Nature, and Treatment of an Autism - Research Paper Example

?Running head: AUTISM Autism: History, Nature, and Treatment School Autism: History, Nature, and Treatment Seeing a child with unknown abnormalities must be very difficult for a parent. When their child is sick, parents will do their best to find the right remedy, the best doctors, and the fastest cure to exempt their child from pain and suffering. Needless to say, a child’s confinement to a hospital, despite its length, can easily torment parents. Considerably, being informed that one’s child has autism, which could take a lifetime to cure, is probably the worst situation a parent could face. In light of this, research regarding autism is very significant as it gives cheerful hope to every parent of a child with autism. This paper provides information on autism by tracing the research development and trends in dealing with autism. The first part of the paper talks about the history of research on autism, the second part deals with the nature of autism, and the third mentions treatments or interventions currently taken to address the problem. Research on autism traces its roots to the work of Leo Kanner in 1943. In his study, Kanner observed 11 children and noted their distinct characteristics from normal and schizophrenic children. He claimed that the said children were immersed with themselves, thus called the disorder “early infantile autism” (cited in Mesibov, Adams, and Klinger, 1997, 14). Kanner also noted the similarity and distinction of the eleven children from children he had known who are with schizophrenia. According to him, children with autism are immersed with themselves, which is similar to those with schizophrenia. However, the former have no hallucinations. Distinctly, they showed emotional and social unresponsiveness such as having no preparatory signs for being picked up, insistence on sameness, and being content to play alone. Additionally, they are constantly upset with changes and lack eye contact and communication skills. The information provided by Kanner received wide acceptance. As Zimmerman (2008) claims, the work of Kanner still forms the basis of many later works up to this time. However, some earlier notions regarding autism were proved to be wrong later. For example, Kanner believed that children with autism had above normal intelligence. In addition, he also believed that parents of children with autism came from higher classes, were more intelligent than other parents, and such affected the way the children behaved. Also, he believed that the children with autism had tendency to shut down in their own world, which was different from schizophrenic children in that the latter showed withdrawal, in reaction to their environment. Other psychologists conducted relevant studies and found additional information that have been refuted today. For instance, Ruttenberg (cited in Mesibov, Adams, and Klinger, 1997) believed that autism is a “disorder of emotional development” that is evident in the psychosexual stages. Thus, he believed that the intervention should be to reorient children to object relationships such as having a nurturing mother who would care for the child. He claimed that the answer to the problem is to provide emotional support from a loving mother, hence claiming that children with autism have unsupportive mothers. In response to this, however, Mahler (cited in Mesibov, Adams, and Klinger, 1997) discovered that children with autism could not differentiate their moms from inanimate objects. Such refutes Ruttenberg’s beliefs and challenges other researchers to study autism. Relevantly, many psychoanalysts believed that autism is greatly associated with the biological and environmental factors. They put the blame on parents for being cold and unresponsive (Bettleheim 1967; Despert, 1951). Bettleheim further believes that the biological conditions of children with autism were a result of lack of early emotional stimulation. Psychologists concerned with autism established claims relating autism with negative parental behavior or lack of parental support. This is in line with Ruttenberg’s finding. In regards to this, Bettleheim (1967) offers the solution of having the child separated from his/her parents and reintroducing an emotionally supportive environment. Other theories relating to children with autism arose in the mid-1900s. However, current studies debunk these theories but also retain observations regarding the characteristics of children with autism. According to Gerlach (2003), it was Dr. Bernard Rimland in 1964 who debunked theories blaming parents for autism. Nature of Children with Autism Although some of Kanner’s propositions are considered incorrect, there are some information that agree with later findings such as autism is characterized by social and language delay. Kanner (cited in Mesibov, Adams, and Klinger, 1997) describes autistic language as characterized by “literalness, echolalia, prominal reversal” (13). He also claims that the disease is developmental and is present from birth. Later research has found that autism is associated with biological factors. According to Johnson and Crowder (1994, 13), autism results from a problem in the nervous system” (13). Research claims that the cerebellum of a child with autism is abnormal both neuroanatomically and functionally (Zimmerman, 2008). Also, autism is a highly heritble, neurodevelopmental disorder, affecting one of every one-hundred fifty kids in the U.S. (cited in Zimmerman, ibid.). Current research has relied much on observations and case studies, thus noting the differences among cases of autism. In observations conducted by Brill (2008) and Johnson and Crowder (1994), they noted that children with autism lack eye contact, refuse to be cuddled, flap sounds for hours, insist on what they want, scream to express disagreement, like repetitions (e.g., slamming the door repeatedly), throw tantrums (e.g., bang their heads on the wall) due to inability to express themselves, and have social and language skill delay. Additionally, Happe (1994) notes that autism is twice more common among male children than female. Most children with autism are found to destroy things, have flat and emotionless voice, fail to understand the function of some things, yet can appear physically normal (Johnson & Crowder, 1994). Autism is a disability that affects the way a person communicates or interacts with others (Ibid, 13). “It is not contagious” (ibid.) and cases differ from one person to another. Furthermore, Johnson and Crowder (ibid, 14) claim that such children mostly lack common sense and street smart[ness].” (14) Compared to the normal child, children with autism need longer time to learn certain skills such as walking, running, reading, etc. As such, they require closer attention when in school, and can be very aloof to others. Nevertheless, current research and trends provide hope to nurturing parents. As Johnson and Crowder (ibid.) explain, Crowder’s own son who was found to have autism during his 9th month, leaped in progress as he was given immediate intervention prompted by his mother. Julia Crowder worked her way to study her son’s case and had him tested for autism. On his first test, Drew scored within the mentally retarded limits, hence was referred to a speech pathologist and sent to a special school. Later, however, when tested again, his IQ was found to be within the normal limits and the psychologist identified no barriers in his social and communication skills to prevent him from attending regular schooling. The story of Drew proves that autism can be overcome, and it is not a lifetime disorder. Interventions for children with autism start with proper diagnosis. Children may be tested genetically using Phenylketonuria (PKU) and Fragile-X Syndrome. Professionals may also use the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) of the American Psychiatric Association. These tests identify developmental disorders, both cognitive and behavioral. In addition, age-appropriate, neurodevelopmental tests may be required before allowing a child attend a school program. These include chromosomal analysis, auditory brain stem response, vision exam, urinalysis for checking levels of uric acid and calcium, amino acid analysis, and so on. Education is the most important aspect of intervention for the child. At school level, professionals initially establish what is called an individualized education program (IEP) which identifies goals and objectives for the child such as skills to be learned/improved, the level of participation expected, needs, criteria or assessment procedures and schedules, etc. Centers specializing on special child cases also promote the right nutritional supplements, biomedical interventions, dietary interventions, anti-yeast diet, music intervention, among others. The Future of Children with Autism Most studies written on autism focus on children. In this regard, information regarding autism in adulthood is bereft. Howlin (2003) is one of those who provides insights regarding the subjects when they reach adulthood. She claims that although many autistic population suffer from lack of proper interventions, many reports have been made on those who have managed to live a somewhat normal life and those who have completely overcome their earlier handicap. Howlin (ibid.) emphasizes the importance of continued communication practice, social interaction, and education. She highlights success stories by Kanner, mentioning individuals who have somewhat overcome their autism and became teachers, many of them teaching mathematics. Nevertheless, Howlin (ibid.) notes that despite the ability of those individuals to find a profession, earn a living, and so on, some degree of autism still remained such as inability to socialize, find interest in the opposite sex or vice versa, and think creatively. Conclusion The current literature provides a clearer understanding of autism. It also lists down interventions that parents should take note of in order to attain success. Although much has been said about children with autism, a lot of information is still needed to improve current research and practice. In particular, follow up efforts for grown up individuals should not be missed by the social environment to help the person succeed in overcoming autism. As of now, current studies reveal a big hope for parents of children with autism in making their children enjoy life like a normal kid but without parental effort and guidance, nothing can be achieved. References Brill, M. (2008). Autism. NY: Marshall Cavendish Corporation. Johnson, C. & Crowder, J. (1994). Autism: from tragedy to triumph. MA: Brandon Books. Gerlach, E.K. (2003). Autism: treatment guide. TX: Future Horizons. Happe, F. (1994). Autism: an introduction to psychological theory. London: UCL Press Limited. Howlin, P. (2003). Autism: preparing for adulthood. London: Routledge. Mesibov, G., Adams, L. & Klinger, L. (1997). Autism: understanding the Disorder. NY: Plenum Press. Zimmerman, A. Ed. (2008). Autism: current theories and evidence. NJ: Human Press. Read More