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Autism Spectrum Disorder Psychology Term Paper Essay (Term Paper Sample)


https://bookshelf(dot)vitalsource(dot)com/#/books/9780133521573/cfi/6/2!/4/2@0:0 (TEXTBOOK)
To demonstrate application of knowledge gained during this course, reflect on a professional or personal experience you have had with an individual with ASD, and think about how your increased understanding has changed your outlook on this condition. If you have not had any experiences with someone with ASD, you can still offer information regarding your learning of it from this course.
Much of your personal insight should be recorded in the weekly personal journal you are expected to keep throughout this course. The journal will afford you an excellent opportunity to reflect on what you are learning and to write down your personal thoughts and reflections on the course material, course processes, and your overall personal development. Although the journal itself will not be graded, your weekly contributions may be used in the development of the reflection paper.
Your paper must be in essay format and demonstrate critical thinking about the interconnection between the concepts introduced in this class and the application of course content to the reflection.
The following “Additional Questions for Reflection” provide a starting point for the personal reflection paper. You are not required to answer all these questions or to address them in any particular order. Use your journal to identify key learnings and understandings as you work your way through the course. Also review the grading criteria below to ensure that you understand the expectations of the assignment.
Here are some suggestions of what you may consider in guiding your journal writing:
What has brought me to working with individuals with ASD?
What have I learned about ASD in this course?
How has my understanding of ASD changed in this course?
What new insights have I developed in this course? Any surprises?
What key interventions have I learned in this course? What will they target?
What key insights have I developed that may be applicable in my own life/work?
How has my learning and experience from this course influenced my thinking about autism?
What types of interventions are you most drawn to?
How might your learnings influence your work with individuals with ASD?
What theories or concepts best fits with your own views of ASD? What concepts are most appealing to you and why?
What models or techniques of intervention do you gravitate towards? What about those interventions appeals to you? Why do such interventions appeal to you more than others do?
Are there any approaches you would choose not to implement and why?
What is your view on how problematic behaviours are maintained? Managed?
How do you see family needs influencing the intervention process?
Note: The personal reflection paper must be an original work—that is, not copied from someone else, and not used in this course in a previous registration or in any other course taken at Athabasca University, or elsewhere. Otherwise, this constitutes plagiarism and academic misconduct.
Review of Requirements
Review the reflections and responses in your journal. Consider the interconnection between the concepts introduced in this course.
Remember that you must demonstrate affective learning, synthesis, and evaluation.
A well-prepared report will comprise of three major parts: introduction, body of the report, and conclusion. It will start with a title page, and it must have a bibliography. For information on writing and formatting papers in APA style, please refer to the “Other Important Links and Information” page in the Course Information.
Grading Matrix for Reflection Paper
Concise summary of reflection paper.
5 /5
Wordy summary of reflection paper.
Unclear or confusing summary.
Incomplete or inaccurate summary.
No summary.
Concise statement of the rationale, purpose, and structure of the paper
5 /5
A well–written rationale or background statement, which includes either the purpose or the structure.
A well-written or background statement only.
A wordy or poorly written statement of the rationale, purpose, and structure; includes information either unnecessary or better placed later in the paper or with neither purpose nor structure described.
No introduction.
Body: Personal Analysis
Identification of key learnings in this course. Understanding of the concepts in shaping your understanding and overall development within the field of autism (synthesis and evaluation). Solid demonstration of breadth and depth.
26–35 /35
A broad overview of key learnings though lacks depth.
Breadth and depth of learning limited.
Key learnings not addressed.
Body: Application of Learning
Establishment of links between personal experiences, course materials, and overall development (affective learning). Demonstrate critical thinking and identification of the potential implications of your learning and work with individuals with ASD (synthesis and evaluation).
26–35 /35
Both of these areas covered, but not fully.
One area covered in depth.
No key areas are covered in depth.
Discussion and Conclusions
Clear, logical conclusions drawn from the body of the paper. Review with well-founded recommendations for further reflection/areas to work on/goals for the future.
8–10 /10
Clear, logical conclusions drawn from the body of the paper with limited or no recommendations for further reflection.
Unclear or illogical conclusions, or no conclusion.
Consistent use of the current APA style (6th ed.) in title page and body of the paper. Excellent organization, grammar, spelling, and punctuation. (A well-organized report may use headings and/or clear, logical transitions to shift from one section to the next).
8–10 /10
Consistent use of APA style. Generally well-written (logical, clear) with a few minor errors in grammar, spelling, or punctuation.
Logical and clear, but many grammar, spelling, and punctuation errors.
Some confusion or lack of clarity in organization and writing.
Total /100


Autism Spectrum Disorder
Fortunately or unfortunately in my earlier days, I had a chance to deal with a child with who had Autism Spectrum Disorder. I met John when he was 12 years old. He had Autism and for this reason, he was scared of strangers. At a slow pace, John started getting comfortable around me and could now talk, one day I asked what his favorite snack was and he answered McDonald burger. He was excited about answering the question. From that day, forth I knew that this was one of my ways to get through John. When I was sure we are meeting, I would buy a McDonald burger or we would walk to the outlet itself and get to eat there, this way I got to build a better and strong relationship with John using a common pleasure.
Autism Spectrum Disorder is observed to inhibit communication skills like John's case portrays, however many individuals in the society misjudge this condition where the affected lacks in speech as a cognitive disability. It is also a belief that those who have Autism have low intelligence. However, research has proven that while some individual with autism have low intelligence others have a higher capacity. Getting to class and learning about the disorder of autism behavior, intelligence, and communications problems are highly variable as taught. It is also observed that many individuals with ASD if they get proper therapy or treatment they get better with time.

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