Unstrange Minds by Dr. Grinker Discussion of the book on why Autism diagnosis has increased over the recent years presented by tutor John Toker

Possible causes for the rise in ASD diagnoses

Research based standards for diagnosing people with ASD became the norm; this increased the rate of diagnosing conversely to the past individuals were wrongly ascribed with other diagnoses. Clinicians are more aware of ASD, and therefore are systematically looking to rule out early indications of it. Prior to extensive research substantiating ASD and the Internet to inform people of ASD, there was a tendency to misattribute symptoms of it. Many doctors would simply call it normal, while others would simply label them as mentally retarded.

Once people with ASD received early intervention in terms of socialization and other forms of education, there was marked improvement in the respective students’ interpersonal skills and cognitive capacity to learn in general; they far exceeded experts expectations. Consequently, there was proof that ASD was often the proper diagnosis for many who had earlier been deemed to have unrelated issues (Grinker, 2008).

 

Opinion related to the increased prevalence of ASD

Early diagnosis of those with ASD allows them to cognitively develop to a degree that often exceeds mental retardation; some are able to illustrate superiority to the general population. Such finding evoke support by the general public to increase awareness and funding to help people with ASD. Consequently, parents are more likely to be educated about the diagnosis and doctors anticipate that they will be expected to rule out whether ASD is the case; such influence raises the likelihood that it will be the diagnosis in any given pediatric evaluation (Boutot, & Myles 2011).

 

How the rise in diagnoses will impact teachers and schools

Public school funding increases as more people per capita are diagnosed with ASD, which results in hiring more people for team teaching. People who teach together will need more planning time between them during free periods; they will need to in many cases coordinate who is leading and who is working with individuals. Sometimes, there will be different ways of setting up the structure of classes. For example, a class may be split into half as if they were separate courses and therefore only one teacher per group (Vaughn, & Bos 2007). Political power to vie for better results when teaching those with ASD is greater, and therefore there is more pressure on instructors to succeed in their respective efforts (Grinker, 2008).

 

 

 

 

References

Boutot, A., & Myles, B. (2011). Overview of Autism Spectrum Disorders. In Autism Spectrum Disorders Foundations, Characteristics, and Effective Strategies (pp. 34-67). Pearson.

Grinker, R. (2008). Unstrange Minds: Remapping the World of Autism (pp. 1-172). Basic Books.

Vaughn, S., & Bos, C. (2007). Response to Intervention: Developing Success for All Learners. In Teaching students who are exceptional, diverse, and at risk in the general education classroom (4th ed., p. 350 to 398). Boston: Pearson Allyn & Bacon.

 

John Toker has a Master’s Degree in Education with a Concentration in LD K-12, and a Master’s Degree in Psychological Services with a Concentration in Counseling with a Post Master’s in Counseling. John is a tutor for Autism, Asperger’s, Dyslexia, ADHD, ADD, Executive Function Disorder and other learning issues. John taught in FCPS, and MCPS; he is usually a tutor in Northern Virginia, especially Fairfax County including McLean, Vienna, Reston VA and other areas in Fairfax County and sometimes a tutor in MCPS, in particular Potomac MD, Bethesda MD, and Rockville MD within Montgomery County.

 

Tutor, John Toker, web site to help people with ADHD, ADD, Dyslexia, Autism, Asperger, Executive Function Disorder

 http://www.learndifferentlytutor.com/

 

http://www.johntoker.com/

Tutor explains DSM V brings Autism, Aspergers, ASD under one diagnostic umbrella

Previously a tutor would expect children to have different diagnoses whether Autism or Asperger’s Disorder in the DSM IV. The DSM V is a statistical manual that reflects the criteria in which people may be diagnosed as being on the spectrum of Autism. Students who need a tutor, IEP services at school and other educational assistance among professionals are no longer diagnosed separately with Asperger’s, rather anyone on the spectrum of Autism, ASD, is diagnosed as being Autistic; albeit, there are types of autism delineated in any given diagnosis of it. Core illustrations of Autistic behavior or paucity in affect in order to meet the criteria are as follows: poor social communication and related interpersonal skills, repetitive kinesthetic actions and narrow scope of interests, gaps in interacting with others and obsessive behavior present at early age. The following links delineates the specific details of Autism as reflected as a diagnosis in the DSM V:

http://www.cdc.gov/ncbddd/autism/hcp-dsm.html

https://www.autismspeaks.org/what-autism/diagnosis/dsm-5-diagnostic-criteria

Asperger’s Disorder is not a diagnosis in the DSM V; tutors, teachers and other educational professionals should be aware of this. Naturally as a tutor, I understand that students with Asperger’s may not want to be under one ASD diagnosis of Autism.

John Toker has a Master’s Degree in Education with a Concentration in LD K-12, and a Master’s Degree in Psychological Services with a Concentration in Counseling with a Post Master’s in Counseling. John is a tutor for Autism, Asperger’s, Dyslexia, ADHD, ADD, Executive Function Disorder and other learning issues. John taught in FCPS, and MCPS; he is usually a tutor in Northern Virginia, especially Fairfax County including McLean, Vienna, Reston VA and other areas in Fairfax County and sometimes a tutor in MCPS, in particular Potomac MD, Bethesda MD, and Rockville MD within Montgomery County.

 http://www.learndifferentlytutor.com/

http://www.johntoker.com/