Autism is a developmental condition that manifests itself in childhood and impedes the typical progression of a person's social, linguistic, and cognitive capabilities. Because a diagnosis of autism cannot be made if the symptoms of the illness don't appear until after the third year of a person's existence, autism is always considered to be a psychiatric condition that first appears in very early infancy. Although the other major psychological problems that can affect children, such as attention deficit disorder, anxiety, and depression, often don't appear until later in life, there may be signs of them earlier on. Autism manifests itself at such a young age; thus, it is important to differentiate it from preset systemic disorders. One further trait of autism is its heterogeneity, which may be seen in both the symptoms and the developmental course of the disorder.
Keywords
psychiatric,
linguistic,
person's social,
cognitive capabilities
References
Aldred, C., Green, J., & Adams, C. (2004). A new social communication intervention for children with autism: pilot randomised controlled treatment study suggesting effectiveness. Journal of Child Psychology and Psychiatry, 45, 1420–1430.
Anderson, A., Moore, D. W., Godfrey, R., & Fletcher-Flinn, C. M. (2004). Social skills assessment of children with autism in free-play situations. Autism, 8, 369-385.
Andrews, N., Miller, E., Grant, A., Stowe, J., Osborne, V., & Taylor, B. (2004). Thimerosal exposure in infants and developmental disorders: a retrospective cohort study in the United Kingdom does not support a causal association. Pediatrics, 114, 584–91.
Aylward, E.H., Minshew, N.J., Field, K., Sparks, B.F & Singh, N. (2002). Effects of age on brain volume and head circumference in autism. Neurology, 59, 175-187.
Baron-Cohen, S. & Belmonte, K.M. (2005). Autism: a window onto the development of the social and the analytic brain. Annual Review of Neuroscience, 28, 109-126.
Baron-Cohen, S. (2004). Autism: research into causes and intervention.Pediatric Rehabilitation, 7, 33-78.
Barry, L. M., & Burlew, S.B. (2004). Using social stories to teach choice and play skills to children with autism. Focus on Autism and Other Developmental Disabilities, 19, 45-51.
Bauminger, N., Shulman, C., & Agam, G. (2003). Peer Interaction and Loneliness in High-Functioning Children with Autism. Journal of Autism and Developmental Disorders, 33, 489-507.
Beadle-Brown, J. (2004). Elicited Imitation in Children and Adults with Autism: the Effect of Different Types of Actions. Journal of Applied Research in Intellectual Disabilities, 17, 37-48.
Ben-Itzchak, E., & Zachor, D. A. (2007). The effects of intellectual functioning and autism severity on outcome of early behavioral intervention for children with autism. Research in Developmental Disabilities, 28,
Berger, M. (2006). A model of preverbal social dysfunctions in autism. Journal of Child Psychology and Psychiatry, 47, 338-371.
Bernard-Opitz, V. & Ing, S. (2004). Comparison of Behavioural and Natural Play Interventions for Young Children with Autism. Autism, 8, 319- 333.
Bildt, A., Serra, E., Luteijn, E., Kraijer, D., Sytema, S., Minderaa, R. (2005). Social skills in children with intellectual disabilities with and without autism. Journal of Intellectual Disability Research, 49, 317-328.
Bono, M. A., Daley, T., & Sigman, M. (2004). Relations Among Joint Attention, Amount of Intervention and Language Gain in Autism.
Tasmin Perween
Department of Psychology, B.R.A. Bihar University, Muzaffarpur, India
How to Cite
Tasmin Perween. (2021). COGNITIVE BEHAVIORAL THERAPY FOR PATIENTS WITH AUTISM. International Journal of Multidisciplinary Research and Studies, 4(01), 01–15. Retrieved from https://ijmras.com/index.php/ijmras/article/view/530