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Lorna Wing was one to form a national foundation of the Austuim Soecturem. she was the firsted to have a centered whom were there was information of the austuim specturm and the information of the different needs, infoamtion on how to live with it. she named it was founded of the National Austin. in 2008 it renamed to the Wing foundation. this was to help move it on after she died. they wanted to keep the foundation going ecause the different effects that it help many people whom had austuim and the effects of the disability does on the kid and effects it does on the family as well. it also wanted to keep going because all the people she meet and impacted.

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was one of the first children whom was digioused with Austuim as a kid. whom knew he was different yet did want to be pictured or look at as different. He was one whom read about things but didn't know what the reading really knew about. Connor was one of the children whom knew about movies that he knows about different things that a normal person wouldn't know. especially a person of the aged that he was. At aged 2 he was doing different things of the austuim specturm.

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Leo Kanner was the first to published of early infantile austuim. His understanding of others have grown to know what austuim was and the effects of what it has on a person. the effects that it has on the parents. the effects of the other to know whom. what and how they are about austuim specter. Leo wa the first o publish information about the early effects of austuim. he wanted others to know the effects of the higher austuim effects.

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Hans Asperger was the first one to be diguioused with austuim in 1906 whom knew he had austuim and wanted to get the  information out and seeing the interested of others of wanting to know what the austuim world would be and know what it is all about. He then wrote a letter to let the world know his life and his own information of austuim of the others. Hans went on to writing and talking about austuim which lead him to the Nazi regime and was rewarded the affirmation of loyalty with career oppunitites of others.

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Was vorn August 23 of 1996, which. happens to be the year I was born. she a British oyplic. in 2012 she was opted to compete in the paroylpics and won with a Gold medal. Jessica Buena swimming at a young age whiched helped her with her austuim disability.her mom took her to  Lowestoft and Oulton Broad Swimming Club to be apart of a club and be able to be apart of somehtubg helped her with the ability to connect social people and especially the social connection of people with austuim specturm. in 2011 she was the fasted swimming meet with 50mm in the where she competed for a international swimming meet and was placed with the highest and fastest swim meet.
Jessica made a statement a image for younger girls to look up to, the ability to show others that you can do anything you set your mind too. she then was asked to go and compete at Berlin and took the 299 mm freestyle in 2012 for the championship in March 1 Before she ended her career she competed in the Paralympics British swim meet. She took Silver om the 500mm international Championship. she then came put of winning the silver medal to the gold medal. Jessica didn't make her Austuim Specum effect the way that she competed or effect the way she lived life. I agree the tyou shouldn't let anything effect you and that she did. when she first won the Gold many people asked and assumed that she had nothing going for her yet she didn't let those people whom said that effect her life.

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Alexis Wineman was the first contestant of Miss American that has Austuim. She wasn't one that knew, wanted to do beauty pageants she was one that always wore the hoodies and never wore makeup. She was the tom boy of her family. Her sister won Miss Montana, and it sparked an interested into her to do it.  As some of you may know I compete in Pageants as well so when I saw her name it was the first person I clicked on. Alexis was in a community were 1 in 88 children had austuim. Alexis was named one of the most popular Girls of America after she compete for Miss America.
Alexis always thought she was shy and not spoken for. Alexis didn't know how to do a lot of things in the way most people did, until she realized something was actually wrong when she was diguioused with austuim.  She wasn't disguised until age 11 years old but she always knew something was different cause she always got bullied even though she didn't really understand what bulling was. She always thought the world was so different. That she was just a small person in a large world where it was all too much for.
Alexis was shy and didn't know how to get out of it until her 2 twin sisters helped her have a voice when she joined cheerleading, drama and cross country. Which helped her be invalided with others and have a social life with people? Her twin sisters really helped her realized that yes she was different but she was still able to do anything that anyone else could do. That she was just like everyone but uquic in her own way.
After she compete for Miss American in 2012 she inspired many more girls, women with disabilities to go out and shape the world. To do more with them selfs. people with disabilities also started to realized they could do a lot more as well then just be there closed in self. Alexis made public on Goodmornign America, and news channels as well as Magaized the world knew whom she we from then on. The world started to change what they thought about people with Austuim and disabilities. Alexis wasn't the first to compete but she was the first to really make an impact on others and realized that she could do more from there.

her is her link to her story http://www.alexiswineman.com/my-story.html

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Information on DSM-5 Criteria (Kayla Sanchez)

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Information on DSM-5 Criteria (Kayla Sanchez)

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The DSM-5 criteria for ASD require further information from the multidisciplinary team conducting the diagnostic assessment to more precisely describe any associated developmental disabilities, medical and psychiatric factors, and level of expression. A new term specifier has been created to describe additional information relevant to the diagnosis.

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Severity Levels for Autism Spectrum Disorder (Kayla Sanchez)

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Severity Levels for Autism Spectrum Disorder (Kayla Sanchez)

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Severity levels for autism spectrum disorder

-       Level 1 requiring support

o   Social communication: Without support in place, deficits in social communication cause noticeable impairments.

o   Restricted, repetitive Behaviors: inflexibility of behavior causes significant interference with functioning in one or more contexts.

-       Level 2 requiring substantial support

o   Social Communication: Marked deficits in verbal and nonverbal social communication skills, social impairments apparent even with support in place.

o   Restricted, repetitive behavior: Inflexibility of behavior, difficulty coping with change or other restricted/repetitive behaviors appear frequently enough to be obvious to casual observer and interfere with functioning in a variety of contexts.

-       Level 3 Requiring very substantial support

o   Social Communication: Severe deficits in verbal and nonverbal social communication skills cause severe impairments in functioning

o   Restricted, repetitive behaviors: inflexibility of behavior, extreme difficulty coping with change

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After the diagnosis of ASD is confirmed, therapists, teachers, and psychologist examine six aspects of ASD’s to determine the child’s unique profile of abilities and behavior and then go on to design remedial programs for each aspect.

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6 Aspects of the Autism Spectrum (Kayla Sanchez)

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6 Aspects of the Autism Spectrum (Kayla Sanchez)

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Social reasoning:
- At one end of the spectrum is the aloof child, who actively avoids socials interactions, next is the child described at passive. This child can tolerate social interaction with encouragement. The next stage is the “active but odd” child, who actively wants to interact with others but, despite a motivation to socialize appears odd due to a lack of social understanding and limited range of social abilities. At the upper end of the social continuum is the child who wants friends but appears to have significant delay in maturity, has conspicuous problems with theory-of-mind abilities, such as reading facial expressions, body language, tone of voice, and contextual cues to know what someone is thinking or feeling and may interact more as a miniature. This part of the dimension was previously known as Asperger’s disorder but has become ASD level 1 using the DSM-5.

Language abilities:

-       The severest expression of impaired communication or language abilities for children who an ASD is the silent child who has a vocabulary of sounds, but of words. In the next area of the communication spectrum, vocalizations can occur, but speech often requires an external prompt.

-       In the next area on the spectrum ASD level 1 according to DSM-5 the child has remarkable verbal fluency and vocabulary but encounters significant problems with the pragmatic aspects of language.

Cognition:

-       This spectrum starts with the child who has profound learning difficulties and a significant intellectual impairment as assessed on a standardized intelligence scale.

-       The next stage is the child who is familiar with and has relatively advanced skills in such activities as construction toys or jigsaw puzzles.

-       Academic abilities such as reading or mathematics may be self-taught and sometimes the child is precocious in these areas. In contrast, some children with ASD have significant difficulties with reading and number skills despite an IQ that suggests that such abilities are within their intellectual capacity.

-       Although autism is considered a neurodevelopment disorder not all aspects of the brain functioning are necessarily adversely affected. Approx. 10% of children with autism develop savant characteristics that is remarkable abilities compared to the child’s overall ability.

Special interests

-        Children with ASD are known for having wide range of intense of special interests that can change in focus and complexity over the years

-       The first stage is preoccupation with parts of objects.

-       The next stage is acquisition of information and remembering facts about a topic or concept

-       The complexity and number of interests vary according to the child’s development level and intellectual capacity. Over time there is a progression to multiple and more abstract or complex interests. This domain of the child with ASD level 1 according DSM-5

Sensory Sensitivity

-       The spectrum of sensory sensitivity is the dimension of ASD that we know least about empirically.

-       In the severest expression the child appears to be living in a “war zone” with sudden explosion of excruciating noises, visual sensation that are blinding, and touch and aromas that are perceived as extremely aversive and frightening.

-         As a future teacher it should be known that there can also be a sensitivity to the degree of natural light or artificial light. Certain lights you have in the classroom can be a trigger for someone with ASD.

-       The continuum of sensory sensitivity can also include a lack of visible response to certain sensory experiences.

o   For example, the child might not communicate pain when injured or indicate medical problems as severe as a fracture.

-       Sensory meltdown is when sensory experiences have be overwhelming and unavoidable.

Expression of emotions:

-       DMS-5 diagnostic criteria refer to a deficit in social-emotional reciprocity.

-       A thorough assessment of a child with an ASD should include an evaluation of the child’s ability to express reciprocal emotions as well as to label and describe emotions in others and himself and to express and manage intense emotions, especially anxiety, anger, and despair.