The focus of this Bachelor's thesis is the comparison of early childhood autism with Asperger's syndrome. I work out successively how these disorders differ and how social workers can act professionally through methodical procedures and programmes. Even though the causes of autism spectrum disorders are not yet clearly defined, the symptoms can be compensated for through targeted support. The studies focus on the treatment of these disorders.
Therefore, the bachelor's thesis elaborates how social workers can contribute in a supportive and accompanying way to compensate for the symptoms of autism spectrum disorders in childhood. The central task is the early recognition of the corresponding disorder in order to be able to intervene in a targeted manner. This can be done through screening in early childhood, but in Germany the diagnosis of early childhood autism is often not made until the age of four. The diagnosis of Asperger's syndrome is sometimes more delayed because children develop normally in the first months and years of life. This gave rise to the following questions, which are discussed below: What are the similarities and differences between early childhood autism and Asperger's syndrome and how do they manifest themselves? Which support options for building social and communicative skills can compensate for autistic behaviour and how can social workers intervene?
Table of Contents
1. Introduction
2. Definitions and historical change of the concept of autism
3. Autism spectrum disorders
3.1 Early childhood autism
3.1.1 Diagnostic criteria according to ICD-10 and DSM-IV
3.1.2 Epidemiology
3.1.3 Symptomatology
3.1.4 Diagnostics
3.1.5 Course and prognosis
3.2 Asperger's syndrome
3.2.1 Diagnostic criteria according to ICD-10 and DSM-IV
3.2.2 Epidemiology
3.2.3 Symptomatology
3.2.4 Diagnostics
3.2.5 Course and prognosis
4. Developmental disorders of autistic children and resulting social problems
4.1 Peculiarities of verbal and non-verbal communication
4.2 Abnormalities in social behaviour
4.3 Stereotypes and repetitive behavior
4.4 Cognitive development, special interests and talents
5. Etiology
5.1 Genetic factors
5.2 Brain damage and brain dysfunction
5.3 Biochemical peculiarities
5.4 Unusual weight regulation
5.5 Damage caused by vaccination
6. Promoting autistic children through social work
6.1 Promotion of social and communicative skills
6.2 The TEACCH approach
6.3 Foundations and objectives of the TEACCH approach
6.4 Principles of the TEACCH approach
6.5 Application in social work
6.6 Criticism
7. Summary
Objectives and Research Focus
This thesis examines the similarities and differences between early childhood autism and Asperger's syndrome. It aims to clarify how social workers can professionally support autistic children through methodical interventions, specifically utilizing the TEACCH approach, to compensate for developmental symptoms and improve social integration.
- Comparative clinical analysis of early childhood autism and Asperger's syndrome.
- Evaluation of the TEACCH approach as a framework for professional social work intervention.
- Exploration of strategies to compensate for verbal and non-verbal communication deficits.
- Examination of the role of social workers in fostering self-determination and integration.
- Analysis of the impact of structured learning environments on autistic behavior.
Excerpt from the book
4.1 Peculiarities of verbal and non-verbal communication
"The diagnosis of early childhood autism or "Asperger's syndrome" is always associated with abnormalities in the field of communication" (Kuhles 2007, 40). In the classification instrument ICD-10, this is described with the "qualitative abnormality of communication" (Dilling et al. 2005, 177). Inferent, it is not relevant whether or how often these abnormalities occur, but in which way autistic people use communication. Problems in interaction with other people are often associated with impairments of communication. Since autistic people only interpret verbal and non-verbal signals to a limited extent or are often unable to express themselves, the development of interpersonal relationships is complex.
As mentioned before, half of all children with early childhood autism remain mutistic. "Those who have good language skills despite delayed language development in infancy are often difficult to distinguish from those with Asperger's syndrome" (Kuhles 2007, 41). In addition, the other half of children with early childhood autism show different language abnormalities.
An example of this is echolalia, which affects three quarters of children diagnosed with early childhood autism. In this case, sentences or words spoken by parents or other caregivers are repeated. Echolalia has positive functions. On the one hand, it is easier to name things or ask for something, and on the other hand, it is seen as an attempt at communication (Häußler 2012, 42). This can also occur in non-autistic children during language development - but only for a short period of time - "(...) because no child can learn to speak without imitating the parent's speech" (Kusch 2001, 32). In autistic children, echolalia lasts for several years. In this case, the child speaks the words in the same speech melody as its counterpart.
Summary of Chapters
1. Introduction: Outlines the problem of autism in society and defines the thesis's goal of comparing two autism disorders and the potential role of social work.
2. Definitions and historical change of the concept of autism: Details the historical evolution of autism definitions from Bleuler's schizophrenia concept to Kanner's and Asperger's foundational work.
3. Autism spectrum disorders: Provides an overview of the autism spectrum, including detailed diagnostic criteria, epidemiology, and the specific clinical courses of early childhood autism and Asperger's syndrome.
4. Developmental disorders of autistic children and resulting social problems: Analyzes the specific behavioral and communicative difficulties autistic children face and the impact these have on their social interaction and development.
5. Etiology: Reviews current research into the biological causes of autism, covering genetic factors, brain dysfunction, and critical debates regarding vaccination.
6. Promoting autistic children through social work: Investigates the application of the TEACCH approach within social work to support communicative skills and social integration, while also addressing criticisms.
7. Summary: Concludes the thesis by answering the central research questions and emphasizing the importance of a resource-oriented approach in social work.
Keywords
Autism, Early Childhood Autism, Asperger's Syndrome, Social Work, TEACCH Approach, Communication, Social Competence, Symptomatology, Diagnostics, Theory of Mind, Developmental Disorders, Etiology, Integration, Behavioral Therapy, Special Interests.
Frequently Asked Questions
What is the primary focus of this thesis?
The thesis focuses on a comparative analysis of early childhood autism and Asperger's syndrome, exploring how social workers can effectively utilize systematic support programs to aid affected children.
What are the core thematic fields of this work?
The core fields include clinical diagnostics, historical development of autism concepts, neurobiological causes, and the practical implementation of social work through the TEACCH approach.
What is the central research question?
It addresses the differences and similarities between the two disorders and seeks to identify which support options can best compensate for autistic behaviors through professional social work intervention.
Which scientific method does the author employ?
The author primarily utilizes literature research, evaluating databases and specialist books to synthesize current findings on autism and social work practices.
What is discussed in the main part of the thesis?
The main part covers definitions, detailed symptomatology, the spectrum of causes (etiology), and a comprehensive evaluation of the TEACCH approach for promoting social and communicative skills.
Which keywords best characterize this work?
Key terms include Autism, Asperger's syndrome, TEACCH approach, social work, developmental disorders, and social competence.
Why is the diagnosis of Asperger's syndrome often delayed compared to early childhood autism?
The diagnosis is often delayed because Asperger's children typically do not exhibit early language developmental delays, allowing them to appear more "normal" in the first months and years of life.
What role does the TEACCH approach play in this context?
TEACCH serves as a structured educational-therapeutic framework that focuses on activating resources and providing tailored support to help autistic individuals live meaningful and independent lives.
- Citar trabajo
- Melanie Leukert (Autor), 2012, Autism Spectrum Disorders in Childhood, Múnich, GRIN Verlag, https://www.grin.com/document/1175819
