Autism Spectrum Disorders

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Autism Spectrum Disorders Autism Spectrum Disorders (ASDs) are a broader term for different forms of autism. These symptoms, being quite prevalent in children, revolve around hindrances apropos of their development (Verdick, Reeve & Kobyluch, 2012). In precision, it is important to understand the effects of these disorders on the cognitive growth of children. The salient symptoms portray the children’s difficulties in social interaction and communication with others (Tantam, 2012). Research has delineated similarities between the different types of ASDs. Conditions such as Asperger’s syndrome, autistic disorder and pervasive developmental disorder are classified under these ASDs. Various authors have drafted articles addressing the purpose, methodology, participant selection, collection of data and theoretical frameworks, among others. Christopher Denning and Amelia Moody examine the forms of support offered to students suffering from ASDs. As delineate in their 2013 article, the author's study focuses on enlightenment apropos of Universal Designs for Learning (UDLs). They address UDLs and their roles in achieving research aimed at improving academic performance. Their recommendations are directed toward students and children with ASDs. The authors aim to ensure that despite their conditions, these individuals are well-represented and understood. Improving UDLs as reiterated by the authors creates a positive impact on controlling ASDs in students (Moody & Denning, 2013). To pass their message clearly, Denning and Moody utilize major headings such as “Unique Needs for Students with Autism Spectrum Disorders”, “Multiple Means of Expression” and

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