The Treatment of Autism as an Information Processing Essay Example
The Treatment of Autism as an Information Processing Essay Example

The Treatment of Autism as an Information Processing Essay Example

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  • Pages: 8 (1958 words)
  • Published: May 1, 2018
  • Type: Case Study
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This paper explores the treatment of autism as an information processing disorder by examining research and theories related to neurological, sensorimotor, and memory functions in individuals with autism spectrum disorders (ASD). It discusses dysfunction within four neural mechanisms in the brain of those with ASD and specific areas of the brain related to impairments of learning and memory capabilities. Additionally, it investigates conventional and unconventional treatment approaches including a methodology utilizing computers. The understanding of neural mechanisms in autism and ASD has evolved from early psychogenic and developmental causation theories to neurobehavioral models. Biopsychological and biological theories are now more prevalent attempts to locate the source of motor impairments in the brain being related to symptoms of cognitive and language deficits. Researchers have advantages in understanding typical individuals' brain physiology; however, there is still no prevailing theory that every

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one endorses to explain how these factors function in ASD due to wide-ranging diagnostic criteria and variation in individual functioning levels.According to biopsychological theories, autism is associated with functional impairments in the brain. However, there is a disagreement about which systems and mechanisms are responsible for this condition. Some hypotheses suggest that the neurological basis of autism varies among individuals (Deborah et al., 2002). This study examines how neurological, sensorimotor, and memory functions are impacted in individuals diagnosed with autism and ASD, supporting Lynn's argument (1984). Practitioners can better apply physical, psychological, and occupational treatment interventions by understanding these mechanisms. Autism and ASD are believed to have a multi-gene basis that results in deficits such as abnormal serotonin levels, language and cognitive deficits, conversation skill deficiencies, and affective disorders within families (Baird & August, 1985). Experts speculate

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that each gene may have an interrelated cumulative effect on the disorder. Additionally, some less severe aspects of autism such as extended selective attention related to visual search and pattern detection may not be problematic (Kinsbourne, 1987). Four neural mechanisms' abnormalities or dysfunction play a significant causal role regarding autistic behaviors and autism spectrum disorders. The first mechanism involves information processing for ongoing events and long-term memory described as fragmented called canalesthesia.The hippocampal system's high neuron density causes sensory information to be improperly integrated and channeled. The amygdala's impaired functioning is another mechanism that results in the inability to assign significance to other people's words and actions. Aberrant responses to social cues and interactions, symptomatic of autism, are linked with a third mechanism involving oxytocin, vasopressin, serotonin production, and neuropeptide system processes; these elements have been linked with social drives and imprinting in lower mammals as well as possibly humans. Additionally, abnormal functioning in the temporal and parietal association regions of the brain leads to extended selective attention (the fourth dysfunction). This type of dysfunction results in increased attention towards certain objects or activities that often manifest as stereotypical or ritualized behavior; this is frequently seen in individuals with autism who also exhibit speech and language delays, stereotypical language/behavior patterns, as well as an absence of social/emotional reciprocity.Waterhouse, Fein, & Modahl (1996) suggest that a combination of asociality, impaired significance assignment, canalesthesia and extended selective attention lead to impairments in social involvement with others and the ability to recognize value in facial expressions and speech. These factors also disrupt important skills necessary for language acquisition, play and social interactions such as perceptual integration, fluid attention

shifting, effective working memory and triggered recall. Facial recognition deficiencies have been extensively researched in autistic individuals who struggle with identifying facial expressions, recognizing features and remembering faces. This dysfunction appears to be linked to an amygdala dysfunction which disrupts the ability to assign arousal and significance to people's faces, speech content and intonation according to Davies, Bishop, Manstead & Tantam (1994). Interestingly enough, even non-autistic individuals without an amygdala experience face recognition impairments along with inattention towards speech (Aggleton 1992). It is noteworthy that autistics often exhibit superior visual-spatial recognition abilities despite these impairments.Innate abilities to imitate others are typically exhibited by developing children, but autistic individuals may have impaired gestural imitation due to an "aberrant attentional system" (Smith & Bryson, 1994, p.268). The amygdala in autistic individuals does not mark facial features and actions as rewarding; therefore social stimuli often fail to elicit a response. Autistic individuals may focus on ordinary objects excessively and exhibit stereotypical behavior which has been linked to abnormalities in serotonin, dopamine, opiates, and oxytocin production (Panksepp 1992). Hypersensitivity to certain sounds, sights, colors and touch can be experienced by autistic persons because of the extended selective attention arousal loop caused by repetitive auditory and visual patterns such as tapping, clicking, flapping or spinning objects and rocking (Schultz & Berkson, 1995). This hypersensitivity could also be related to impaired amygdala function that interprets these sensations as either painful or overwhelming. Autistic savantism is associated with this hypersensitivity where unique abilities for pattern recognition and remembrance manifest in specific visual and auditory subtests of IQ testing (Young & Nettelbeck 1995). Furthermore self-injurious behaviors like head-banging or hair pulling can also

be observed among them.Possibleand unified text:

The origin of some symptoms in autistic spectrum disorders (ASD) could be linked to diverse neural dysfunctions affecting different brain areas. For instance, elevated beta endorphin production and the oxytocin-opiate system might be involved, as well as seizure activity resulting from neural kindling and low-level abnormal neural excitation. Self-injury related to seizures is caused by abnormal neural excitation in the amygdala and hippocampus, which can be treated with anticonvulsive drugs, according to Luiselli et al. (1992). The model proposed for the four mechanisms provides a more comprehensive approach than previous theories that focused on one specific dysfunction. The pair of dysfunctions in the hippocampal-amygdala regions may generate autistic symptoms, whereas abnormalities in the oxytocin-opiate system could affect non-diagnosable symptoms such as sleep disturbances, eating patterns, pain sensitivity, attachment issues or social withdrawal. However, no single factor explains all ASD symptomatology due to its heterogeneity and varied brain structures involved. Thus, assessing each area of dysfunction's severity and role becomes challenging.According to Grossberg and Seidman (2006), some theorists propose that dysfunction related to cerebellar, limbic, and cortical structures may cause systemic disruption of brain functions in autistic disorders. Although some theories suggest left hemisphere dysfunction as the cause of impaired language skills, studies have shown intact visual-spatial abilities and nonverbal auditory perception associated with the right hemisphere. Tests on sensorimotor functioning are inconclusive and do not support the left hemisphere theory. Electrophysiological studies show that if abnormalities related to the left hemisphere are present in autistic children, they are associated with bilateral hemisphere functioning. Another hypothesis suggests that a child's cortex may become dysfunctional if deprived of exploratory behavior and selective

attention to parent’s voices and faces during early years, which is based on studies of deprived animals exhibiting reduced dendritic branching in the cortex (Deborah et al., 1984; Prior, 1979; Volkmar & Greenough, 1972). Research into memory functioning in autism supports the theory of systemic brain dysfunction, particularly concerning differences between children and adults.Autistic adults utilize organizational and contextual strategies in semantic memory processing, while children lack this ability. Therefore, children with autism require external cues to encode the meaning of words and do not effectively use semantic, syntactic, or temporal sequences to retrieve information. Compared to typically developing children, explicit memories regarding general facts or information, syntax and time are not stored or retrievable due to the complexity of the material associated with memorization. However, materials with low levels of structuring such as numbers are more easily recalled than sentences or stories with complex structures.

Research has shown that both adolescents and adults with autism exhibit varying results in assessments. While individuals with autism demonstrate a greater ability to utilize associative memory functions requiring high information processing demands compared to autistic children except in subtests related to facial recognition, spatial working memory and memories for social situations according to Boucher (1981), children with autism may encode less information from social interactions than typically developing children and remember less about recent experienced events.The discrepancies in abilities between adults and children with autism indicate potential for learning and adaptation among individuals with the disorder. Present treatment methods begin with simple picture boards for youngsters, progressing to more complex communication techniques like storytelling as they develop. Despite advancements in cognitive neuroscience, neurobiology, and ASD genetics, it remains

unclear which treatments will be most effective due to variation among those affected. Early intervention programs focus on addressing the core symptoms of socialization, communication, and behavior through behavioral means (Dawson 2008). Early identification of ASD can be achieved using functional MRIs, CAT scans or magneto-encephalographies – these methodologies allow for optimal outcomes from childhood interventions and progress tracking through physiological changes before & after treatment. Comprehensive behavioral therapy that emphasizes specialized education, family counseling and developing community integration skills are advised for autistic children; pharmacological or medical interventions may also be utilized if comorbid features are present - Atypical antipsychotics along with SSRI antidepressants have been used to address irritability, anxiety disorders depression along with obsessive-compulsive behaviors.This paper acknowledges that there are numerous treatment options for Autism Spectrum Disorder (ASD), but only two will be examined. One of the methods involves traditional behavioral interventions in a psychosocial context, while the other uses computers as a more speculative approach. Psychosocial treatments aim to improve language, socialization, and play skills along with targeting maladaptive behavior and cognitive impairments through various educational and skill-based methods. These treatments usually take place within a special education classroom setting with individual therapy incorporated when necessary. Speech and language therapy may also be used alongside visual cues such as picture boards for those who struggle with verbal apraxia. Behavioral therapy is another option that utilizes learning theory and operant strategies based on Applied Behavior Analysis (ABA) principles to shape behavior using positive reinforcement techniques.Structured programs, whether on a one-to-one basis or integrated with typically developing peers, are utilized to enhance attention and promote imitation of appropriate behaviors. ABA and other behavioral

treatments have been found effective for over 50% of individuals with ASD and are well-researched interventions. However, the cost in time and money as well as difficulties generalizing skills to social situations can be limiting factors. To improve generalization, naturalistic developmental approaches that combine ABA techniques with addressing one behavior at a time have been implemented. These approaches involve parents in treatment at home and have been shown to encourage positive changes in behavior. Despite its effectiveness, some critics express concerns about Applied Behavior Analysis' reliance on traditional learning theory which emphasizes observable behavior patterns to minimize problematic behaviors in those with autism (Green, 1996).While some argue that autistic individuals require explicit training for all human behaviors, others believe this approach is flawed (Lovaas & Smith, 2003). Critics also contend that behavioral programs implemented in early childhood are not effective in halting or reversing the natural course of autism development. Instead, some advocate for focusing on training programs targeting core deficits to correct faulty neural mechanisms in older adolescents and adults (Tanaka et al., 2005).

Although autistics exhibited improvements through behavior training aimed at identifying facial expressions in pictures, there was no observable change in neurofunction. Conversely, untrained autistics have demonstrated changes in brain activity without any specific training. Furthermore, the only randomized controlled trial of a comprehensive ABA program failed to produce satisfactory short-term results. Uncontrolled trials reveal that the intensity and quality of early ABA programs do not influence short-term outcomes.

Non-autistic individuals can effectively learn through repeated performance of ABA tasks; however, this is typically not the case for autistics who tend to passively master complex material through exposure. Autistics have also shown superior

perceptual abilities compared to their typically developing counterparts and occasional savantism in certain areas.It is essential to acknowledge the contrasting learning approaches of individuals with autism spectrum disorder and those without, when contemplating interventions for behavioral issues related to the condition.

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