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AUTISM SPECTRUM
DISORDER
MARY CARTER

UNDERSTANDING AUTISM SPECTRUM
DISORDER (ASD)
• Autism Spectrum Disorder (ASD) encompasses a range of neurodevelopmental disorders

marked by difficulties in social interaction, communication challenges, and a tendency for
restricted, repetitive patterns of behavior.

• Spectrum Nature: Emphasizes the variability in the severity and combination of symptoms
among individuals, making ASD a highly individualized condition.

• Life-Long Impact: ASD begins in early childhood and significantly influences an individual’s
social interactions, educational paths, and vocational opportunities as they mature into
adulthood.

• Importance of Awareness: The broad range of ASD manifestations necessitates increased
awareness and understanding to tailor support effectively (American Psychiatric
Association, 2013).

CORE FEATURES OF ASD

• Communication Impairments: Persistent difficulties with both verbal and non-verbal
communication that affect the ability to interact socially and form relationships.

• Restricted Interests and Repetitive Behaviors: Involves narrow, obsessive interests and
repetitive actions or rituals that the individual feels compelled to perform.

• Sensory Sensitivities: Many individuals with ASD exhibit heightened or reduced
sensitivities to sensory input, such as sounds, lights, textures, or temperatures.

• Developmental Timeline: Symptoms must be present from an early developmental stage
but might not fully emerge until social demands surpass the individual’s coping
mechanisms (American Psychiatric Association, 2013).

CHALLENGES IN DIAGNOSING ASD

• Diagnostic Complexity: The wide variation in symptoms and co-occurring
conditions like intellectual disability or language impairment complicate diagnosis
and intervention strategies.

• Tailored Support: The diverse presentation of ASD symptoms requires a
personalized approach to support, emphasizing the need for a broad range of
diagnostic tools and interventions (Lord et al., 2018).

ETIOLOGY AND THE IMPORTANCE OF EARLY
INTERVENTION

• Genetic and Environmental Factors: Current research suggests ASD results from
a combination of genetic predispositions and environmental influences.

• Early Diagnosis: Critical for implementing early interventions, which are shown to
significantly improve outcomes.

• Role of Educators and Healthcare Providers: Early diagnosis and intervention
hinge on the awareness and understanding of ASD symptoms by parents,
educators, and healthcare professionals (Lyall et al., 2017).

GAPS IN CURRENT ASD PROGRAMMING

• Focus on Early Intervention: Most existing ASD programs concentrate on children
and adolescents, leaving adults with ASD lacking necessary long-term support.

• Service Shortfalls: Adults with ASD often struggle to find support in key areas
such as employment, higher education, independent living, and social
connectivity (Kim, 2019).

EMPLOYMENT AND SOCIAL SKILLS TRAINING
NEEDS

• Employment Challenges: Adults with ASD face higher rates of unemployment and
underemployment due to inadequate support for overcoming social and
communication difficulties.

• Vocational Training Gaps: Existing vocational and career assistance programs
often fail to address the unique challenges faced by adults with ASD.

• Social Skills Deficiencies: Limited availability of social skills training programs for
adults with ASD contributes to social isolation and diminished quality of life (Kim,
2019).

THE NEED FOR COMPREHENSIVE MENTAL
HEALTH SUPPORT

• Elevated Risk: Adults with ASD are at an increased risk for mental health issues
such as anxiety and depression, highlighting the need for accessible mental
health services.

• Lack of Integrated Services: Many ASD programs lack comprehensive mental
health support, leaving a significant gap in care for adults with ASD.

INTRODUCING SPECTRUM SUPPORT
SERVICES (SSS)

• Program Overview: “Spectrum Support Services” (SSS) is a comprehensive,
multidimensional program designed to meet the diverse needs of adults with
ASD, integrating vocational training, social skills enhancement, independent living
support, and mental health care.

• Evidence-Based Approach: SSS combines the latest research findings and
evidence-based practices to offer tailored support aimed at improving quality of
life for adults with ASD.

KEY COMPONENTS OF THE SSS PROGRAM

• Vocational Training and Employment Support: Incorporating the Supported Employment model
to provide job coaching and career assistance tailored to the unique needs of adults with ASD
(Bond et al., 2022).

• Social Skills Development: Implementing the PEERS® for Young Adults program, proven to
enhance social interaction and functionality in adults with ASD through structured training and
interactive sessions (Zheng et al., 2021).

• Independent Living Skills: Offering a curriculum focused on essential life skills like personal
finance, meal preparation, and public transportation navigation, based on best practices in
experiential learning (Morris, 2020).

• Integrated Mental Health Support: Providing a comprehensive mental health support system,
including individual counseling and therapy sessions centered around CBT and MBSR
techniques (Beck et al., 2020).

IMPLEMENTATION AND PARTICIPANT
ENGAGEMENT

• Individualized Assessments: Initiating the program with thorough assessments to
identify each participant’s needs, strengths, and goals.

• Peer Mentoring: Facilitating peer mentoring to foster an inclusive community
where participants can share experiences and strategies.

• Community and Family Involvement: Engaging participants’ families and the
wider community through workshops and awareness campaigns to build
supportive networks.

LEGAL AND ETHICAL FRAMEWORK

• Data Protection and Privacy: Adhering to HIPAA regulations and state laws to
protect sensitive participant information and ensure confidentiality.

• ADA Compliance: Ensuring reasonable accommodations for participants with
ASD in employment and public services, following the Americans with Disabilities
Act guidelines.

• Ethical Program Delivery: Emphasizing informed consent, respect for autonomy,
and equitable access to the program, ensuring that interventions are both
beneficial and devoid of harm (U.S. Department of Health & Human Services,
2022; U.S. Department of Justice, n.d.).

REFLECTION AND FUTURE DIRECTIONS

• The Need for Holistic Support: Acknowledging the necessity of addressing
vocational, social, independent living, and mental health needs simultaneously to
improve the quality of life for adults with ASD.

• Emphasis on Empowerment: Advocating for programs that empower adults with
ASD to actively participate in decision-making and service design.

• Expanding Accessibility: Exploring digital platforms as a means to extend the
reach of support services and researching long-term impacts and effectiveness of
such interventions.

REFERENCES

• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

• Beck, K. B., Greco, C. M., Terhorst, L. A., Skidmore, E. R., Kulzer, J. L., & McCue, M. P. (2020). Mindfulness-based stress reduction for adults with autism spectrum disorder: Feasibility and estimated effects. Mindfulness, 11, 1286-1297.

• Bond, G. R., & Mueser, K. T. (2022). Supported employment. In Textbook of Community Psychiatry: American Association for Community Psychiatry (pp. 513-524). Cham: Springer International Publishing.

• Kim, S. Y. (2019). The experiences of adults with autism spectrum disorder: Self-determination and quality of life. Research in Autism Spectrum Disorders, 60, 1-15.

• Laugeson, E. A., Gantman, A., Kapp, S. K., Orenski, K., & Ellingsen, R. (2015). A randomized controlled trial to improve social skills in young adults with autism spectrum disorder: The UCLA PEERS® program. Journal of autism and developmental disorders, 45, 3978-
3989.

• Lord, C., Elsabbagh, M., Baird, G., & Veenstra-Vanderweele, J. (2018). Autism spectrum disorder. Lancet (London, England), 392(10146), 508–520. https://doi.org/10.1016/S0140-6736(18)31129-2

• Lyall, K., Croen, L., Daniels, J., Fallin, M. D., Ladd-Acosta, C., Lee, B. K., … & Windham, G. C. (2017). The changing epidemiology of autism spectrum disorders. Annual Review of Public Health, 38, 81-102. https://doi.org/10.1146/annurev-publhealth-031816-044318

• Morris, T. H. (2020). Experiential learning–a systematic review and revision of Kolb’s model. Interactive learning environments, 28(8), 1064-1077.

• Siu, A. M., Lin, Z., & Chung, J. (2019). An evaluation of the TEACCH approach for teaching functional skills to adults with autism spectrum disorders and intellectual disabilities. Research in developmental disabilities, 90, 14-21.

• Smith, L. E., Maenner, M. J., & Seltzer, M. M. (2012). Developmental trajectories in adolescents and adults with autism: The case of daily living skills. Journal of the American Academy of Child & Adolescent Psychiatry, 51(6), 622-631.

• Spek, A. A., van Ham, N. C., & Nyklíček, I. (2013). Mindfulness-based therapy in adults with an autism spectrum disorder: A randomized controlled trial. Research in Developmental Disabilities, 34(1), 246-253.

• U.S. Department of Health & Human Services. (2022). Summary of the HIPAA Privacy Rule. https://www.hhs.gov/hipaa/for-professionals/privacy/laws-regulations/index.html

• U.S. Department of Justice. (n.d). ADA Title III Technical Assistance Manual. https://www.ada.gov/resources/title-iii-manual/

• Wehman, P., Schall, C. M., Carr, S., Targett, P., West, M., & Cifu, G. (2014). Employment outcomes for young adults with autism spectrum disorders: A secondary analysis of data from the National Longitudinal Transition Study-2. Journal of Autism and Developmental
Disorders, 44(1), 276-286.

• Zheng, S., Kim, H., Salzman, E., Ankenman, K., & Bent, S. (2021). Improving social knowledge and skills among adolescents with autism: systematic review and meta-analysis of UCLA PEERS® for adolescents. Journal of Autism and Developmental Disorders, 1

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July 1, 2023
    

 

Application: The Psychology of Attitudes

 

Most attempts to influence or persuade you focus on changing your attitudes toward an object, issue, or group of people. Why is this the case, and how do you know when an attempt to change your attitudes has succeeded or failed? The Learning Resources provide information from leading researchers in the study of attitudes. The material will help to define what an attitude is, why you develop and hold attitudes in the first place, the degree to which your attitudes are conscious or unconscious, and how researchers can measure attitudes in order to determine when an influence strategy changes the way you think and feel about something.

 

To prepare for this assignment:

 

Review Chapter 2 in the course text, Persuasion: Psychological Insights and Perspectives, the article titled "Sources of Implicit Attitudes," and the course document, "Brief Historical Development of Influence and Persuasion," focusing on the information on attitudes. Think about the following questions as you conduct your review.

 

What is an attitude? What is an attitude object? What is a strong attitude and what determines its strength? What types of information underlie most attitudes? What three functions are served by the attitudes you hold?

 

According to the article "Sources of Implicit Attitudes," what are implicit attitudes, and how do they differ from explicit attitudes? How are implicit and explicit attitudes formed?

 

Why measure attitudes? How do we measure attitudes? Carefully consider the pros and cons to using the following methods of attitude measurement:

 

Single-item direct measures

 

Multiple-item direct measures

 

Indirect measures based on behavior

 

Indirect measures based on judgmental biases

 

Physiological measures of attitudes

 

The assignment (1–3 pages):

 

Answer the question: What is an attitude? After you define the concept, provide an example of an attitude toward a health topic, and describe the affective and cognitive components of that attitude.

 

Describe a single-item direct measure of the attitude toward the health topic in the example above.

 

Describe two limitations or potential problems with single-item direct measures of attitudes, and describe how each can be solved. Be sure you define the problem clearly before describing your solution

 

Describe a multiple item direct measure of the same health topic described above. Provide sufficient detail so the instructor can determine if the measure avoids the problems you described.

APA cited with references

 

 

 

default image
July 1, 2023
    

 

Application: The Psychology of Attitudes

 

Most attempts to influence or persuade you focus on changing your attitudes toward an object, issue, or group of people. Why is this the case, and how do you know when an attempt to change your attitudes has succeeded or failed? The Learning Resources provide information from leading researchers in the study of attitudes. The material will help to define what an attitude is, why you develop and hold attitudes in the first place, the degree to which your attitudes are conscious or unconscious, and how researchers can measure attitudes in order to determine when an influence strategy changes the way you think and feel about something.

 

To prepare for this assignment:

 

Review Chapter 2 in the course text, Persuasion: Psychological Insights and Perspectives, the article titled "Sources of Implicit Attitudes," and the course document, "Brief Historical Development of Influence and Persuasion," focusing on the information on attitudes. Think about the following questions as you conduct your review.

 

What is an attitude? What is an attitude object? What is a strong attitude and what determines its strength? What types of information underlie most attitudes? What three functions are served by the attitudes you hold?

 

According to the article "Sources of Implicit Attitudes," what are implicit attitudes, and how do they differ from explicit attitudes? How are implicit and explicit attitudes formed?

 

Why measure attitudes? How do we measure attitudes? Carefully consider the pros and cons to using the following methods of attitude measurement:

 

Single-item direct measures

 

Multiple-item direct measures

 

Indirect measures based on behavior

 

Indirect measures based on judgmental biases

 

Physiological measures of attitudes

 

The assignment (1–3 pages):

 

Answer the question: What is an attitude? After you define the concept, provide an example of an attitude toward a health topic, and describe the affective and cognitive components of that attitude.

 

Describe a single-item direct measure of the attitude toward the health topic in the example above.

 

Describe two limitations or potential problems with single-item direct measures of attitudes, and describe how each can be solved. Be sure you define the problem clearly before describing your solution

 

Describe a multiple item direct measure of the same health topic described above. Provide sufficient detail so the instructor can determine if the measure avoids the problems you described.

APA cited with references

 

 

 

default image
July 1, 2023
    

 

Application: The Psychology of Attitudes

 

Most attempts to influence or persuade you focus on changing your attitudes toward an object, issue, or group of people. Why is this the case, and how do you know when an attempt to change your attitudes has succeeded or failed? The Learning Resources provide information from leading researchers in the study of attitudes. The material will help to define what an attitude is, why you develop and hold attitudes in the first place, the degree to which your attitudes are conscious or unconscious, and how researchers can measure attitudes in order to determine when an influence strategy changes the way you think and feel about something.

 

To prepare for this assignment:

 

Review Chapter 2 in the course text, Persuasion: Psychological Insights and Perspectives, the article titled "Sources of Implicit Attitudes," and the course document, "Brief Historical Development of Influence and Persuasion," focusing on the information on attitudes. Think about the following questions as you conduct your review.

 

What is an attitude? What is an attitude object? What is a strong attitude and what determines its strength? What types of information underlie most attitudes? What three functions are served by the attitudes you hold?

 

According to the article "Sources of Implicit Attitudes," what are implicit attitudes, and how do they differ from explicit attitudes? How are implicit and explicit attitudes formed?

 

Why measure attitudes? How do we measure attitudes? Carefully consider the pros and cons to using the following methods of attitude measurement:

 

Single-item direct measures

 

Multiple-item direct measures

 

Indirect measures based on behavior

 

Indirect measures based on judgmental biases

 

Physiological measures of attitudes

 

The assignment (1–3 pages):

 

Answer the question: What is an attitude? After you define the concept, provide an example of an attitude toward a health topic, and describe the affective and cognitive components of that attitude.

 

Describe a single-item direct measure of the attitude toward the health topic in the example above.

 

Describe two limitations or potential problems with single-item direct measures of attitudes, and describe how each can be solved. Be sure you define the problem clearly before describing your solution

 

Describe a multiple item direct measure of the same health topic described above. Provide sufficient detail so the instructor can determine if the measure avoids the problems you described.

APA cited with references

 

 

 

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