boutot, 2009). Courtney and Hunt (2004) add that therapies are also administered with consideration of enhancing interactions between these individuals, for instance joint fun activities and educational projects. These are mostly enabled through visual aids such as pictures. Kline (2010) highlights that, in a study to understand how to approach social interactions as well as responsiveness to interactions, several students were divide with one group offered visual aids and the other offered reading articles. It emerged that those with visual aids were more responsive and could relate to each other in reflecting what was presented to them.

Medication is another implemented solution with which does not solve the problem completely (Volkmar & Pauls, 2003), but assist to maintain side effects associated with autism. Medication involves antidepressants and stimulants to assist relieve instances of stress which could implicate the interaction approaches in social settings.

Funded research activities facilitated by varied governments and agencies to derive understanding of etiological aspects and cure for the condition (Gao Reports, 2005). As research proceeds, governments on the other hand develop and promote agencies dealing with the problem through finding. More so, medical insurance for individuals with the problem are enhanced as this problem affects individuals all their lives.

Proposed interventions

The interventions to these problem are to assist individuals adjust to social settings in reference to interactions. Education is a powerful intervention to any disorder as it facilitates knowledge and skills. Based on that, individuals with autism are best introduced to educational programs enhancing their social skills. A commendable proposition befalls group projects to enhance interactions. These are further facilitated by an instructor or therapist to enhance social understanding as well as problem solving. More so, instill understanding of these individuals to care givers and families through understanding the problem and dealing with it on a holistic approach.

Cognitive therapies focused on the behavioral aspects of these individuals. This will assist individuals with autism understand interrelationships with normal individuals, intensified by programs that assist them depict varied emotions. Social interactions are enhanced with quality skills in social setting such as eye contacts, consideration of other people point of views, contribution of views in social networking.

Facilitate social connections among these individuals, especially in social sites such as FaceBook and many more. Further, this can be enhanced by emphasizing the need to interact everyday with peers on any topic of interest so as to improve social connectivity. The process can also advance to include other members such as families and normal peers to garner more interactions.

Deal with individuals according to the severity of the condition as well as the age group. The condition is portrayed differently by varied individuals and this aspect has probed difficulty to policy makers. Therefore, initiating programs that deal with individuals specifically, and implementing skills that connect them to interactions.

Families can offer credible support in reference to their involvement. Parents are better contributors to well being of autistic individuals. Therefore, derive intervention that assist parents and family members instill social interactions. For instance, encourage family’s getaway with fun activities such as physical play, visual games that enable involvement of all members.

 

 

 

Benefits and consequences of solving this social problem

Significance of solving this problem focuses on interactivity aspect. Once interventions are applied, individuals are enabled in terms of adjusting to social settings. Interventions assist them to understand themselves in terms of how they relate to others and attitudes of others.

In conclusion, the social problem is dealt with involvement of individuals in terms of participation in joint activities. Also, consideration of conducts within social setting, elevating the situation as well as enabling individuals to relate well with other people.

 

Agencies in San Francisco Bay Area

1. Easter Seals Bay Area
2. P.L.A.Y Behavioral Consultants
3. Pacific Autism Center for Education
4. San Francisco Bay Area Autism Society
5. The Center for Learning and Autism Support Services Inc (CLASS)

 

 

 

 

 

Major components – Education programs -Family interactions -Government interventions in research and support

Logical Model

 

 

			Activities -Training families                                -Access to autism services -Training care givers -Joint activities
			Participants -Parents                                   -Government agencies -Autistic individuals -Autism organizations
			Short term goals -Early detection                      -Participation of families -Social skills                            -Utilization of special programs -Communication skills
			Long term goals Social interaction€”    Improved communication skills -Social skills-self understanding and recognition

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

References

Altiere, M., & Kluge, S. (2009). Family Functioning and Coping Behaviors in Parents of   Children with Autism. Journal of Child & Family Studies, 18(1), 83-92.       doi:10.1007/s10826-008-9209-y.

Courtney, S. H., & Hunt, B. (2004). Changing attitudes toward people with disabilities:    Experimenting with an educational intervention. Journal of Managerial Issues, 16(2),          266-266-280. Retrieved from             http://search.proquest.com/docview/194173916?accountid=45049

Feinberg, E., & Vacca, J. (2000). The Drama and Trauma of Creating Policies on Autism: Critical Issues to Consider in the New Millennium. Focus on Autism & Other    Developmental Disabilities, 15(3), 130. Retrieved from EBSCOhost.

Kline, A. (2010, June 3). Reaching out to students with Asperger’s. Buffalo Law Journal. p. 4.      Retrieved from EBSCOhost.

Repligen discovers site of brain activation by secretin in animal studies (2001). . United States, New York: PR Newswire Association LLC. Retrieved from http://search.proquest.com/docview/443994753?accountid=45049

Rodgers, S. J & Dawson, G. (2009). Early Start Denver Model for Young Children with Autism: Promoting Language, Learning, & Engagement. New York: The Guilford Press.

 

Special Education: Children With Autism: GAO-05-220. (2005). GAO Reports, 1. Retrieved        from EBSCOhost.

Stella, J., Mundy, P., & Tuchman, R. (1999). Social and Nonsocial Factors in the Childhood         Autism Rating Scale. Journal of Autism & Developmental Disorders, 29(4), 307.    Retrieved from EBSCOhost.

Tincani, M., Travers, J., & Boutot, A. (2009). Race, Culture, and Autism Spectrum Disorder:        Understanding the Role of Diversity in Successful Educational Interventions. Research &       Practice for Persons with Severe Disabilities, 34(3/4), 81-90. Retrieved from   EBSCOhost.

Volkmar, F. R., & Pauls, D. (2003). Autism. Lancet, 362(9390), 1133-1141. Retrieved from         EBSCOhost.

Welterlin, A., & LaRue, R. H. (2007). Serving the needs of immigrant families of children with    autism. Disability & Society, 22(7), 747-760. doi:10.1080/09687590701659600