Costa Rica university

School of General Studies

Humanities Course II

Research Work on Children with Autism

Members

Noelia Chacon Diego Benavides

Adriana Sandi Sergio Umana

Maruen Salazar Arturo Rojas

Fiorela Gutierrez

Group 1

Monday June 14, 2004

general index

1. Theme and objectives. 3

2. Justification 4

3. State of the matter 5

4. Theoretical framework 6

5. Chapter scheme 8

6. Chapter 1 12

7. Episode 2 17

8. Chapter 3 21

9. Chapter 4 30

10. Conclusion 33

11. Bibliography 34

12. Exhibit 35

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Topic – Problem

What is the reality experienced by children with autism at the Children's

Neuropsychiatric School and that of their loved ones?

General objective

Show the reality experienced by children with autism at the Children's

Neuropsychiatric School and that of their loved ones.

Specific objectives

1. Define autism and point out its characteristics

2. Demonstrate and denounce the limitations that children with autism suffer in

society

3. Point out the treatment that the Children's Neuropsychiatric School uses

with children with autism along with their rights.

4. Explain the forms of communication that children with autism use and know

ways to interact with them

3
Justification

Even though we are all different and yet we all live in the same society and are related to

each other, it is difficult for us to accept each other.

The problem of "I" discriminating against the "other" occurs from social classes, religion,

politics or having a physical or mental disability.

People tend to be indifferent to those who suffer from a disability, they discriminate

against them for being different, because they fear them or simply because they do not

understand them. It is difficult for people to accept what they do not know and that is why

they tend to reject it.

Autism is quite complicated and people who suffer from this mental disability are similar

to us, the difference is not being able to understand their unusual behaviors. A child with

autism looks exactly the same as any other, but he or she does not act or think the same.

The fact that the people close to them and the world around them ignore what autism is

and do not know what these children experience every day makes their acceptance in

society more difficult. Although there is an extensive bibliography on the syndrome, in

addition to doctors and specialized centers that daily care for children with autism, it is

also very true that the bibliography is not available to everyone or is extremely technical

and leaves aside the human part and the reality of these children. We continue to look for

a why and not a solution. It is very difficult for children with autism to be accepted in our

Costa Rican society if they are not seen as people.

That is why we have given ourselves the task of showing the reality of children with

autism, their families, teachers and classmates. In this way, the knowledge of autism and

children with this syndrome could be expanded, since we believe it is convenient for

people to begin to know them, so that these children can be better understood and

accepted in Costa Rican society.

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State of the matter

In the research of this work we were able to find an extensive bibliography and

information about the autism syndrome, which shows multiple definitions, some explain

the concept in a broad and generalized way and others are too technical and confusing

for most of us, mainly for the parents of these children. Aspects such as diagnosis,

unusual behaviors, and their deficiencies as people are also mentioned.

These texts were of great help for the research, as they allow us to better understand

how autism works, however, it is extremely important to note that the current bibliography

on the syndrome is still full of myths and stereotypes, which do not allow the reader to

accept to children who suffer from autism as human beings. The human side of children

with autism, their life, their rights, nor the experience of those close to them, is left aside,

that is, it has not been the object of study. It seems that in these texts, children with

autism are “something” and not “someone”, they are not seen as people, but as being

strange, different, and socially maladjusted.

In addition to the bibliography, another type of source that explains the autism syndrome

is the Children's Neuropsychiatric School, who provides this information only to parents

or guardians of children who suffer from it.

These are some written, oral and visual means used to carry out our research:

Books:

 Wing, Lorna. The education of the autistic child; Guide for parents and

teachers

This book takes aspects such as: The description of the autistic child and his behavior,

theories about the physical and emotional causes, disadvantages and problems of

childhood with respect to other diseases such as: mental retardation, congenital

deafness, vision problems, etc.

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The role of doctors in diagnosis, dialogue and treatment with children with autism.

The social interaction of teachers, parents, family in general and the different services

that children with autism have: schools, workshops, medical services, etc.

Therefore, this book takes fundamental aspects of the development and behavior of

children with autism, as it is a source of useful knowledge for parents, teachers and all

those interested in understanding autism.

 Thomas M., Shea and Bauer, Anne Marie. Special education, an ecological

approach. McGraw Hill. II edition. 1999

In this work the authors use the “ecological perspective”, one of the most modern

approaches to education, through which it is considered that all people with special needs

are, first of all, learning subjects, with diverse styles and traits of learning. development,

and who have the ability to integrate into the environment through communication, vision,

mobility and hearing.

Includes concepts, key phrases and teaching resources. It also makes it very clear what

rights people with disabilities have.

Although we find information about autism, being a book that deals with a large number

of disabilities, the topic is not developed much, and the study methods are for schools in

the United States. Which did not agree with our objective to follow.

 Hallahan, Daniel D, Kauffman, James. Exceptional Children Introduction to

Special Education. ALLYN AND BACON. University of Virginia, 1991.

The concept of quality of life is closely linked to the possibility of making decisions and

organizing life, relating to others and the environment. This environment or environment

in which we live must be accessible and appropriate to the needs and expectations of its

inhabitants and allow for an enriching, participatory and non-discriminatory relationship.

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Interview:

Helga 32 years old. She is a classroom assistant at the Children's Neuropsychiatric

School, and she also has a 31-year-old brother with autism. It was used to consider their

experience with autism and guide the research to a more human, closer approach.

Photos:

A small collection of photos was collected, in order not only to illustrate the research, but

also to give a face to the topic.

Dance therapy participation:

A member of the project attended an ENI class in which we work with children with

autism, in order to test what was proposed in this research and value these children as

people.

Theoretical framework

Define autism and point out its characteristics

Autism: It is a chronic developmental disability that typically appears during the first three

years of life.

Early Concepts of Autism: Leo Kanner (1943); describes the results of his research

with eleven children who suffered from a condition very different from anything reported
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until then in the psychopathological literature and therefore subject to study. This study

has been considered the one that began research based on the subsequent development

of these children according to Castanedo, 1978.

Carlos Molina (1984); states that the term Autism comes from the Greek “autos” which

means oneself or oneself. But it was Bleuler, a Swiss psychiatrist, who in 1906 used it for

the first time to designate "... the alterations of thought, specific to adult psychotic

patients, consisting of referring to themselves any event that happened in reality, as well

as such as the loss of mental contents and the loss of contact with reality, including the

social environment.”

In 1988, López and Sánchez reported that autism is a syndrome that originates in

childhood and points out that it occurs in “children whose links that keep them united to

the surrounding world remain blocked,” and leave them in a state of withdrawal and

insensitivity to all external stimuli.” They also state that the symptoms of Autism generally

appear between 18 months and three years of life.

María Paluszny (1987), for her part, characterizes Childhood Autism as a syndrome

characterized by a lack of social relationships, lack of communication skills, persistent

compulsive rituals and resistance to change. Also consider that a child with these

characteristics does not relate to the people around him and prefers, instead, repetitive

games with objects, a toy or even his own body.

The author (1987) adds that language, when it exists, can be very out of adjustment

despite the fact that the child maintains a relationship with his environment, characterized

by the appearance of tantrums when he intervenes in his usual games or changes known

8
objects ( It seems that there is no reason why the child should not develop adequate

language due to his or her capture of stimuli).

Behavioral problems: Any deviation in the pattern of child development that exceeds

the normal range of variation because it occurs either at a time, sequence, or degree not

expected for the child's age or stage of development.

Disruptive behaviors: Inappropriate behaviors that interfere with the person's

socialization process and that, due to their own characteristics, do not favor the child's

interactions with his or her environment.

Self-stimulation: It is any repetitive behavior, without discriminative stimulation or that is

not reinforced by the outside. Example: neck rubbing, rocking, scratching, excessive

movements with fingers or hands.

Self-aggression: It is another form of self-stimulation, which is characterized by the

person physically harming themselves, as well.

Neuropsychiatric: related to mental problems, nervous system.

Limitations: it is the impediment that a person may have in what they say or do.

Treatment: are the different methods such as therapies, medications, in order to prevent

and control a disease.

Disability: is a person who is prevented or hindered from any of the daily activities

considered normal, due to alteration of their intellectual or physical functions.

Syndrome: Set of characteristic symptoms of a disease.

Disorders: Confusion and alteration of order in the discipline of an individual.

Aversion: Rejection or disgust towards someone or something, which can harm a

person's environment.

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Biological cause: That which is considered the foundation or origin of something

referring to the individual's genes.

Psychological cause: It is the origin of a problem related to mental processes

Symptoms: Set of symptoms of a disease.

Method: Procedure followed to find the truth and improve the given state of something or

someone.

Disorder: Mild alteration in health, which hinders the person's state of ability.

Disruptive behavior: way in which an individual manifests himself to the world in a

sudden manner.

Echolalia: Language disturbance that consists of the patient involuntarily repeating a

word or phrase that he or another person has just pronounced in his presence.

Social withdrawal: Courtesy, personal reserve and poor communication to establish

relationships with the environment.

Chapter scheme

Chapters

1. Define autism and point out its characteristics

2. Demonstrate and denounce the limitations that children with autism suffer in

society

3. Point out the treatment that the Children's Neuropsychiatric School uses with

children with autism along with their rights.

4. Explain the forms of communication that children with autism use and know ways

to interact with them

10
Chapter 1

Define autism and point out its characteristics

The American Autism Society defines it as follows: “It is a chronic developmental

disability that typically appears during the first three years of life . ”

Autism is a developmental disorder that persists throughout life. It is not a disease, it is a

disorder of the development of brain functions. This syndrome can be observed during

the first 30 months of life and continues for the rest of your life. It shows 3 basic types of

symptoms: impaired language and communication, limited social competence, and little

stimulation surrounding it. It occurs in approximately fifteen out of every 10,000 births and

is four times more common in boys than girls. It has been found throughout the world in

families from all racial, ethnic and social backgrounds. No known factor in the

11
psychological environment has been shown to cause the illness of a child suffering from

Autism. The symptoms are caused by physical disorders of the brain. They include:

1. Disturbances in the index of physical, social and language skills.

2. Abnormal responses to sensations. A combination of senses or responses are

affected: sight, hearing, touch, pain, balance, smell, taste, and the way a child carries out

body movements.

3. Speech and language are absent or delayed while specific thinking abilities may

be present.

4. Abnormal ways of interacting with people, objects and events.

autism occurs alone or in association with other disorders that affect brain functions; such

as viral infections, metabolic disorders and epilepsy. It is important to distinguish autism

from retardation or mental disorders since diagnostic confusion can lead to the

application of inappropriate and ineffective techniques for its treatment. The severe form

of the syndrome may include extremely self-injurious, repetitive, and highly unusual and

aggressive behavior. Special educational programs that use behavior modification

methods have been shown to be the most helpful treatments.

Behavior of a child with autism

Children with Autism demonstrate certain unusual behaviors. The typical behavior of an

autistic child is likely to include some of the characteristics listed here:

Clinical characteristics of Autism:

 Unusual behaviors of a repetitive and stereotyped nature, such as rocking

movements and unusual obsessions with certain objects or actions. Rocking, rolling your

hair, banging your head, or biting yourself. This is known as “Self-stimulation”.

12
 Lack of response to others, a considerable deterioration in communication, ranging

from the absence of it to the presence of spontaneous, repetitive language called

“echolalia”.

 In social interaction, a child with autism can be very reserved and indifferent, which

produces a disorder in their social relationship. It is common for them not to respond to

their own name, and they do not look into the other person's eyes. Difficulty maintaining

eye contact.

 They are hypersensitive to sound; they are indifferent to sounds that other people

find intolerant. They are excessively attracted to lights, touches, flavors and the

movement of objects.

 There may be absences of specific skills, or on the contrary, the presence of skills

in areas where the child has normal or advanced ability is likely. Typical examples include

drawing ability, musical ability, arithmetic, calendar arithmetic, memory skills, perfect

throw, among others.

 When he is lifted, he does not provide any "help" ("it feels like lifting a sack of

potatoes"), he must be prodded to make some effort.

Autism Etiology

There is no convincing theory about the cause of autism. There may be multiple causes.

So we will review some of the proposed causes. Most researchers are absolutely

convinced that the cause is biological and not psychological. Bernard Rimland's

Borderland in his book Childhood Autism (1965) cited the following evidence for a

biological genesis and against the idea that parents caused or made their children

autistic:

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1. Some children with autism are born to parents who do not fit the autistic model of

the parent's personality.

2. Parents who fit the description of the supposed pathogenic parent almost

invariably have normal, non-autistic children.

3. With very few abnormalities, siblings of autistic children are normal.

4. Children with autism are very unusual in their behavior" from the moment of birth. "

5. According to research carried out by the National Institutions of Health, autism

occurs more in males than in females. There is a constant ratio of three or four boys for

every girl.

6. Virtually all cases of twins reported in the literature have been identical twins, with

both twins afflicted.

7. Autism can occur or closely simulate in children with organic brain damage.

8. The symptomatology is highly unique and specific.

9. There is an absence of steps of childhood autism that would create "blends" from

normal to severely afflicted.

There is still controversy about neurological differences in the brains of children with

autism and the rest of the population. However, it appears from evidence obtained from

autopsies, MRI scans and PET scans that there are subtle cellular changes in the autistic

brain. The increasing incidence of epilepsy (20-30% develop epileptic disorders in

adolescence) also points to neurological differences.

Autism, more than a problem that affects one person, is a disabling disorder that affects

the entire family. When parents try to describe living with a child with autism, they use

very different terms such as: painful, annoying, difficult, normal, complicated, very

satisfying, growing up, disappointing, traumatic and many others. The truth is that each

family, and within it each family member, is affected by the autistic member in a different
14
way. The impact that autism produces, in addition to varying in families and in the

individuals who form them, changes depending on the stage in which each one is.

The effect of autism is similar to that of any other permanent disability on a family

member, so several aspects that will be discussed here are common to several

disabilities.

Certainly, having a child with autism can be one of the most difficult experiences for

parents in particular, and for other children as well. It puts stress on the family, but it is

not an impossible situation to overcome. Many have managed to overcome it and their

experiences help others face the greatest source of worry, which is fear of the unknown.

Parents often feel bad because of the diversity, intensity and contradictory nature of the

feelings they have regarding their child with autism and the situation they are

experiencing. An effective help can be knowing that these feelings are normal, that other

parents have had them and that it is not shameful or bad to have these reactions, nor are

you a bad person for having them.

15
Episode 2

Demonstrate and denounce the limitations suffered by children with autism in

society

Unfortunately, autism is an innate disability, it is not acquired or cured, as previously

explained it is the inability to give normal responses to sensations, accompanied by

abnormality in speech and the way of interacting with people. Disability, then, is one of

the main problems that hinder the development and integration of people in society,

limiting their opportunities for participation within their community.

Because of this, many societies, including ours, have not cared about giving them equal

treatment by modifying everyday services to help incorporate them into it as much as

possible and not see them as people incapable of being useful to it.

Certainly, due to the complexity of his illness, science has not been able to determine

many of the primary factors such as its cause, which could be used to improve his quality

of life and that decreases not only the average of this but the way in which that they are

treated.

There is no specific medication to control autism itself, but there are medications to

improve some symptoms such as hyperactivity, sleep disorders, severe tantrums, lack of

attention, so the individual must maintain medical control, as well as the help of their

parents separately, who must receive training to understand and comprehend the

behaviors that they have and help them until the child gradually learns the simplest things

in a systematic way to facilitate their coexistence in the family and in society.

16
These children should receive therapy from the earliest age, as soon as the problem has

been identified. In the case of Costa Rica, they can receive early stimulation in the

Special Education Schools, in the SILOR, which are the programs of the Rehabilitation

Council that are located in Naranjo, San Carlos, Turrialba, Santa Cruz de Guanacaste,

Pérez Zeledón and Limón .

Despite the many efforts made by different centers and organizations, we must say that

the culture of segregation has predominated with respect to coexistence with the disabled

population in our society. The prevailing isolation and denial of many are the social

parameters with which we have lived with people with disabilities.

An example of this are the special workshops, asylums and public service institutions

since they have served us to deny, forget and not assume responsibilities towards this

minority, with all the cost in the violation of human rights that people with disabilities

experience thanks to isolation and segregation.

To represent the above we can take the workplace as an example. Although autistic

people can learn to perform certain specific tasks through special workshops, the

problem is the limitation that arises from the rejection of most people. This occurs due to

the isolation they suffer since it causes the ignorance of others, thus harming their

possible integration, referring in this case to employment contracting. We could also refer

to an extensive number of examples that demonstrate the limitations that are promoted

by the isolation that is given to them under the pretext of their treatment.

So we could mention the means of transportation.

Law 7600 seeks to modify all types of services so that they can be used by the disabled

and seek their integration into society. Thus, adapt them to the use of this minority,

avoiding poor signage and/or lack of indication on public transport.

17
As for the education they receive, it is through early stimulation. This can be done in two

ways, the first is to give the opportunity for children to attend regular schools from an

academic perspective, depending on their communication capacity under curricular

adaptation. The other way is through Special Education institutions depending on

whether you have significant cognitive limitations.

Such is the case of Alonso, a young man with autism who, through the drawing

technique, was able to express many of his emotions. However, despite his desire to

learn, he could not do so since the method used with children with autism, It reaches a

degree, referring to special education centers and due to how poorly conditioned society

is, the greatest limitation is presented.

Another important external-social condition is interpersonal relationships. Non-integration

makes it difficult to obtain a good model of behavior in their environment, reduces

opportunities for social interaction and does not allow teachers to demand this, referring

in this case specifically to childhood. Since the most that autistic people aspire to is an

integration school or special education but not specialized in autistic people. However, it

also applies when they reach an older age, be it adolescence or adulthood, since they do

not have the necessary conditions in society to function.

Lastly, children with autism are not legally considered legal persons since they do not

have volitional or cognitive capacity, so they do not have the capacity to act and all their

legal acts will be absolutely null. Including here contracts, agreements, donations, votes,

etc.,

Despite the mention of the many limitations suffered by autistic people in Costa Rica, it is

worth noting that in many countries around the world, such as the United States, children

with autism are enrolled in regular schools as long as possible and are given specialized

18
education. then helping them relate. Parallel to this, the States follow a series of laws

where they seek to incorporate them.

There are also special workshops that not only teach them certain tasks, but they have

an agreement with companies where they are hired, giving them the necessary

conditions for an appropriate work environment for them, thus demonstrating that many of

the limitations that are observed in our country, In addition to ignorance and lack of

support from society, it is negligence on the part of the State since they should require

companies to condition and condition their facilities and personnel to integrate disabled

people.

Chapter 3

Point out the treatment used by the Children's Neuropsychiatric School (ENI) with

children with autism along with the rights.

Children's Neuropsychiatric School.

19
Created in 1954, as the first school of its kind. The first location was at the National

Psychiatric Hospital. In 1963 the school was part of the MEP In 1987, a delimitation of the

population was made, since its creation was generally aimed at serving children with

learning problems, mental and behavioral disorders.

At the ENI The normalization and integration of children and adolescents is sought, in

accordance with appropriate programs and treatments seeking to produce desired and

generalized behavioral changes within a comprehensive context.

In 1992 the school served a population of 150 students whose ages ranged from 0 years

to 32 years.

They all come from different areas of the country and are attended to both individually

and collectively, depending on the degree to which each student's problem occurs.

The school's students show a marked deviation from the behavior patterns appropriate to

their age and what society stipulates as normal, therefore people who present, for

example, schizophrenic, psychotic, hyperactivity, phobias, severe psychosocial problems,

etc

As a procedure in IPD, care programs are promoted with a technical and philosophical

foundation and orientation that are determined by the use of behavioral techniques,

without limiting the use of other techniques or tendencies.

The aim is not the simple adaptation of the individual to the system but rather their

integration as an agent of change in it.

The work that is carried out daily with the children is divided into 8 modalities:

1. Early stimulation with children under 4 years of age who have been referred to the

institution for presenting severe maladaptive behaviors and autistic characteristics.

20
2. Individual with children from 2 to 12 years old who require basic behavior

programs (attention, imitation, following instructions, self-stimulation control, staying

seated)

3. Perceptual Prekinder 1, with children from 4 to 7 years old who begin with a basic

repertoire of skills, knowledge, abilities and behaviors for their subsequent integration and

development.

4. Perceptual Kindergarten 2, with children from 6 to 9 years old who are followed up

on the work done in prekindergarten, but with curricular content at the preschool level.

5. High school, with children from 7 to 10 years old divided into 2 levels, some with a

high level of intellectual performance, but with disruptive behaviors and behavioral

disorders; and others with limited intellectual capacity and severe behavioral problems,

characteristics that make it difficult for them to integrate into the formal system. At both

levels the development of their capacities and skills is intended.

6. School 1, with children from 7 to 12 years old integrated into the formal system

and attending the service as support to solve behavioral and academic problems.

7. Workshop – Practical skills, adolescents and young people who, due to their age,

require a behavioral repertoire that contemplates and emphasizes their needs in terms of

adaptation and functionality towards the environment.

8. Workshop – pre-vocational adolescents and young people who are intended to

teach basic skills for their independence and labor integration

It should also be noted that the teaching staff is specialized in special education, with

emphasis on emotional disorders and others who are dedicated to teaching music and

singing lessons, physical education, etc.

This school is the only one in the country that serves children with autism. One of the

systems that teachers use to carry out work with them is Pictorial Agendas, in which a

21
graphic representation is made for the child of each of the activities they will carry out

during the day. This agenda includes even the simplest tasks, such as washing your

hands before eating, moving from one place to another, or picking up your belongings

before leaving school.

Finally, it should be noted that 90% of the population is from low socioeconomic

resources.

Autism treatment.

Treatment for the person with autism should be focused on medical and special

education interventions.

Until now there is no cure for autism, but yes, interventions are designed to remedy

specific symptoms in each person who has this condition and the results obtained have

been substantial improvements.

Doctors use drugs to relieve self-harming behavior or other problematic disorders or

symptoms.

Education/behavioral interventions emphasize highly structured, skill-oriented training

with boys and girls to help them develop social and language skills. Therapy should begin

at an early age. They learn faster, and more effectively, when they are very young. Early

intervention favorably influences brain development.

Other therapies.

Auditory Integration Training (AIT) Auditory integrated training is a method of changing a

person's sensitivity to sounds of different frequencies. It was originally developed to

combat the onset of some types of deafness, but it was treated in an autistic girl and

cured her. Since then it has not produced any cures, but has been credited with achieving

successes in reducing some of the symptoms in some children. In particular, some

children with autism show an extreme aversion to certain sounds, and with auditory

22
training they have lost their aversion and exhibited further reductions in autism

symptoms.

Sensory Integration Therapy Sensory integration therapy is a method of helping those

people who are overly sensitive to the five senses beyond their limiting capacity to cope

with sensory experiences, e.g., swinging, tumbling, jumping and spinning. Usually

provided by occupational therapists who have been trained in this method.

Personalized interventions and management techniques that include ABA (Applied

Behavior Analysis), also known as behavioral therapy, psychological management,

psychotherapy, Psychodynamic Therapy, Music therapy, etc.

Play Therapy Play therapy broadly consists of the therapist playing with the child while

speaking to the child and trying to very discreetly induce the child into dialogue. The goal

is to help the child acquire language and the functional knowledge of every day of life that

all of us require. The method is to use play, which is a component of a typical child's

language acquisition, in conjunction with constant interaction with a therapist.

How should a teacher work with a boy or girl with autism?

 It is important to help you understand. Things should be facilitated in such a way

that he or she anticipates what is going to happen.

 Be patient and respect their rhythm. Try to understand the needs of the boy or girl

and their way of understanding reality.

 Speak what is necessary and at a leisurely pace.

 Tell him when he has done things well. Encourage work without errors, reinforce it

without errors and immediately. Remember that when they do not achieve success, they

will refuse to do things.

ABCs behavior modification workshop for parents of E. Rettig. 1973.

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This workshop was developed by the group Association for Behavioral Change, in the

United States. It is designed to train parents in the use of behavior modification

techniques (BCT), on excessive or deficient behavior of children in general and not only

of deficient or special education children.

The training seeks to ensure that parents themselves, using CCT, are able to increase

less deficient behaviors, reduce or eliminate excessive ones, or maintain the desired

behaviors already acquired.

The programming of this workshop was defined for a duration of 9 weeks of training. The

written materials that the workshop provides are prepared in such a way that the

participant makes use of a manual on which they gradually work while receiving other

materials week by week that indicate the steps to follow to complete the tasks and

assignments indicated. the manual.

The materials that are given each week have defined objectives for each session and a

gradual succession of content, which is related to an ascending level of demand. For this

reason, participants must assume the responsibility of assimilating the contents step by

step. The manual that each participant has was designed to complete the materials for

the 9 weekly sessions.

As the workshop progresses, 29 specific steps are required to follow in order to make

changes in the children's behavior. It contains forms, grid sheets for graphs and

evaluation sheets necessary to complete the steps, all in order to keep rigorous and

periodic records that allow observing the behavioral evolution of the children and the

assimilation of the parents in the workshop.

The weekly materials, with an extension of 9 to 15 pages, highlight the behavioral

principles and techniques that parents must apply, always summarizing the content

previously seen. And at the end of each session, not only is the task of reading the

24
material seen, but also other additional ones, in addition to doing a small evaluation test

for feedback on the parents' learning.

Finally, the contents that the workshop covers are the following:

1. Session: Analyze behavior

2. Session: Observe and record behaviors

3. Session: Develop an intervention

4. Session: Strengthen and maintain behaviors

5. Session: Weaken and eliminate behaviors

6. Session: Teach and shape new behaviors

7. Session: Return to baseline conditions

8. Session: Return to the intervention

9. Session: Develop new programs

In Costa Rica, medical care for people with emotional and behavioral problems has been

provided for many years, but it can be noted that their school care is recent, considering

that in 1939 the first steps were taken to create health care services. special education,

and until 1957 the first educational service for emotional disorders in the country was

established, at the Manuel Antonio Chapuí Hospital, where care was provided to children

who for treatment reasons had to be hospitalized in that unit.

Subsequently, as part of the Hospital Schools project, the ENI, the Franklin Delano

Roosevelt Preventotory and the Corazón de María Special School were created, for the

educational care of boys, girls and adolescents with emotional disorders and significant

behaviors associated with abuse and drug addiction.

In 1979, the University of Costa Rica opened a degree in Emotional Disorders, for the

training of specialists in the care of the population with emotional and behavioral

problems in schools.

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Upon detecting the need for greater attention in this area, at the national level, the

Special Education Department of the Ministry of Public Education created the Resource

Classroom Service for emotional disorders in 1982, located in the first Jesús Jiménez

school in Cartago.

It should be noted that in 1987, by decree No. 17599, the Department of Special

Education of the Ministry of Public Education became the General Advisory of Special

Education, creating, among others, the National Advisory on Emotional Disorders. The

main function of the latter is to propose policies in this area and implement them for their

corresponding execution by educational institutions.

This consultancy has provided more specific guidance to the support services provided

by the Ministry of Public Education related to emotional and behavioral problems, hence

its current name National Consultancy on Emotional and Behavioral Problems.

Rights of children with autism.

When we talk about the rights of children, we also talk about the rights of children with

autism, since they are both children, small human beings for whom adults must be

responsible in a society.

Children with autism have the same rights as all others, the Declaration of the Rights of

the Child, approved by the General Assembly of the United Nations on November 20,

1959, says as follows in Article 1:

“The child will enjoy all the rights set forth in this declaration.

These rights will be recognized for all children without any exception or distinction or

discrimination based on race, color, sex, language, religion, political or other opinions,

national or social origin, economic position, birth or other status, whether of the child

himself or his family.”

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And we still continue to differentiate between children with autism as if they do not have

the same rights.

Article 2 mentions protection, opportunities and services for optimal development; as well

as conditions of freedom and dignity for all children.

Just because a child has autism does not mean that he or she should remain locked up in

his or her home or be unable to do the same activities as others. (Go to the movies, a

restaurant, school, church, etc.)

Article 4 talks about the social security of good health, the right to enjoy food, housing,

recreation and adequate medical services. It is neither acceptable nor humane to

abandon a child because they have autism.

Article 5 is very clear when it says: “A child who is physically or mentally handicapped or

who suffers from any social handicap must receive the special treatment, education and

care that his or her particular case requires.” Not even parents can take this right away

from their children.

With article 6, the child's need for love and understanding is mentioned, for the full

development of his personality; However, many of these children do not have their

parents and are forced to stay in institutions like PANI, where the last thing they are given

is love.

The child must fully enjoy games and recreation, which must be oriented towards the

goals pursued by education; Society and public authorities will strive to promote the

enjoyment of this right.

Finally, article 10 protects the child against practices that may encourage racial, religious,

or any other type of discrimination.

If we reflect and enforce each of these rights, children with autism would have better

opportunities in our society.

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Likewise, we can remember law 7600:

This law, titled in our country as the law of equal opportunities for people with disabilities,

is divided into chapters, like any law. Each chapter responds to a title such as: Education,

social work, health, transportation and others. This law is aimed at ensuring a quality life

for people with disabilities.

It had its years of grace, giving the opportunity for the respective accesses to be

developed in institutions and public roads. Currently, that time has ended and the law is

applied accordingly.

In terms of education, article 14 guarantees access to education for people with

disabilities, both in public and private centers and this education ranges from early

stimulation to higher education.

Chapter 4

Explain the forms of communication that children with autism use and know ways

to interact with them

Forms of communication

Communication is essential to develop as individuals within a society. Through it we can

interact with other people and make our needs, feelings and thoughts known.

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Unlike the majority, children with autism have a language and communication disorder.

This does not mean that they cannot use their voice, nor that they do not express their

emotions, feelings and preferences, among other things.

Some of the forms of communication that these children use are the following:

Echolalic language or echolalia is a type of language that is learned by repetition of

sounds, which in a large number of cases occurs without the objective of transmitting a

message, however, cases have been found in which echolalia can be functional. When

asked something like, “Do you want to eat?” , they repeat the question even with the

same intonation, “do you want to eat?”, associating the sound with the action of eating.

They also repeat the phrase without hearing it first, as a way of expressing their desire or

need.

This language is common in children who are just beginning to speak and continues until

they are approximately 6 years old. You should not try to hastily correct them when they

use incorrect expressions, but rather try to ask questions in a different way, showing the

objects and speaking with gestures.

A very common form of communication for children with autism is “the crane

phenomenon” in which they do not point with their finger at the object they want to have,

but instead grab the other person's hand and take it to the object, using the that person's

hand like a crane, which is a machine to grab things. At other times, they tend to point out

the things they want.

Despite their little interest in making friends, and generally preferring to be alone, they do

not interact in games, avoid eye contact, do not smile at people they might be familiar

with, such as their teachers or parents, and do not seem to notice. of the existence of

other people, children with autism also have a lot to offer and if you learn to treat them

you can have friendship with them.

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Ways to interact with children with autism

When we find ourselves in the presence of a boy or girl with autism we should not feel

uncomfortable. Rather, look for the best way to approach them, without discriminating

against them in any way.

We should try to communicate using clear and simple words in a calm manner. It is also

advisable, if possible within our facilities, to use gestures, paintings or photos as

necessary.

Although we know that there is a good chance that they will not respond to us, let's try to

greet them in a friendly manner, call them by name and explain things in detail.

Seeing a change in the environment, they become upset. We should not believe that they

are bad breeding or evil. Although they sometimes seem a little mischievous, they have

no bad intentions. So we must be patient, because when things do not work as they want,

they become stressed and show aggression.

Children with autism should not be treated as sick, but as people who need to learn

certain behaviors. The ideal way to interact is in a friendly and educational way.

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Conclusion

Children with autism are valuable people who deserve to be respected and have their

rights asserted. Furthermore, if we get to know them, we can realize that in reality they

are not so mysterious or strange and that on the contrary, we can learn many things from

them as people.

This research leaves the door open to invite us to leave discrimination and fear of what

we do not know, and thus accept those who are different from us.

Our Costa Rican society could be capable, not only of accepting people with autism, but

also of giving them a space for their entire personal development, however this will not be

possible if we do not start to think differently.

It is important to stop and stop thinking only about ourselves. We can learn a lot from

boys and girls with autism and we can help them a lot if we understand that the only thing

that keeps us from boys and girls with autism is ourselves, our ignorance and fear of the

unknown.

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Bibliography

Define autism and point out its characteristics

http://www.margen.org/ninos/derech4k.html

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Exhibit

Interview:

Helga 32 years old. She is a classroom assistant at the children's neuropsychiatric

school, and she also has a 31-year-old brother with autism.

Due to his extensive experience, he easily recognizes children with autism, “just looking

at it makes me realize it.” For her, they have a beautiful face, they are “handsome” or

pretty, and they have something that illuminates their face.

It says that they consider themselves to be the smart ones and us to be the stupid ones.

People reject them because they don't understand them. They are egocentric, because

they do understand but they are not interested in being understood.

They always repeat their actions, says Helga, they walk in the same place for example

and take a different step, returning as many times as necessary until they manage to do it

as always. One learns from their rituals, mentioning what are called stereotypes. For her,
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they live in the world of “rainbow brain” and no child with autism is the same as another,

even if their behaviors are similar. Helga says that food is very important to them.

My experience with Jeffrey:

After I was born, my mother had surgery, she tied her tubes, at that time it was what was

done, because she no longer wanted to have any more children because she had three

who “fucked” a lot. However, Jeffrey was born. She became depressed and rejected him

because in addition to not wanting another child, this one was different, he was autistic.

I grew up with him, I watched him a lot, I learned from him and his behaviors. I remember

when we took him to the children's neuropsychiatric school that was then in the

Psychiatric Hospital. Before taking him there they didn't know what he had but the school

diagnosed him. He was something strange because he is the first autistic black man in

Costa Rica. When I was 4 years old and he was barely 3, I had to assume the role of

mother and my parents reinforced it to the point of saying that the child was mine. I had to

stop, “I love him very much but I didn't give birth to him, I'm just his sister.”

It was also difficult for me, because I didn't socialize with people until I was nine years

old, I didn't speak, I had a teacher at school who pinched me because I didn't answer. My

mom came home from work and asked me, where is Jeffrey? I told him: “playing in his

room with the red car, for about two hours.” My house is set up for him, because I need

peace, before we had a curtain on the kitchen door and I had to develop my hearing a lot

because every time he came in I had to yell at him to get out. Then we put the door up

like the one in his room, which is completely noise-proof, because sometimes he has

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insomnia and can go two days without sleeping or more and I don't, so that way he

doesn't wake up.

He always listens to me, I think he also assumed that I was his mother, he never gets

angry with me, I understand him very well. The rejection with my mother is mutual, I must

give her medication because otherwise she has aggressive seizures against her, once on

a date I hit her and that's why we admitted him to the psychiatric hospital for a month, I

was twelve years old, and I missed it a lot while was not there When he returned he was

very “attached” to me and since I know that they like me being on top of them, I put his

head on his lap, I thought that as always what he would do was push me and go to his

room, but instead That's when he started caressing my head, I thought it was because he

missed me.

I started as an “adoren” at school, only on the days he went and I learned many things,

but I didn't want just that and since I had friends there, they later integrated me as part of

the staff. I do not agree with the system that the school uses, in this country children with

autism have no future, in other places they work in factories, bakeries or milking cows. If I

could set up a center in a house in the middle of San José, I would put a center in a farm

where they could have a life, and not always have to be locked up. Why teach them to

write their name, they are not going to sign checks or give autographs, it is better to teach

them to tie their shoelaces, to cross the street...

Sometimes I would like to share this position with someone else, what is called “giving up

power” but no one wants it; However, I love Jefrey and if they invented a pill that would

change him and make him normal it would be as if they had killed him.

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