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The Autism-Gender Relationship Analysis
New and Interesting Information
During my research on autism in this course, I was surprised to learn that autistic people often identify patterns that others may overlook or fail to identify. For instance, some children with autism have an innate ability to code software, understand complex systems and perform intricate calculations. This detail sparked my interest because it showed me the unique strength of individuals living with autism (Kearney & Trull, 2015). Through further study, I have come to understand that this aptitude is driven by the fact that those with autism often have an intense attention to detail and can detect recurring patterns. In addition, they can get insights from data more efficiently than those without the disorder. These facts captured my attention because understanding these facts has offered me insight into a new perspective on the disorder and improved my appreciation for autistic individuals.
Emotional Response to Content
Among the key aspects of the information, I have read about the difference in the prevalence of autism between boys and girls. Based on this information, boys are more likely to be diagnosed with autism than girls, suggesting that there may be gender differences in how autism presents itself and how it is managed (Kearney & Trull, 2015). This discrepancy highlights the importance of further research into the relationship between gender and autism, including the possible involvement of various genetic, environmental, and physiological factors. By understanding these elements, we may be better equipped to diagnose and treat this condition more effectively.
My emotional response to the fact that boys are five times more likely to be autistic than girls was distress. This is due, in part, to the fact that it emphasizes a noticeable disparity between genders regarding certain neurological disorders. Unfortunately, the prevalence of diagnoses in young boys is disheartening as it suggests that there are certain challenges that those on the autistic spectrum may face in childhood and beyond that do not apply to their female counterparts. It can also put into perspective just how often these conditions manifest particularly in male-identifying individuals and how little attention they may receive compared to other neurodiverse traits or disabilities (Anderson, 2020). While I do not take away from the prevalence or importance of pediatric autism among females, I feel disheartened by such an extreme difference in severity. To ensure the best outcomes possible for everyone living with autism, regardless of gender, further research into these disparities is required to ensure proper support systems are in place.
Most Challenging Material
One of the most challenging aspects of understanding autism has been discerning which information is valid and relevant in informing my views. There is an abundance of material available to learn from, with varying degrees of accuracy, so it is important to differentiate between reliable and inaccurate sources. I also found it difficult to distinguish between abstract concepts like theory of mind and tangible aspects such as issues with communication. Using a multi-disciplinary approach, including research-based findings to make sense of the complexities, has been key in understanding autism on an informed basis.
Impact on Future Outlook and Practice
Understanding the concept of autism will affect my profession in the future and influence my perspective on the condition and people living with it. Firstly, it can help to understand another persons struggles or differences, enabling empathy. The most compelling change in perspective is a closer examination of behavior, looking for patterns and links, such as challenging situations that may provoke negative responses (Wintler et al., 2020). On the other hand, it might result in positive reinforcements that can help calm a person with autism. Additionally, this understanding can better equip us to navigate helping those on the spectrum, if needed becoming more aware of specific behaviors and developing strategies to proactively support them in the future. In all cases, a greater understanding of autism may allow us to truly appreciate the manifestation of different kinds of minds and brains.
Furthermore, understanding autism can provide me with great insight into my chosen future profession. Being aware of and knowledgeable about the characteristics and needs of those living with autism can help me to better serve them in whatever field I enter, whether it be healthcare, teaching, or social work. I will be more adept at recognizing specific behavioral patterns, shaping my client care approach to effectively meet their needs, and managing challenging behavior (Wintler et al., 2020). Greater awareness of autism will also enhance my ability to form meaningful connections with those I serve, developing authentic relationships based on understanding and respect. Finally, understanding autism is an essential asset for myself and society, whose mission is to support and empower those living with the condition.
Recommendations for Future Teaching on Subject
The components of teaching autism make it a perfect course to remain in the future curriculum. Focusing on subjects such as neurobiology and psychopharmacology will help equip educators, healthcare professionals, and others with the knowledge they need to work with people of all ages who have autism spectrum disorder. Understanding evidence-based practices for behavioral interventions is also a key aspect of teaching autism (Ferguson et al., 2019). From an experiential standpoint, the course may include working with people diagnosed with ASD in applied settings or exposing students to the most current research from the literature. All these topics are essential for a comprehensive understanding of autism, and I would highly recommend keeping this course available for further learning.
Given the interdisciplinary nature of autism and the range of research being conducted by various branches of science, I would suggest that there is a need to curate or synthesize existing information before it is incorporated into the course. There are various sets of beliefs, theories, and facts related to autism that may be appropriated depending on the context and conditions in which they are presented. Additionally, opinions should be supported with robust research evidence to avoid perpetuating false information (Ferguson et al., 2019). It is also important to remove redundant or outdated material from the curriculum and include inclusive content reflecting current perspectives within this field. In short, I believe it is essential that attempts provide comprehensive and up-to-date knowledge about autism take place in order to ensure accurate representation and exchange of reliable data.
In conclusion, the course I took in studying autism has been a fascinating journey that has given me insight into the nuances of the subject and its multifaceted disorder. In addition to gaining a deeper understanding of the disorder, I have also obtained some useful strategies for interacting with people on the autism spectrum. I am grateful for all that I have learned from this course and find myself well-prepared to continue my exploration into the complexities of autism.
References
Anderson, L. (2020). Schooling for pupils with autism spectrum disorder: Parents perspectives. Journal of Autism and Developmental Disorders, 50(12), 43564366. Web.
Ferguson, J., Craig, E. A., & Dounavi, K. (2019). Telehealth as a model for providing behavior analytic interventions to individuals with autism spectrum disorder: A systematic review. Journal of Autism and Developmental Disorders, 49(2), 582616. Web.
Kearney, C., & Trull, T. J. (2015). Abnormal psychology and life (2nd ed.). Cengage Learning.
Wintler, T., Schoch, H., Frank, M. G., & Peixoto, L. (2020). Sleep, brain development, and autism spectrum disorders: Insights from animal models. Journal of Neuroscience Research, 98(6), 1137-1149. Web.
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