Mood Disorder projectPsych

0 Comment

The deficits in the cognitive capacity come as a result of a syndrome that disrupts the development of cognitive and social knowledge. There are various theories that have ventured to explain the behavioral results or the social skill outcomes of the children with autism. One of these theories is the central coherence theory, which suggests that children with autism have a weakened capacity of conceptualizing an array of presented information. In this regard, children with autism exhibit the preferences of focusing on small details and largely count on the rote memory to meet the demands of the highly complex environment. Limited central coherence of cognition, also referred to as the gestalt processing, has the ability of rendering one to miss the cues that are essential to understanding the social contexts, and this could include the difficulties to comprehend the main ideas in the paragraphs or even in the general conversations (Waltz, 1999). Another theory is the executive dysfunction, which also gives acknowledgement to the point that child with autism have a limited capacity of manipulating the tasks before them to realize desirable outcomes. It is worth noting that there may be limited concurrence on what executive dysfunction could entail. However, it alludes to lack of essential skills that enable the executives to handle their job and include multi-tasking, planning, organizing and prioritizing. This implies that the executive dysfunction makes it difficult for the children with autism to exercise controls on their languages and speech. A child with autism may also exhibit characteristics of difficulties in organizing written expression or even planning to complete the class assignments. The theory of mind suggests that children with autism exhibit difficulties in accommodating other people’s insights, behaviors and even motives. They may also exhibit the tendency of talking about themselves at the expense of other people. Mastrangelo (2009) observes that the challenges in the social skills among the children with autism lie in the incapability to decipher essential cues that the environment presents. The common approaches and methods for language and speech for children with autism include standardized assessment and evaluation tools and methods and pragmatic assessment approaches. Standardized approaches are often used by clinicians, as well as diagnosticians and are very useful in offering information about the social abilities for children with autism. One of the underlying impediments in such approaches is that standardized tests have the allowance of constraining the pragmatic assessment tests. This is because the nature of social skills is such that it even defies the approaches that are founded on the standardized test structures (Zachman Orman Blagden, 1991). The depiction of desirable behaviors is perceived as the individual’s social skill that relies on various signals of communication for spontaneous processing. This is reacted through the encoding process of responses that are multilayered that suits the purpose of communication, as well as the context. The most important point is that the rapid exchange of signals of communication should be fluid, allowing the participants in the communication to decipher the