Indicating the Causes, Symptoms, and Characteristics of Autism Spectrum Disorder - Dissertation Example

? “Learning Disability A positivist study to explore which behavioral and developmental interventions work best in addressing the needs of childrenwith Autism Spectrum Disorder Student Name Programme February 2011 Table of Contents Table of Contents 2 Abstract 3 Introduction 4 Literature Review 5 Discussion: 14 Conclusion: 15 Recommendations: 16 References: 17 Abstract Learning disability is a hindrance in way of an individual to learn and perceives some behavioral aspects and inability to read or write. “Autism Spectrum Disorder (ASD)” is a disease leading to many disorders like inability to communicate, less socialization power, repentant behavior, and learning impairment. But fortunately autism disorder is a curable disease and there can be various interventions that help treatment of such disorder in children. Children are mainly suffered by ASD as it occurs even in infancy. This piece of research aims at indicating the causes, symptoms and characteristics of ASD and the interventions that can help children suffering from ASD to recover. The study also provides an insight on the role of parents, peers, teachers and siblings in treatment of a child and the training which could be provided to them for helping the disable child. Review of previous researches indicated that ASD is spreading world wide irrespective of geological conditions and is affecting children of both genders. The research concluded that ASD is positively a curable disease and early diagnosis helps treating it. Development of interventions also supports the recovery of a child for autism disorder and helps the child to live a normal and healthy life. Introduction The topic of research is “Learning Disability”: A positivist study to explore which behavioral and developmental interventions work best in addressing the needs of children suffering from “Autism Spectrum Disorder”. This study is focused on finding the true meaning of learning disability in children along with a disease called “Autism Spectrum Disorder (ASD)”. The prime aim of this research is identifying the characteristics related to ASD, its symptoms, causes, treatments, and effects on life of the individual suffering from this disease. This paper is mainly focused on symptoms of ASD prevalent in children of ages from 1 to 5 years. The topic was chosen for research because ASD is a commonly experienced disability world wide and there must be awareness among people how to diagnose the presence of ASD in their children and how they can get them treated. This research has been conducted to view all the symptoms, causes and treatments of ASD along with providing interventions that may help in curing this disease. Although some interventions are identified in this research but still there may be some other ways too to treat this disease. Moreover it is also identified in the interventions that parents, peers, adults and teachers have a vital role in treating children suffering from ASD. Literature Review Learning disability is an ailment suffered by individuals which includes some disorders and makes it difficult for a person to discern social relationships and give rise to learning impairment (Bradley, 2002). Disorders experienced by the person make it difficult to learn in typical systematic manner and such issues are caused usually by unknown factors. Wender (1998) defined learning disabilities “as a group of biologically disturbances in development that considerably weaken school performance” of children. Such disorders hinder the growth of a child and create problems in performing well at school. There are always some specific symptoms that indicate that a child is suffering from learning disability but these symptoms may vary from child to child depending on genetic pattern and biological differences. Silver & Hagin (1964) found that disorders caused due to learning disability “significantly affect a narrow range of academic and performance outcomes. Learning disability may occur in along with other disabling conditions, but they are not the main reason to such conditions like mental retardation, behavioral trouble, lack of opportunities to learn, or primary sensory discrepancy”. Kirby (2009) pointed out that an individual may face disorders like reading/ writing problem or inability to do mathematics simultaneously or one of these disorders may occur. A child may also experience non-verbal learning disability or disorder of speaking and listening. One of the major reasons for prevalence of learning disability is “Autism Spectrum Disorder (ASD)” which is a psychological disease. Dunlap & Kay (1994) defined autism as a growth disorder which influence the ability of individual to communicate, play, comprehend language and socialize with relevant others. Commonly considered a “behavioral syndrome” that focuses on the prototype attitude which a person represents in relation to certain stimuli, it is not considered an ailment but a neurological disability that exist even at the time of birth but mostly signs become prominent before a child reaches three years of age. Specific causes that give rise to autism are unknown but still its effects on the functioning of brain are intimidating. Dunlap & Kay (1994) also found that mostly there is more than one factor that triggers autistic attitude. All of such indicators might become apparent at various subcategories of the disease. Powers (2008, p.28) says that individuals with “ASD” are different in terms of competency and personality traits and are likely to represent mental impairment in severe form. They might be highly gifted, accomplishing best grades in academics due to their intellect. Powers also stated that autistic individuals appear to be lethargic and their responsiveness is also not quick enough in terms of routine activities. Contrary to that the other kind of autism makes individuals more apt at interacting within a certain social context. Therefore varied behaviors can be experienced by a person suffering from autism depending on his internal ability. Doja & Roberts (2006) found in a research that 1 or 2 out of 1000 people are affected by autism globally whereas in United States it is 9 people out of 1000. Newschaffer et al, (2007) identified that there is an immense increase in the number of people suffering from autism since 1980s. Bryson et al. (1988) proposed that in Canada there was autism existence in every “10 per 10,000 individuals”, “and Webb et al. (1997) reported a prevalence of 9.2 per 10,000 in a Welsh district, a change from the 3.3 per 10,000 of 10 years earlier. In an elegant study of prevalence in Northern Finland, autism was seen in 12.2 of 10,000 individuals, a reported increase from the 4.75 individuals from only nine years earlier” (Kielinen et al, 2000). While the origins of such preliminary factors that give way to severe cases of autism are not properly elucidated the consequences are far reaching (Wing & Potter, 2002). But because of alterations in investigative methodologies, it is still confusing that whether genuine prevalence of the disease has improved or not. Findings of the reports related to Epidemiology revealed that children that represent a positive diagnosis of autism and other associated disorders have increased in number (Bryson et al., 1999). Due to increasing rate of autism, it is regarded as a fatal epidemic (Yeargin-Allsopp, Rice, & Karapurkar, 2003; Fombonne, 2003; Burton, 2002). The interventions that are being launched to cope with the onset of autism and to cater the impeding requirements of children suffering from this ailment by providing moral and financial support to their families are still not adequate. Myers & Johnson (2007) pointed out that in most of the autistic cases it has been experienced that parents identify their child being suffered from autism in early age. The cure for Autism is still not known yet behavioral improvement programmes can support children to learn and communicate well with others. They could be guided about self care but usually the onset of disease is gradual, the symptoms became apparent after a while as “children first develop more normally and then regress” (Stefanatos 2008). Howlin et al. (2004) stated that among the children who are autistic sufferers most of them have to rely on significant others when reaching adulthood. The successful adult life without dependency is seldom observed. Silverman (2008) indicated that acceptance of autism as a different attribute and not as a disorder has developed an autistic accepted culture. There is no single symptom by which autism can be differentiated but there is are a string of characteristics that can be identified. These features include “impairments in social interaction; impairments in communication; and restricted interests and repetitive behavior” (Filipek et al, 1999). Together with this the core features highlighted by Eagle (2006) proclaim that some other behavior problems like “anxiety, depression, sleeping and eating disturbances, attention issues, temper tantrums, and aggression or self-injury” also give rise to autism . Sacks (1995) pointed out that persons being diagnosed with autism are socially incompetent and mostly cannot tackle issues related to self or family as they lack the insight to do so. Abnormal development related to society usually resurfaces during early years of child’s life. Infants who are autism patients are not inclined towards a “social stimuli”, do not even pose a smile or any other welcoming gesture to their family members, they even sometimes have “response difficulty” when somebody calls their name (Volkmar 2005). In a research, Burgess & Gutstein (2007) found that children suffering from serious autism get affected by loneliness in comparison to their “non-autistic peers”. Establishing new relations or making friends is very hard for autistic individuals thus they risk being emotionally detached from their closed ones and their quality of life is hampered. Nearly one third of persons being autistic sufferers are unable to develop skills concerned with language proficiency and dialect for carrying out daily tasks (Noens 2006). Research by Noens found that in first year of life there is availability of differences in communication patterns and may also include “babbling, unusual gestures”, less response to actions, and voice patterns that does not match with the vocabulary of parents. Landa & Caronna (2007) indicated that autistic children very rarely make requests or share their feelings, and simply try to follow the words delivered by others. Autistic children also experience problem in imaginations and converting pictures and symbols into language (Tager 2007). Lam & Aman (2007) pointed out that repetitive and restricted behavior is also experienced by autistic individuals whom the “Repetitive Behavior Scale-Revised (RBS-R)” is referred to classify stereotypy, approved behaviour, Ritualistic behavior together with Self-injury. There is not one repetitive or self-injurious behavior to be present in autism patients but autism have a prominent frequency of occurrence and level of such behaviors is relatively high (Bodfish 2000). From clinical point of view, autism is a behavioral syndrome that is initially evident in early childhood and reflects underlying neurons’ developmental abnormalities (Rapin & Katzman 1998). Bauman & Kemper (1994) identified that core symptoms of autism include abnormal or “unanswered interpersonal and emotional interactions, disordered language and communication, and recurring and stereotypic actions”. Damasio & Maurer (1978) explored that autism is not associated with specific physical stigmata and is unpredictably associated with mental retardation and abductions. Happe & Ronald (2006) pointed out that it is suggested that the underlying basic symptoms of autism are further strengthened by different genetic effects or neural levels. The genetic compositions of autism are very complicated. Moreover the ambiguity still remains that is not comprehended “whether symptoms of autism are explained more by rare transformation with major effects or by rare multi-gene interactions of common genetic variants”. Haznedar et al, (2001) indicated that although the neurobiological mechanisms underlying autism remain largely unknown but certain brain regions, including the limbic system, specifically hippocampus, amygdalae, together with cerebellum, are said to be implicated in the clinical expression and path physiologic mechanism of the disorder. It is found in a research carried out by Courchesne et al, (2001) stated that the weight of the brain or high volume of cerebellum also has been associated with autism. Some evidences from a series of postmortem examinations, CT studies, and a MRI study evaluated children from cross-section between ages 2 and 16. It suggests that findings of increased brain weight or volume of the brain might be concerned with age and could be reflective of advanced processes of development in younger children with autism (Hoshino et al, 1984). Paul & Cohen (2005) identified in a research that in the previous two decades great number of remedial solutions have been suggested for the identification of systems related to ASD. Among the most recent interventions, the popular ones are “pharmacological therapies and various complementary therapies including diet modifications, vitamin therapy, occupational therapy, speech and language therapy”. There are some behavioral and developmental interventions that help treatment of ASD and control the symptoms of this disease. Schopler (1984) defined interventions as taking such step or make such arrangements that help coping with a particular problem and try to improve the condition. Krebs et al (2003) found that work carried out to mitigate the harmful effects of autism falling in the category of developmental and behavioral oriented interventions are considered most valid in terms of encouraging adaptive, social and attitudinal functions in the ASD affected children. All these preventive measures will be adopted depending on the scale of damage being caused by autism in relation to socially realistic approaches (Chalmers et al, 1981). It is necessary to expand autism treatment services to effected individuals and to help parents find a remedy for their child (Symon, 2005). Smith (2000) found that cognitive behavior therapy shows vital progress in the behavior of child sufferer, his mental growth and improved social competencies making it less burden on the parents for dealing with such cases. The validity of the training sessions and teaching techniques, launched for initiating interventions and response improvement is not obvious every time (Wang, 2005). Koegel et al (1996) evidenced in a research that critical training of responses might be advantageous for interaction and communication enhancement. One of the behavioral interventions is training of children to learn in natural surroundings and training is done by teachers or in some cases by parents themselves. It is important to include “parents as direct service providers in their children’s intervention process as a means of increasing the quantity and availability of intervention” (Iacono, 1993). It is also pointed out in a research by Powers (1993) that involvement of parents in treatment of autism not only helps the children suffering from disorder but also supports the family as a whole. The procedure to mould and make behavioral adjustments is learnt by parents and caregivers who have to cater to the daily needs of special children. Among these interventions the main trainers try to introduce model methods for easy understanding by parents and to inform the family members to absorb the necessary knowledge and skills for better training of their children (Hancock et al, 2002). The role of parents as “mentors” for the children is beneficial for proper growth and development of the autistic child (Ainbinder et al., 1999). Shores (1987) defined that the term social interaction “is a mutual process in which children effectively initiate and respond to social stimuli presented by their peers”. Social participation of children suffering from autism while dealing with age group or peers is relatively minor in quality and frequency. It is usually composed of more ritualistic behaviors and only maintaining close proximity, rather than performing is desired (Sigman & Ruskin, 1999). The most important feature of autism is “Social dysfunction” and it is the most intimidating all the same (Kanner, 1943). Right from the start better “social functioning” is regarded as the most significant outcome of early intervention. When studying literature concerning autism, it becomes evident that past researchers have empirically tested and verified social intervention methodologies and devised new ones based on theoretical evidence. One of the social interventions is to enhance “Parent–Preschooler” interactions. This intervention was used by Dawsan and Galpert in a research. Dawson & Galpert (1990) designed a remedial approach encompassing parental pedagogy for imitating the children while they play with their toys usually just for twenty minutes every day within a time span of two weeks. After the designated period it was found that major improvements could be easily perceived from the grass root level as children started to pick up responses for their mother’s actions and developed increased gaze in the direction of mother. The number was likely to improve by inculcating more novel toys in the intervention proceedings. Rogers (1986) decided to opt for a familiar “pre-post design for analyzing alterations observed in child’s attitude. For this thirteen pre-schoolers were observed for more than six months in a common preschool setting. The purpose was to strengthen the relationship between parents and the child so that better communication patterns can be promoted. Major indicators of enhancing social relations were figured out that helped in the advancement of intervention work. These encompassed “social-communicative play levels with a familiar adult and increases in child positive affect and social initiations and decreased negative responses to mother’s initiations during mother–child play”. There is also another intervention that enhances preschoolers’ interactions with other adults. Stahmer (1995) used pivotal response training (PRT) in which particular attitudes are regarded as key factors to improve the functionality arenas. Krantz & McClannahan, (1998) employed a system of “visual cuing” also bringing in a “script-fading” method for improving socialization with the class teacher. Another intervention is to increase preschoolers’ peer interactions as such techniques are vital and dominating for enhancing the social upbringing of the child being diagnosed with autism (Goldstein et al, 1992). Some of the unique interventions in application include the interaction improvement of school aged children with family members and adults from the outer circle. “These have included self-management strategies, teaching socio dramatic role-play using pivotal teaching responses, and video-modeling techniques, as well as more straightforward adult instruction”. Koegel & Frea (1993) carried out a study to enhance the “conversational skills” by carrying out a “response training” session involving two teenagers suffering from autism. In the program, both of them were taught self grooming skills, how to develop an eye contact and strengthen relations. Charlop & Milstein (1989) made use of “video modeling” for teaching normal communication competencies. Among the most widely acknowledged intervention strategies that make use of instructions involving adults in the proceeding “Gray’s social story technique” could be employed with the help of it narrative stories are fabricated for teaching rule of interaction and how they are used to support a person throughout life (Gray & Garand, 1993). Review of the literature on ASD, its causes, symptoms, treatment and implications illustrate the fact that autism should not be always regarded as a disease but an unusual condition that is experienced by a child. Early diagnosis and proper treatment may help curing this disorder without affecting health and life of the child. More important is support of parents, peers and teachers in order to help the children come out of this situation and make them competent enough to survive in this world. Discussion: This research was conducted to answer the questions whether there are behavioral and developmental interventions that can help assessing needs of a child suffering from ASD and how there interventions may help the child come out of this situation. The research aimed at exploring the features of ASD, its causes, symptoms, impact on life of individual and possible treatment. It is found that ASD is not a genetic disease but may be present in any child due to some vaccine experienced by parents or due to some mental disturbances. But the core point is that to cure ASD, diagnosis must be made at early stage so that an infant gets treatment. The techniques identified in this research mainly focus on participation of parents, peers and teachers in overcoming the effects of this disease in child. It is also pointed out in this research that parents training in treating their ASD child help the child recover from this disorder as parents can handle their child well and the child also responses to the parents more effectively. In this research it is also found that application of any of the above mentioned interventions has a positive impact on the children suffering from ASD. There was positive response from the children and their learning ability got improved. Interventions also helped them to communicate with their surroundings both verbally and non-verbally. So it can be said that interventions developed for curing children experiencing ASD play a vital role in improving mental condition of the affected children and allow them to live normally. Conclusion: From issues discussed in the research it is concluded that there is possibility of developing behavioral and developmental interventions that may support a child come out of the disabilities caused by autism disorder. It is also obvious from research material that it is not necessary that a children suffering from ASD would have got this disease from genes but there is possibility that genetic chemistry is one of the reasons. It may also infer from this research that presence of ASD is not dependent on gender of the child; any child may get it irrespective of gender. It is also found in research that role of parents in curing the child is very crucial and is demanded by the therapists. Without moral and physical support from parents it is almost impossible to cure a child especially if he is an infant or under age of 10. Moreover siblings, peers, and teachers can also participate in treatment of the child suffering from autism disorder. It is important to notice that all intervention strategies stated to cure ASD demand involvement of people with whom a child is in constant interaction. But it is important to diagnose the disease at early stages of life, which is possible through taking notice of actions and expressions of the infant and checking the child’s behaviors towards routine happenings. If a children is not reacting in the prototype manner it indicates that there may be possibility of presence of ASD. ASD is not a life risking disease but its prevalence in one’s life makes it difficult to survive in this world as that individual lacks the ability to interact with environment, meet social needs and behave in socially acceptable manner. Recommendations: All of the above illustrated successful strategies for curing children suffering from ASD “are complex in administration, data collection, and maintenance and generalization procedures”. 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