QUESTION
Autism spectrum disorder
assignment based on autism till the end of this week
its 2000 words and based on the interview questions from my and community knowledge of autism.
I have collected interview response and the rest is to write the purpose of assignmnet, analyse the responses of 4 of us me and my team mate and 2 community people
FIrstly ,, purpose of the interview should be based on the community knowledge about autism spectrum disorder, how people think about them , how the biases and assumptions related to autism is prevailing in society, cultural influence, how people with ASD percieved, and purpose should be why such things are happening
second> what we think about getting from interview ,,,which would be based on what are the initial assumptions we have in mind about autism and what should be consider to change or improve that
something like that
then analyse the responses /what we get from the interviews
lastly>reflection on interviews from (person first perspective) person first is about putting yourself in the shoes of autistic person and how they experience life, challenges and issues, it is very important in this subject
include 4 appendices alongwith the refrence section for 4 responses
Laureate_Assessment_PFA_AT2_FINAL.Docx Page 1 of 6
ASSESSMENT BRIEF
Subject Code and Title PFA 401 Person First in Autism
Assessment Interview and Analysis: Perspectives of Autism
Individual/Group Group
Length 2000 words (+/-10%)
Learning Outcomes 1. Understand and apply a ‘person first’ perspective
to analyse and problem solve issues and
challenges associated with Autism.
- Critique own and others’ biases, prejudices and
assumptions associated with Autism.
- Demonstrate research and communication skills
for post graduate level.
Submission By 11:55pm AEST/AEDT Sunday of Week 9
Weighting 40 %
Total Marks 100 marks
Context:
This assessment is prescribed for you to advance your skills in critiquing views of Autism: your own,
and those of others within your community.
The assessment will prepare you to critique your own and community bias, prejudice and assumptions
when examining the person first approach and in this context, recognise the challenges associated
with Autism.
The team component of the assessment provides a platform for in depth and rigorous discussion of
your own views about Autism. It also enables you to co-construct interview questions for further
examination.
Instructions:
The assessment requires you to form a team of 2 members. As a team, you will work together to
develop interview questions to use to interview each other and members of the community. The
questions will be designed to help you understand your own and others’ bias, prejudice and
assumptions about the lived experiences of Autism.
This assessment requires you to work as a team for the first section of this assessment; however, the
assessment will be marked individually.
Laureate_Assessment_PFA_AT2_FINAL.Docx Page 2 of 6
To prepare for completing this assessment, as a team you will need to discuss and identify the
questions that will be used in the interview. You will interview each other using the questionnaire to
ascertain your own bias, prejudice and assumptions. As an individual you will choose a person in the
community to interview. You will each bring back to the group the community results to share,
creating four responses (2team and 2 community) to the interview. Your team will disband and as an
individual you will complete an analysis of your own, the team and community responses to the
interview questions.
Structure your analysis as follows:
Ø Introduction to the purpose of the interview.
Ø Identification of initial presumptions discussed by the team in relation to own and others’ bias,
prejudice and assumptions [what you anticipated you would discover through the interviews].
Ø Analysis of your own and others’ perspectives of Autism in relation to bias, prejudice and
assumptions [what you actually discovered through the interviews].
Ø Reflection about the interview responses in relation to the person first approach and
implications.
The analysis will be submitted, with a copy of the interview questions, de-identified responses from
the team member and community members to be included as appendices.
Laureate_Assessment_PFA_AT2_FINAL.docx Page 3 of 6
Learning Rubrics
Assessment
Attributes Fail (Unacceptable) Pass
(Functional)
Credit
(Proficient)
Distinction
(Advanced)
High Distinction
(Exceptional)
Grade Description Evidence of unsatisfactory achievement
of one or more of the learning
objectives of the course, insufficient
understanding of the course content
and/or unsatisfactory level of skill
development.
Evidence of
satisfactory
achievement of course
learning objectives, the
development of
relevant skills to a
competent level, and
adequate
interpretation and
critical analysis skills.
Evidence of a good
level of understanding,
knowledge and skill
development in
relation to the content
of the course or work
of a superior quality on
the majority of the
learning objectives of
the course.
Demonstration of a
high level of
interpretation and
critical analysis skills.
Evidence of a high
level of
achievement of
the learning
objectives of the
course
demonstrated in
such areas as
interpretation and
critical analysis,
logical argument,
use of
methodology and
communication
skills.
Evidence of an
exceptional level of
achievement of
learning objectives
across the entire
content of the course
demonstrated in such
areas as interpretation
and critical analysis,
logical argument,
creativity, originality,
use of methodology
and communication
skills.
Knowledge and
understanding
Limited understanding of required
concepts and knowledge
Key components of the assignment are
not addressed.
The analysis identifies
own and others’
biases, prejudices and
assumptions
associated with
Autism.
The analysis
demonstrates an indepth
understanding
of own and others’
varying biases,
prejudices and
assumptions
associated with
Autism.
The analysis
demonstrates a high
order analysis of own
and others’ biases,
prejudices and
assumptions
associated with
Autism spectrum
through the lived
experience.
Comprehensive analysis
and coverage of the topic
integrating a wide range
of own and others’
biases, prejudices and
assumptions associated
with Autism. perspectives
about the importance of
lived experience
understanding.
Laureate_Assessment_PFA_AT2_FINAL.docx Page 4 of 6
Critical Reflection
Specific position (perspective or
argument) fails to take into account the
complexities of the issue(s) or scope of
the assignment.
Makes assertions that are not justified.
The analysis
demonstrates a
capacity to critique and
analyse reasons for
their own and others’
biases, prejudices and
assumptions
associated with
Autism.
There is clear
identification and
understanding of the
biases, prejudices and
assumptions
associated with Autism
and impact on lived
experiences.
Effective and
thorough
demonstration of the
impact of biases,
prejudices and
assumptions and
approaches about
Autism.
Specific perspective is
presented
imaginatively and
accurately taking into
account the complexity
of Autism based on
biases, prejudices and
assumptions associated
with Autism. Limits of
position are
acknowledged.
Laureate_Assessment_PFA_AT2_FINAL.docx Page 5 of 6
Capacity to apply
person first
perspective
Limited synthesis and analysis.
Limited application/recommendations
based upon analysis.
The relationship
between the shift of
the student
understandings about
Autism is
demonstrated through
the lens of the person
first perspective.
The use of critical
analysis of both the
student knowledge of
Autism and those of
others is included in
relation to the person
first approach.
The analysis
demonstrates a
highly developed
capacity to integrate
person first
perspective and the
impacts of
community
knowledge.
The reflection
demonstrates a creative,
innovative synthesis of
ideas.
Academic
conventions
Poorly written with errors in spelling,
grammar.
Demonstrates inconsistent use of good
quality, credible and relevant research
sources to support and develop ideas.
The analysis is written
according to academic
genre. The reflection
demonstrates a
consistent use of
credible and relevant
research sources to
support ideas, however
Is well-written and
adheres to the
academic genre (e.g.
with introduction,
conclusion or
summary).
Is very well-written
and adheres to the
academic genre.
Consistently
demonstrates
expert use of good
quality, credible
Expertly written and
adheres to the
academic genre.
Demonstrates expert
use of high-quality,
credible and relevant
research sources to
Laureate_Assessment_PFA_AT2_FINAL.docx Page 6 of 6
There are mistakes in using the APA
style.
these are not always
well developed.
There are only minor
mistakes in using the
APA style.
Demonstrates
consistent use of high
quality, credible and
relevant research
sources to support and
develop ideas.
There are no mistakes
in using the APA style.
and relevant
research sources
to support and
develop
appropriate
arguments and
statements. Shows
evidence of
reading beyond
the key reading
There are no
mistakes in using
the APA style.
support and develop
arguments and
position statements.
Shows extensive
evidence of reading
beyond the key reading
There are no mistakes
in using the APA Style.
[/et_pb_text][et_pb_text _builder_version="4.9.3" _module_preset="default" width_tablet="" width_phone="100%" width_last_edited="on|phone" max_width="100%"]| Subject | Nursing | Pages | 18 | Style | APA |
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Answer
-
Autism Spectrum Disorder
Contents
Introduction to the purpose of the interview. 3
- Understanding of ASD.. 6
- Problems Affecting Autistic Patients. 6
- Acknowledging the Essential Support Needs. 7
Autism Spectrum Disorder
Introduction to the purpose of the interview.
The primary purpose of the interview was to assess the level of understanding of Autism Spectrum Disorder (ASD) apparent in the community and analyze the existing assumptions and other significant biased views commonly associated with it (Zuckerman et al., 2018). In today’s society, so many people are living with the condition, and, surprisingly, most of them are not familiar with the condition, the causes, available management options, and the necessary emotional and physical support the person with ASD require (Bagaiolo et al., 2019). Most people lack the necessary awareness of the condition, and the best ways of living with person with ASD is a major hindrance to effective care. The growing lack of knowledge and understanding of Autism and its presentation in person with ASD has led to intense misconceptions, societal judgments, stereotypes, misdiagnoses, and bias, which consequently triggers isolate responses.
Leaders should strategize on creating awareness through community education on the outstanding features of the disorder and management measures to improve the lives of individuals living with the condition and their families (Audley, 2020). The approach will help to address the underlying assumptions about the disorder and improve community management (Bagaiolo et al., 2019). The sections below will highlight the initial presumptions assessed by the team regarding the bias, prejudice, and assumptions, a critical assessment of the results to gauge whether they indicate common community biases related to the condition, and analysis of the effect of these findings on Autistic patients and their care providers. The conclusive part of the paper will also provide a highlight of the future practice implications of these interview details.
As a team, we formulated the questions through our individual perceptions which were totally different from our biases, cultural assumptions, and background on ASD. In our initial assumptions, we discussed the questions as a group, then evaluated them promptly basing on biases, prejudice and assumption that each one of us had about the autism spectrum. So, as a team, we formed our questions through our own perception which was different from our cultural background and our own biases and assumptions on ASD. Further, the questions were selected to clear our primary understanding of these myths and assumptions and what the community believes about persons with autism. For instance, one of us said that before studying about ASD, he did not understand what it was all about, the signs, and how it affected the day to day life of the individual (Zuckerman et al., 2018). To him, he understood that persons with autism were just introverted individuals lacking social skills, yet he was totally wrong.
Thus, the interviews were prompted by our desire to understand what the community knows about persons with Autism. We all had limited knowledge about ASD even though we worked in the field of education. Thus, this prompted our doubts about what the society understands about ASD and how they would respond to matters to do with the condition. Clearly, we all have different assumptions about ASD as reflected through individual bias apparent in the group, and this explains why the question focused primarily on community knowledge and support towards people living with ASD. For instance, parents are blamed for wrong upbringing and behaviors of children, and this reflects the level of ignorance about ASD within that society. Also, India lacks special schools to serve these people or meet their unique needs as the society overlooks the condition and considers people living with ASD as physically and mentally unstable.
Some respondents reported to have never met any individual living with autism in actual life, and thus, their understanding was quite limited. The interviews were, therefore, driven by the urge to acquire additional knowledge and understanding about persons with ASD through groupwork and responses received from the community (Frost, Bailey, & Ingersoll, 2019). It comes out that persons living with ASD are not just individuals who want to stay alone, but the condition has deprived them of their social skills. therefore, our questions were prompted by the desire to assess underlying gaps in societal knowledge and understanding of ASD, and how these perceptions affect the ability of people with ASD to learn in schools, access employment, and take part in day to day activities in the community (Frost, Bailey, & Ingersoll, 2019). The goal was to assess the challenges facing students with ASD in their course of learning and how these gaps affect their performance dynamics. In the case of employment, the questions were constructed in a way that they highlight barriers to performance and recruitment, and how different organizations perceive ASD patients (Frost, Bailey, & Ingersoll, 2019).
Two of the interview respondents (interviewee 1 and 2) were masters students in special education, and 3 and 4 were picked from one community- one is from accounting and one in education. (McCarthy et al., 2019). The approach was well-though about because it eliminated the possibility of eliciting likely biases and underlying presumptions about the disease. Also, the choice gave us the flexibility to do an in-depth analysis of the gaps in knowledge within the community and how swift affected organizations can incorporate measures to seal these underlying disparities.
The respondents showed a detailed understanding of Autism as a collection of complex neurodevelopment complexities characterized by repetitive patterns of abnormal traits and behaviors that inhibit an individual’s capacity to communicate and interact socially. Interviewee 1 in appendix 1 described autism as a neurological disorder that hinders a person from communicating verbally, and that men were more susceptible than women. Interviewee 2 agreed that ASD is a development disability affecting an individual’s capacity to think, feel, and interact properly with others. Interviewee 3 in appendix 3 comprehends the condition as a life-long disorder that cannot be erased with medication, although it can be managed effectively. My perspective of Autism is not far-fetched from the above details because, in my understanding, I believe that person on autism spectrum exhibit issues with social interactions, show an unusual interest in objects, exhibit repeated actions, unusual body movements, and sometimes a broad variation in abilities.
Interviewee 3 agreed that people with ASD are subject to diverse challenges, especially exacerbated by the limitations in communicating properly, social interactions, learning, and reading. These gaps prevent them from accessing employment opportunities, and most of them are forced to used special systems of education (Frost, Bailey, & Ingersoll, 2019). Stigma was also highlighted as a significant challenge as it pushes persons with ASD to try too hard to fit in the society. However, the respondents still believed that individuals with ASD should be guaranteed equal opportunities as they might exhibit hidden potential overlooked by their incapacities. Interviewee 1 in appendix 1 also mentioned of social difficulties as a challenge due to delayed speech and repeat of words. Although the participants understand these challenges, they all emphasized on the need to embrace such people and offer support in all possible ways (Howells, 2020). All the respondents seemed to understand the problems facing autistic patients adequately, and most of them empathized with the victims. In my opinion, I understand the gaps and challenges that come with Autism, and how they can be a significant barrier especially to individuals who lack resource input to manage better and learn how to live with the condition.
Interviewee 3 in appendix 3 exhibited a high-level understanding of the essential support needs for autistic patients. they showed empathy towards people with ASD and emphasized on the need to embrace them I our societies without perceiving them as a burden. Interviewee 1 suggested the need to introduce persons with ASD to special education programs that meet their demands effectively by fully considering their conditions (McCarthy et al., 2019). However, such initiatives can be embedded in mainstream schools to avoid feelings of isolation. Sport, music, and art were among the highlighted social activities to assist the needs of people with ASD (Hillier, 2020). In severe cases, the curriculum should offer properly trained teachers with profound knowledge on additional needs.
Employees should also accept people with ASD in their spaces, and assign them job roles depending on their capabilities and knowledge levels. Interviewee 2 agreed that although not all cultures lack an understanding of these disparities, it is important to meet the people living with autism at their points of needs, and strategize on sustainable measures of meeting them. Existing disparities can only clear through providing community education on Autism, and the growing urge to let the individuals feel a part and parcel of the society. The goal is to identify their underlying talents and capabilities, promote and encourage their skills to achieve ultimate career goals.
In my opinion, I also understand the autistic patients required a lot of help to manage the condition, and it should be in the interest of every community dweller to ease the burden for patients by showing support in any little way. Further, more interventions should purpose to help families understand Autism as a condition in detail, best strategies of managing behavioral disabilities shown by the patients, and channels of accessing respite. I believe my knowledge compares to that of respondents and the community at large because I am a huge believer in the idea of offering educational and behavioral support in highly structured ways to meet the diverse needs and demands of each person on autism spectrum. These structured interventions should be initiated as early as possible in the child’s development regime. Different communities have embraced therapy connects as a resource for helping families of young kids on the autism spectrum to appreciate the available therapies depending on the unique needs of the affected persons (McCarthy et al., 2019).
The results we acquired from the analysis were different from our previous presumptions concerning the misconceptions, stereotypes, and related biases we anticipated to find in this community (Howells, 2020). These positive responses could have been influenced by our selection of interviews who possessed adequate background knowledge and understanding of the condition, and their increasingly empathetic attitudes (Audley, 2020). Some respondents showed a detailed understanding of the concept at hand and exhibited more empathetic feelings for the persons with autism compared to others, who had a basic understanding and did not show emotions towards the people affected by the condition (Frost, Bailey, & Ingersoll, 2019). The reactions by the respondents with a professional background in psychology help to explain why therapists are grounded in remorseful associations with their clients.
The findings from the interview have triggered my interests to dive deeper into learning matters of ASD to improve my attitude towards people living with Autism as a condition. I want to be a voice for my community and raise awareness on the best measures to support these vulnerable groups (Bagaiolo et al., 2019). It can be done through increasing educational interventions in schools, churches, or other healthcare supporting institutions purposely to reach a wider audience. Acquiring this in-depth knowledge is vital in advancing and bettering the lives of people living with Autism in communities and their families (Bagaiolo et al., 2019). It will help to erase issues of societal stigmatization, peer discrimination, isolation, and blame because every societal individual will understand that persons with autism are not lesser of people than us, we are all the same with unique features and needs. The goal is to increase general awareness and understanding of Autism as a health issue, best measures for managing its intensity, and enhancing availability support resources to make the journey easier for the people walking it and the family or groups of care providers involved.
References
Audley, S. E. (2020). Autistic Representation in Television.
Bagaiolo, L. F., Cunha, G. R. D., Nogueira, M. L. M., Braido, M., Bordini, D., Sasaki, T. N., & Pacífico, C. R. (2019). Implementing a community-based parent training behavioral intervention for Autism Spectrum Disorder. Psicologia: teoria e prática, 21(3), 456-472.
Frost, K. M., Bailey, K. M., & Ingersoll, B. R. (2019). “I Just Want Them to See Me As… Me”: Identity, Community, and Disclosure Practices Among College Students on the Autism Spectrum. Autism in Adulthood, 1(4), 268-275.
Hillier, A., Gallop, N., Mendes, E., Tellez, D., Buckingham, A., Nizami, A., & OToole, D. (2020). LGBTQ+ and autism spectrum disorder: Experiences and challenges. International Journal of Transgender Health, 21(1), 98-110.
Howells, K., Sivaratnam, C., Lindor, E., Hyde, C., McGillivray, J., Whitehouse, A., & Rinehart, N. (2020). Can participation in a community organized football program improve social, behavioural functioning and communication in children with autism spectrum disorder? A pilot study. Journal of autism and developmental disorders, 1-14.
McCarthy, J. W., Taylor, S. O., Gornichec Wright, B., & Lee, C. Y. (2019). Training students through a community outreach program to support families of children with autism spectrum disorder. Teaching and Learning in Communication Sciences & Disorders, 3(1), 5.
Zuckerman, K. E., Lindly, O. J., Reyes, N. M., Chavez, A. E., Cobian, M., Macias, K., ... & Smith, K. A. (2018). Parent perceptions of community autism spectrum disorder stigma: Measure validation and associations in a multi-site sample. Journal of Autism and Developmental Disorders, 48(9), 3199-3209