Challenges and Accommodations Associated with Autism Spectrum Disorder

Autism Spectrum Disorder

            There are many challenges associated with autism spectrum disorder. Challenges may affect the individual with ASD as well as family members/ caregivers of individuals with ASD. Challenges associated with autism spectrum disorder may occur in societal environments including both work and school settings. Ensuring inclusion is to guarantee accommodations are made when necessary.

Challenges and Solutions

Challenges presented by individuals with ASD are diverse in nature. As a result, challenges should be determined on an individual basis as they present (Uljarević et al., 2017). Commonly presented challenges of ASD include socialization deficits, social and behavioral irregularities, and reoccurring as well as set behaviors/ interests (Hsiao, 2014). Solutions commonly utilized to treat the core symptoms of autism spectrum disorder include risperidone which is often utilized in treating deficiencies in verbal communication, and aripiprazole which is often utilized in treating undesired behavioral challenges including anger and aggression (Accordino et al., 2016). 

Perhaps one of the greatest challenges associated with autism spectrum disorder is the commonality of cooccurring medical conditions (Van Cleave et al., 2018). Common cooccurring medical conditions presented in individuals with ASD include ADHD, anxiety, epilepsy, GI concerns, sleep difficulties, and nourishment concerns (Mannion & Leader, 2013). Another challenge similarly associated with autism spectrum disorder is the challenge of females receiving a diagnosis due to the differences in commonly presented behaviors, specifically social behaviors (Rogers et al., 2016). Challenges presented by both cooccurring conditions and challenges with diagnosing females with ASD include achieving an accurate diagnosis. Therefore, the most effective solution to ensure an accurate diagnosis of autism spectrum disorder is the use of comprehensive assessments that encompass the core symptoms of ASD, variations presented in both males and females, as well as knowledge of common cooccurring conditions and symptoms presented (Rogers et al., 2016). 

Challenges and Issues for Family Members

            There are various challenges and issues encountered by family members of individuals with autism spectrum disorder. Commonly associated challenges of family members of individuals with ASD include managing behavioral concerns, managing stereotypes and negative perceptions surrounding ASD, and insufficient support (Ludlow et al., 2012). Research has shown that family members/ caregivers of individuals with autism spectrum disorder undergo a considerable amount of stress increased by the level of support required (Lai & Oei, 2014). Constant experience of stress and stressful circumstances by family/ caregivers have led to poor physical and mental health, negative changes to the family dynamics, and community seclusion (Lai & Oei, 2014). The use of effective coping strategies including acceptance, family focused interventions, and mindful parenting have shown improvements in the physical and mental health of family members (Mount & Dillon, 2014). 

Issues in Societal Vocational Settings and Solutions 

            Issues and challenges in society may vary on an individual basis. Vocational opportunities for individuals with autism spectrum disorder are often described as sparse due to commonly presented deficiencies in socialization and communication (Walsh et al., 2014). Commonly utilized instruction and directional methods used by companies to train perspective employees including extensive verbal directions are often ineffective and problematic for individuals with ASD (Walsh et al., 2014). In addition, many companies require adherence to atypical social interactions and comprehension (Walsh et al., 2014). Accommodations should include focusing on commonly presented strengths as well as specific strengths of the individual that may be utilized in the workplace including but not limited to the increased ability to focus, perseverance, exceptional awareness of detail, and an appreciation for routine (Walsh et al., 2014). Additional accommodations should include adequate workplace support when necessary as well as location/ environmental adjustments (Walsh et al., 2014).       

Mainstreaming Children into the Classroom Structure

            Mainstream education is the inclusion of students into general education classrooms as well as general educational systems. Research has shown that children with autism spectrum disorder are progressively receiving an education in mainstream educational settings/ classrooms (Lindsay et al., 2013). Challenges often associated with mainstreaming children with ASD into general education classrooms often include a lack of awareness and inability to manage commonly presented behaviors, absence of sufficient classroom resources, and challenges with ensuring an inclusive classroom environment (Lindsay et al., 2013). Children with ASD may receive comprehensive and quality education in mainstream educational settings with the right accommodations (Dukpa, 2015). Ensuring an inclusive environment in mainstream education classrooms include guaranteeing educators are trained in educating children with autism spectrum disorder, sufficient classroom support, and personalized adjustments and modifications to classroom lessons and evaluations (Dukpa, 2015). 

Societal Awareness and Accommodations 

            Societal lack of awareness and knowledge of a disability can negatively affect those with the disability. A lack of awareness and knowledge may lead to stigmatization including negative beliefs, isolation, and inadequate accommodations/ support (Broady et al., 2017). As previously stated, a lack of societal awareness and knowledge is not only harmful for individuals with autism spectrum disorder but also family members/ caregivers of those with the disability due to a lack of accommodation (Broady et al., 2017). Therefore, to ensure an inclusive society it is essential for individuals to have a fundamental understanding of various disabilities or a desire to learn. 

 

 References

Accordino, R. E., Kidd, C., Politte, L. C., Henry, C. A., & McDougle, C. J. (2016). Psychopharmacological interventions in autism spectrum disorder. Expert opinion on pharmacotherapy, 17(7), 937-952.

Broady, T. R., Stoyles, G. J., & Morse, C. (2017). Understanding carers’ lived experience of stigma: The voice of families with a child on the autism spectrum. Health & social care in the community, 25(1), 224-233.

Dukpa, D. (2015). A critical perspective on inclusion of children with autism spectrum disorder in a mainstream classroom: Lessons for Bhutan. Rabsel: The CERD Educational Journal, 16(1), 73-90.

Hsiao, E. Y. (2014). Gastrointestinal issues in autism spectrum disorder. Harvard review of psychiatry, 22(2), 104-111.

Lai, W. W., & Oei, T. P. S. (2014). Coping in parents and caregivers of children with autism spectrum disorders (ASD): A review. Review Journal of Autism and Developmental Disorders, 1(3), 207-224.

Lindsay, S., Proulx, M., Thomson, N., & Scott, H. (2013). Educators’ challenges of including children with autism spectrum disorder in mainstream classrooms. International Journal of Disability, Development and Education, 60(4), 347-362.

Ludlow, A., Skelly, C., & Rohleder, P. (2012). Challenges faced by parents of children diagnosed with autism spectrum disorder. Journal of health psychology, 17(5), 702-711.

Mannion, A., & Leader, G. (2013). Comorbidity in autism spectrum disorder: A literature review. Research in Autism Spectrum Disorders, 7(12), 1595-1616.

Mount, N., & Dillon, G. (2014). Parents’ experiences of living with an adolescent diagnosed with an autism spectrum disorder. Educational & Child Psychology, 31(4), 72-81.

Rogers, C. L., Goddard, L., Hill, E. L., Henry, L. A., & Crane, L. (2016). Experiences of diagnosing autism spectrum disorder: A survey of professionals in the United Kingdom. Autism, 20(7), 820-831.

Uljarević, M., Baranek, G., Vivanti, G., Hedley, D., Hudry, K., & Lane, A. (2017). Heterogeneity of sensory features in autism spectrum disorder: Challenges and perspectives for future research. Autism Research, 10(5), 703-710.

Walsh, L., Lydon, S., & Healy, O. (2014). Employment and vocational skills among individuals with autism spectrum disorder: Predictors, impact, and interventions. Review Journal of Autism and Developmental Disorders, 1(4), 266-275.

Van Cleave, J., Holifield, C., Neumeyer, A. M., Perrin, J. M., Powers, E., Van, L., & Kuhlthau, K. A. (2018). Expanding the capacity of primary care to treat co-morbidities in children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 48(12), 4222-4230.