Autism Spectrum disorders Essay Example

2009).

Autism Spectrum Disorder (ASD) is a type of Permanent Developmental Disorder (PDD), characterized by biological and neurological disabilities. Typically appearing before the age of three, ASD primarily impairs a child's ability to communicate and interact.

Several developing countries are significantly impacted by life-long disabilities. These disabilities manifest in various ways, including communication difficulties, societal issues, cognitive processing deficits, and the need for stable routines. One specific disability is autism, which presents with a range of features such as delayed verbal development, insistence on completing tasks started, resistance to changes in daily routines, lack of spontaneity, sensitivity to touch, difficulty expressing emotions, and an inability to understand and respond to humor.

Autism Spectrum Disorder (ASD) encompasses five subcategories: Autistic Disorder, Asperger's Disorder,CDD (ChildhoodDisintegrativeDisorder), Rett's Disorder,and PDD-NOS (Pervasive Developmental Disorder-Not Otherwise Specified). The treatment provided for individuals with ASD depends on their personality traits and specific symptoms.

To distinguish between autism and intellectual disability professionals employ the Childhood Autism Rating Scale (CARS), a questionnaire. This assessment tool involves direct observation by professionals as well as input from parents,family members,and teachers. CARS was developed by Eric Schopler,Rober Reichler,and Barbara Rochen Reiner starting in 1966 but it wasn't published until 1980(A.Daly 1980).

A study carried out by the University of Texas Health Science Center found that when naming children, there was a 98% accuracy rate in determining their traits. This study also revealed promising results when naming adolescents. The test used is called a CARS, which incorporates the criteria established by Leo Kanner (1943) and Creak (1964), as well as the characteristic symptoms of childhood autism outlined by Schopler et al. (1980). The evaluation focuses on 15 categories of behaviors, traits, and abilities,

comparing the expected development to the actual development in the presence of autistic symptoms. These categories include the child's ability to relate to people, imitate, respond emotionally, use their body and objects, adapt to change, respond visually, listen, taste, smell, and touch, experience fear or anxiety, communicate verbally and non-verbally, exhibit activity level, show level and consistency of rational response, and express general feelings. Each category is scored on a scale of one to four, with one representing a normal range for a child's age and four indicating severe abnormalities.

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Who Gets It?

Recent information suggests a tenfold increase in autism rates over the past decade, although it is unclear how much of this increase is due to better diagnosing. The journal,
Pediatrics,

Cause of Autism

Researchers worldwide are actively investigating the causes of Autism. However, no specific cause of Autism has been determined thus far. Identifying a cause is a top priority for researchers, as there may be multiple causes and scientific evidence suggests involvement of both genetic and environmental factors.

Despite being a formerly respected child psychologist, Bruno Bettelheim made a false claim accusing parents, particularly mothers, of causing autism by not bonding enough with their children. However, intense research has debunked this specific allegation and there is no evidence to support it. Nonetheless, Dr.

Bernard Rimland, who has a child with autism, established both the Autism Society of America and the Autism Research Institute. Dr. Rimland played a crucial part in acknowledging autism as a physiological disorder rather than being influenced by specific parental approaches or Internet Explorer. In his book, he stressed that ASDs are physical

disorders and not psychological ailments. Nonetheless, Dr. Rimland also backs the contentious assertion that vaccinating infants could potentially contribute to the development of autism.

Despite Dr. Rimland's beliefs and prominence, there is little scientific evidence to support this statement. On March 12, 2010, the U.S. Court of Federal Claims' 'vaccine tribunal' confirmed that the mercury-based preservative sodium ethylmercurithiosalicylate in vaccines does not lead to autism. This decision resolved three cases concerning the connection between vaccines and autism.

In 2009, a theory that thimerasol combined with the measles-mumps-rubella vaccine can cause autism was rejected. This theory was possibly based on a damaged article published in 1998 by Dr. Andrew Wakefield, a British doctor, linking a type of autism and intestinal disease to the measles vaccine. The dropping of a second case based on the theory that certain vaccines cause autism was based on the 2009 opinion. Interestingly, in this third case, the tribunal found that none of the expert informants who argued mercury can have various effects on the brain offered opinions on the cause of autism in any of the three specific cases. (Schmid, 2010) Two studies conducted at the Children's Hospital of Philadelphia linked specific genes to autism. One study identified a gene region that may explain up to 15 percent of autism cases, while another study identified missing or duplicated stretches of DNA along two important gene tracts.

Both studies found genes related to the development of brain circuitry in early childhood. Dr. Don Bailey and his team at the Frank Porter Graham Institute also discovered a strong connection between fragile x (FXS) and autism. They observed that 25% of young boys with FXS met the

criteria for autism according to the Childhood Autism Rating Scale (CARS).

The behavioral profile of children with autism, without fragile X syndrome (FXS), was found to be similar. Moreover, it was discovered that children who had both autism and FXS had a lower IQ compared to those with only FXS or only autism (Bailey, Jr., Hatton, et al., 2001).

Methods of Treatment

Since 1943, various methods have been developed to assist children with autism. Furthermore, Sigmund Freud observed that parents who did not attempt to communicate with an autistic child witnessed no progress. Conversely, a close parent/child relationship appeared to enhance the child's development. However, Freud's theory had two major flaws: firstly, parents often refrained from interacting due to the child's autistic behavior; and secondly, in some cases, the personality traits were inherited genetically.

For a clip, children were relocated from their position to determine if they would retrieve despite lacking substantial evidence of future usefulness in employing this approach. Research and survey revealed that facilitated communication could enable children to effectively communicate with others; for instance, an autistic child could be instructed to manage and regulate their emotions, while a parent could assist a child in reducing hypersensitivity to sound. Nowadays, Applied Behavior Analysis (ABA), Occupational Therapy (OT), Pivotal Response Training (PRT), Physical Therapy (PT), Sensory Integration Therapy, Floortime, and medications all play a role in acknowledged scientific treatment. Occasionally, alternative methods are also utilized.

These interventions can include various methods such as Dietary intercession, Vitamins and Minerals, Social Skills Groups, Music and Art Therapy, and even Dolphin Therapy. Applied Behavior Therapy ( ABA ) is one of the most well-tested and effective methods used today, often accompanied by

Physical Therapy and Occupational therapy. Like any intervention, there are both positive and negative aspects associated with each. Dr. Ivar Lovaas developed ABA based on B.F. Skinner's theories on operant conditioning.

This intervention involves providing wages, such as playthings or dainties, for acceptable behavior. However, there are no punishments for incorrect or wrong behavior. The method is quite complex, involving numerous steps and a strict structure. ABA is a time-consuming approach but has demonstrated many positive outcomes. Ongoing research suggests that diet could potentially contribute to the development of Autism.

Empirical evidence strongly supports the benefits of specific diets for individuals with autism. Karl Reichelt, a pioneer from Oslo, has been demonstrating the significant impact of eliminating gluten, gliadin, and casein from autistic children's diets for many years. Additionally, research studies conducted in Norway, the U.K., Italy, and the United States (approximately 40 in total) have also supported this discovery. Implementing these special diets can be challenging; however, scientists in six countries have published 18 research studies since 1965 showing that high doses of B6 can lead to significant improvement in about half of all individuals with autism. Importantly, unlike medications, B6 is a safe and natural substance that is essential for the brain.

According to Dr. Edwin Cook's comprehensive reevaluation of the neurochemistry of autism published in 1990, over 25% of autistic children and adolescents consistently have high levels of serotonin. However, after 29 years of research, the cause of this high serotonin level remains unknown (Genetics, autism and priorities, 1997).

Teaching Methods

Autistic children all face specific learning challenges; however, the approach used depends entirely on each individual child.

When working with a child who has autism,

it is crucial to take into account the environment and establish a structured agenda and routine. Additionally, providing visual cues can assist the child in comprehending expectations and timing. There is no definitive method that surpasses all others. Numerous approaches employ comparable principles to enhance focus and education for children with autism. An efficient teaching strategy encompasses structure, communication system, sensory accommodations, personalized scheduling, inclusion, social integration, and access to the general curriculum.

It is important to discover research-based methodology that has proven effectiveness through application and data collection. This enhances the program's effectiveness and accountability. Additionally, there are various teaching approaches that empower students with this disorder to learn and perform as well as any other student in the classroom. No single approach has been proven more effective. However, the Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH) (Shopler, E 1997) combines multiple methodologies and techniques into one program.

The University of North Carolina's School of Medicine developed TEACCH in the 1970s. Its main idea is to modify the environment to suit students' needs instead of making them adapt to it. The techniques aim to address each student's specific communication, social, and learning needs. The goal is to help individuals with Autism Spectrum Disorders (ASDs) acquire functional skills for a productive life in school, home, community, and work. TEACCH emphasizes behavioral and cognitive interventions, direct teaching of social skills, structure incorporation, and visual cues for tasks in work or play areas.

The SPELL method, which focuses on creating a clear routine and environment to reduce anxiety for children with ASD, is another instructional approach used by the National Autistic Society. Implementing strategies such as

having a structured routine, using clear language, addressing individual needs, providing warnings for changes or transitions, understanding unique behaviors, utilizing visual aids and video recordings, encouraging conversations, and using behavioral progress charts are important in supporting students with ASD in the classroom. Autism can impact the learning and teaching relationship between teachers and children. Teaching becomes more challenging when a disability is involved; therefore, it is crucial for instructors to possess qualities like patience, empathy, understanding, encouragement, and compassion to effectively support their students.Furthermore, it is crucial to acknowledge and take into account the distinct qualities and attributes of autistic children when teaching and implementing a systematic methodology in an educational setting.

The instructor's role is to create a conducive learning environment for the child, ensuring that they are able to focus on relevant information without being distracted by irrelevant things. Moreover, the instructor should design appropriate activities to engage and not discourage the student. Additionally, the teacher must clarify the expectations to avoid disruptions to the routine or unintentionally pushing the child beyond their comfort zone. However, despite efforts to reduce stress, anxiety, and frustration in the environment, behavioral issues may still arise, depending on the particular characteristics of the autistic child.

Decision

Autistic Spectrum Disorder (ASD) has gained recognition and attention in society due to the actions of famous individuals, organizations, and parents of autistic children. Awareness of this prevalent disorder has increased exponentially through research, education, and integration into mainstream society. ASD has made significant progress in areas such as diagnosis, potential causes, treatment, social interaction, and the collaboration between learning and teaching. Teaching students with ASD can be challenging, but also highly rewarding. Techniques

like TEACCH, which focus on consistency, routine, and individual learning styles, allow instructors to help autistic students learn and make progress in a comfortable environment. While there is no cure, advancements in identifying and implementing new interventions continue to occur on a daily basis.Children with autism spectrum disorder (ASD) have the potential to lead fulfilling and successful lives, engaging with society in their unique ways. We can hope that in the future, advancements in understanding and treating ASD will not only meet our current expectations but surpass them, making this condition a manageable challenge overcome by millions without any judgment or stigma in the broader world.

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In the Handbook of Autism and Pervasive Developmental Disorders by D. Cohen and F. Volkmar, they discuss explosive detection systems.