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Autism |
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Autism is a developmental disorder which affects around 91 people in every 10,000. It is also a spectrum disorder and affected people may display a range
of disabilities at many levels. The autism spectrum disorder consists of a number of classifications, including PDD-NOS (Pervasive Developmental Disorder - Not
Otherwise Specified), Aspergers Syndrome (sometimes referred to as 'high functioning autism') and autism. The disorder also affects three to four times more
male children than female.
The cause of this disorder is currently unknown, and numerous causes are possible - from genetic reasons to chemical imbalances - however, environmental
effects (and parenting methods) are now thought not to contribute. Autism becomes apparent within the first few years of the childs life, although a diagnosis
is often troublesome as the child may display symptoms characteristic of deafness or behavioural problems. There is no cure for autism, however it is possible
for the autistic child to learn to compensate for his disability. For the best chance of the child to adapt to as normal a life as possible, it is preferable
for an intensive therapeutic program to begin within the first three years of the childs life. This then continues for many years, often requiring one-to-one
tuition for six or seven days each week.
The National Autistic Society describes autism as affecting three main areas of a persons life, which they call
the triad of impairments:
- Social interaction
- Social communication
- Imagination
These symptoms manifest themselves in numerous ways. The child seems to be 'cut-off' from the world and as an observer, avoiding social contact and viewing
other individuals as providers or observers, without seeming to require social interaction and not knowing how to initiate or partake in social situations.
Children can become extremely upset for unfathomable reasons, and often only know how to express their distress by screaming and shouting. Autistic children
often avoid direct social contact, specifically eye contact, and some avoid physical contact while others require physical pressure to calm themselves down.
Autism is an extremely variable disability, and no two children display the same symptoms.
There are a number of theories as to the reasons behind autism, but there are two primary theories.
- Some researchers state that autism is a result of a deficit in a person's executive function within the brain, the module which co-ordinates other functions
and binds them together into coherent thought and action (for reference, see Russell, J. 1997. 'Autism as an Executive Disorder').
- A second theory involves the impairment of a child's ability to conceive of people as mental agents, individuals with different knowledge, emotions,
thoughts and perspectives (called the Theory of Mind, as described in Baron-Cohen, S. 1995. 'Mindblindness: An Essay on Autism and Theory of Mind').
Therapeutic methods for autism also vary considerably. The National Autistic Society use a method known as TEACCH. This method uses a set of situations and
events to which the child is required to respond and learn appropriate actions and behaviours. These situations are staged for the child who then responds,
if the response is appropriate then the child is rewarded. The situations and events must be carefully orchestrated to allow the child to abstract the underlying
meaning of both the situation and response, as opposed to simply teaching the child a set response to a set event - which would be of limited use in the real
world. While many autistic children are unable to use language as a method of communication, this is encouraged by a series of picture cards. When the
child requires a drink or object they are instructed to present the picture card as a request. This method, coupled with the concrete nature of nouns,
makes them easier for autistic children to use than other words, such as verbs.
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Characteristics
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The following are some of the typical characteristics exhibited by autistic children:
- Fascinated by spinning objects
- Not frightened by threatening situations
- Difficulty relating to others
- Inconsistent gross/fine motor skills
- Difficulty making eye contact
- Extreme hyperactivity or passivity
- Preoccupied by obsessive games
- Inappropriate laughter or giggling
- Behaves as if deaf
- Resists cuddling
- Crying fits. Extreme distress for no apparent reason
- Resists conventional teaching methods
- Echolalic - the immediate and involuntary repetition of words or phrases just spoken by others
- A preference to be alone
- Seemingly insensitive to pain
- Resist changes in routine
- Indicates needs by gestures
- Inappropriate attachment to certain objets
There are four universal and specific characteristics of Autism:
- Speech is impaired and not used to communicate
- Difficulty in forming meaningful relationships
- Perseveration and insistence on sameness
- Onset of symptoms before 36 months of age
These specific symptoms manifest themselves in a number of different ways in different individuals and at different ages. The following general characteristics
are not neccessarily apparent in all individuals with autism, nor are these characteristics evident throughout their entire life span. It is important that the
syndrome of autism be recognized as a developmental disability. Autistic features and characteristics themselves alter with age and development. The
understanding and treatment of the individual can be improved with a greater knowledge of the developmental delays which occur within the disorder itself.
- Development of motor, social, and language skill: These do not necessarily develop equally or consistently
- Delayed development of language: Some individuals never speak. Others develop limited speech, while still others develop relatively adequate
language skills.
- Abnormal responses to sensations: There may be a generalized over or under responsiveness to sight, touch, hearing, smell, taste, pain, balance,
and body position. Autistic children often seem to get much satisfaction from there senses - smelling new objects, running their hands or tongues over rough
and smooth surfaces.
- Abnormal relationships to people and objects: These are evidenced by the failure to develop normal responses to people and the inappropriate use
of objects.
- Emotional reactions: some of these children show almost no emotions, others may laugh or smile, cry or go into tantrums for no apparent reason. They
may be extremely fearful or show no sense of fear at all. A few have a tendency to wander and are frequently found miles from their home.
- Intellectual development: 25 percent or more are of average or above average intellectual ability. People with autism occur across all IQ's,
from gifted to mentally retarded. A small percentage of these persons have extrodinary "savant" ability in specific areas such as music or math.
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Developmental Red Flags
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The following red flags may indicate a child is at risk for an autism spectrum disorder, and is in need of an immediate
evaluation.
In clinical terms, there are a few “absolute indicators,” often referred
to as “red flags,” that indicate that a child should be evaluated.
For a parent, these are the “red flags” that your child should be screened
to ensure that he/she is on the right developmental path.
Red Flags of Autism Spectrum Disorders:
If your baby shows two or more of these signs, please ask your pediatrician healthcare provider for an immediate evaluation.
- Impairment in Social Interaction:
- Lack of appropriate eye gaze
- Lack of warm, joyful expressions
- Lack of sharing interest or enjoyment
- Lack of response to name
- Impairment in Communication:
- Lack of showing gestures
- Lack of coordination of nonverbal communication
- Unusual prosody (little variation in pitch, odd intonation, irregular rhythm, unusual voice quality)
- Repetitive Behaviors & Restricted Interests:
- Repetitive movements with objects
- Repetitive movements or posturing of body, arms, hands, or fingers
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