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Summary MILESTONE TWO revised LC 4239 .docx PSY 632 5-2 Final Project Milestone Two: Draft of Theoretical Foundations and Draft of Program Selection Southern New Hampshire University PSY 632 II. Research and Theoretical Foundations Theoretical Foundations$7.49
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Summary MILESTONE TWO revised LC 4239 .docx PSY 632 5-2 Final Project Milestone Two: Draft of Theoretical Foundations and Draft of Program Selection Southern New Hampshire University PSY 632 II. Research and Theoretical Foundations Theoretical Foundations
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MILESTONE TWO revised LC 4239 .docx PSY 632 5-2 Final Project Milestone Two: Draft of Theoretical Foundations and Draft of Program Selection Southern New Hampshire University PSY 632 II. Research and Theoretical Foundations Theoretical Foundations: Contemporary Research The evolution of Au...
milestone two revised lc 4239 docx psy 632 5 2 final project milestone two draft of theoretical foundations and draft of program selection southern new hampshire university psy 632 ii resear
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PSY 632
5-2 Final Project Milestone Two:
Draft of Theoretical Foundations and Draft of Program Selection
Southern New Hampshire University
PSY 632
II. Research and Theoretical Foundations
Theoretical Foundations: Contemporary Research
The evolution of Autism evolved from research about ten years ago when the
frequency of ASD was expected to be 1 in 88 children and “nearly 20 years ago, in 2000, it
was estimated to be one in 150 children” (La Roche, Bush, D’Angelo, 2018, p.108). From
the 1970s through the 1980s, estimations were declared to be much lesser then today’s as this
indicates that autism arose in “one in several thousand children, leading many to believe that
autism was an exceptionally rare childhood disorder” (La Roche, et al., 2018, p.108).
The authors state that:
“The rapid increase in ASD can be at least partially explained through
increased public knowledge of ASD, changes in diagnostic criteria, increased
visibility of individuals with ASD in the larger community, and the
recommendation by the American Academy of Pediatrics that children be
universally screened for ASD between the ages of 18 and 24 months” (La
Roche, et al., 2018, p.108).
Theoretical Foundations: Nature vs. Nurture
, Nature is an internal factor that can affect an individual and nurture is an external
cause or factor. Autism is a neurodevelopmental disorder and is easy to choose nature because
of biological and genetic factors that cause ASD. Most scientists have proved that “genes are
one of the risk factors that can make a person more likely to develop ASD” (CDC, 2020).
Researchers
also declare that if one consumed the prescription drugs valproic acid and thalidomide
during pregnancy, their children have a higher risk of ASD.
Theoretical Foundation: Continuity vs. Discontinuity
Like nature versus nurture, the continuity versus discontinuity issue is one of the
ongoing debates in developmental psychology. At the core of this issue is the idea that child
development comes about in a quantitative way (continuous) or in qualitative way
(discontinuous). Continuity is how someone changes developmentally throughout their life
along a smooth continuous course (gradual growth) while the discontinuity theory argues that
people change quickly (new skills emerge at specific times).
Children who show diagnostic discontinuity are evident only in conditions of when
and what age they began receiving intervention. Autism is discontinuous because of the many
bumps and changes altered in one’s life. The biological changes mentioned deliver
psychological changes such as cognitive development as well as personality. Children with
autism learn new skills to better their development which they learn at specific times through
therapy and programs implemented in the classroom.
Theoretical Foundation: Stability vs. Change (Active/Passive)
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