Behavioral and Socio-Emotional Approaches to Treatment and Research Proposal

Behavioral and Socio-Emotional Approaches to Treatment and Interventions for Individuals with Autism - Research proposal ExampleAutism is a serious disorder affecting children. Thousands of parents in all parts of the world vitrine the challenge of autism in their children. Much has been written and said about the nature and consequences of autism for children. Unfortunately, how to deal with autistic children body a matter of hot professional debate. The complexity of the problem is associated with the fact that autism leads to the development of other, related disabilities, such as attention deficit disorder, language disorders, and even Tourettes syndrome (Olney, 2000). Moreover, the complexity of autistic disorders mandates the development of unique, individualised approaches to individuals with autism. The current state of literature provides sufficient information to develop new and improve the existing interventions for individuals with autism. A combination of socio-emot ional and behavioral approaches could become a valid response to the difficulties encountered by individuals with autism.Interventions and Approaches to Individuals with Autism Historical BackgroundAutism is right considered as one of the most complex and controversial neurological disorders affecting children. The history of autism research dates rearward to the beginning of the twentieth century, when scientific interest in the physical and natural sciences, as well as professional interest in psychology and cordial sciences rapidly increased (Schopler, 2001). Researchers in psychology and social sciences borrowed their research methods from physical sciences and scientific technologies (Schopler, 2001). More often than not, scientific methods were used to study complex pagan phenomena mediated by human and political changes (Schopler, 2001). At that time, the growing body of psychological literature was create on experimental studies and their results, but could not predict complex behavioral patterns in humans (Schopler, 2001). Autism represented a rare case, when a previously unknown disorder was saved from the untested assumptions of psychodynamic theories that had produced a widespread misunderstanding of autism as a social withdrawal from emotionally cold parenting (Schopler, 2001, p.10). The growing scope of the cognitive revolution and the rise of theoretical analyses brought renewed interest in the theoretical study of autism. Later researchers were no longer interested in autism as merely a stimulus-response mechanism but tried to olfactory sensation deeper into the nature of mental actions in individuals with autism, such as attending, comprehending, thinking, and feeling (Scholer, 2001). In the latter half of the 20th century, the study of autism displayed a number of parallel developments, including behaviorism and neuro-biological specificity (Scholer, 2001). New directions, including cultural psychology, were developed (Scholer, 2001). In 1995, the American Psychological Association was required to develop guidelines for the selection of the most appropriate interventions and therapies for psychosocial aspects of physical disorders and mental disorders, and that was when autism came to the meaning of the research arena. Scholer (2001) writes that