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Brain Differences in Children with Autism Spectrum Disorders and Subsequent Impact on Learning

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Early Childhood and Neuroscience - Links to Development and Learning

Part of the book series: Educating the Young Child ((EDYC,volume 7))

Abstract

Autism is a neurodevelopmental disorder that is characterized by deficits in social and communication behaviors and includes restricted interests and stereotypical behaviors. Although the definitive cause of autism is unknown at this time, researchers believe that autism arises from a combination of genetic predisposition and environmental triggers. Neurobiological testing has demonstrated that the brain of an individual diagnosed with autism differs in several ways from the brain of an individual with typical development. Currently, it is unknown whether the differences in brain anatomy and function cause autism or are the result of how a child with autism receives input from their environment. The fact that early intervention leads to better outcomes for children with autism seems to indicate that some of the differences in brain anatomy and activity could be prevented if the child is identified and enrolled in early intervention services prior to the age of 3 years. This chapter will describe some of the anatomical brain differences attributed to autism, cognitive deficits and strengths associated with autism, and strategies for early childhood educators to use to support learning and behavior for a child with autism in their early childhood classroom.

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  1. Cooperative Extension, University of Nevada, Reno, NV, USA

    Diane Branson Ph.D.

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Correspondence to Diane Branson Ph.D. .

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  1. , School of Education, Heidelberg University, E. Market Street 310, Tiffin, 44883, Ohio, USA

    Leslie Haley Wasserman

  2. , Dept. of Leadership and Innovation, Arizona State University, West Thunderbird Road 4701, Glendale, 85306, Arizona, USA

    Debby Zambo

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Branson, D. (2013). Brain Differences in Children with Autism Spectrum Disorders and Subsequent Impact on Learning. In: Wasserman, L., Zambo, D. (eds) Early Childhood and Neuroscience - Links to Development and Learning. Educating the Young Child, vol 7. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-6671-6_8

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