Austism Spectrum Disorder
Austism Spectrum Disorder
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WHAT TO EXPECT
INTRODUCTION
INTRODUCTION
Autism was first described by Leo Kanner of Johns Hopkins in 1943. He identified it as
a disorder with impairment in:
1. Reciprocal Social Interaction
2. Language and Communication development
3. Behaviour development.
Although the term Autistic Spectrum Disorders (ASD) has gained acceptance and is
now used to mean the same thing as PDD, it is not yet an official diagnostic label.
This means that you cant find the term ASD in either the Diagnostic and Statistical
Manual of mental disorder (DSM. IV) or the world health organizations International
Classification of Disorder (ICD).
DIAGNOSTIC CRITERIA
SEE LEAFLET
ADDITIONAL FEATURES
Odd response to sensory input e.g. covering ears.
Engaging in self injurious behaviors e.g. head banging, hand biting,
face/head slapping.
Stereotypical behaviors e.g. hand flapping, incessant rocking, jumping
up and down, aimless wandering.
Repetitive/compulsive patterns of behavior opening and closing door.
Repetitive lining of objects such as legos, finger twisting or curling.
Language and or social regression e.g. sudden loss of previous ability
to point, kiss, eye contact, etc.
Walking on toes
Sleep disturbances
Bizarre eating patterns food fads
Poor muscle tone e.g. clumsy with picking up small objects
No real fear of dangers may run into a moving car or put finger on a
burning gas.
WHAT
CAUSES
AUTISTIC
SPECTRUM
DISORDER?
No one has been able to answer this question precisely and conclusively.
The complex and pervasive nature of the disorder makes it even more
complicated to pin-point the exact cause or causes. It would appear that
ASD occurs as the result of varied and different biochemical causes and
presents as malfunctioning of the brain (ASA, 2003).
ASD is definitely NOT the result of bad parenting and children with ASD do
not just choose to misbehave. This had been the impression during 1950s.
Volkmar and Wielsner (2004) gave the following as evidence that autism
was a brain-based disorder:
The prevalence of seizures: As children with autism were followed over
time, it was clear that many of them went on to develop seizures.
The prevalence of neurological problems: Many children with autism exhibit
unusual features on neurological examination such as persistent primitive
reflexes(which are present at birth but typically disappear in children after
a few months).
The high rate of prematurity or other birth problems: Some studies have
reported that
children with autism are more likely to have had
complications during the pregnancy or after birth.
The association of autism with a number of medical conditions that are
known to affect brain development e.g. phenylketonuria, congenital rubella,
tuberous sclerosis, and fragile x syndrome. These associations are strongest
with fragile x syndrome and tuberous sclerosis but research is ongoing.
OBSERVATIONS TO MAKE
During your observation of the child notice the following:
Does the child recognize your presence?
Does he respond toHello or a handshake?
Does he make eye contact
Does he point or follow your pointing
See the Checklist for Autism in Toddles (CHAT) at:
www.featnt.org/info/chattest.asp
COMPREHENSIVE ASSESSMENTS
If your suspicion of autism is still strong, you may consider more
specialized assessments by members of other disciplines. Service
providers such as Acceleration Therapy, Lagos, may be helpful as
well.
A comprehensive assessment will normally involve the following:
History
Medical Assessments
Psychological Assessments
Speech-Language Communication Assessment
Occupational and Therapy physical Assessments
Lead levels
Hearing
MRI scan
EEG- for possible seizures
Fragile x syndrome: 5-10% of children with ASD present with
fragile x.
Metabolic Screening: Some treatable metabolic disorders may
result in the manifestation of ASD.
Chromosomal Testing:
Immunological dysfunction: Allergens such as gluten and casein
may be affecting the childs behaviour
INTERVENTION STRATEGES
To date, (medically speaking) there is no cure for ASD. Behaviour and
Educational intervention approaches have proved beneficial to most children
on the spectrum. Research has shown that approaches such as ABA, which
offer structured intensive programming can be extremely helpful .
There are however, numerous other approaches which have been beneficial
for some people with ASD. Some of the techniques overlap but there are
basically two approaches: those that attempt to change the child and those
that attempt to change the environment for the benefit of the child. The
latter has gained more research acceptance.
Intervention techniques which have been found to be beneficial to people
with ASD, include:
Lovaas (ABA)
Specialized Education
Behaviour modification
Occupational therapy
Speech Language and communication therapy
Auditory integration
Relationship Development Intervention (RDI)
Picture Exchange communication system (PECS)
TEACCH (Treatment and Education of Autistic and Related Communication
Handicapped Children)
Sensory Integration
Vitamin therapy
Dietary modification etc
Option Institute (Son Rise Programme)
Drug treatments.
REFERENCES
Volkmar, F.R, and Wiesner, L.G. (2004). Healthcare for Children on the
Autism Spectrum. Bethesda, Woodbine House.