Impact on the Individuals Development - Essay Example

?[The [The [The Autism Spectrum Disorder: Etiology, Impact on the individual’s development and Intervention strategies Caronna et al., described Autism Spectrum Disorder (ASD) as a complex condition which impacts the normal processes of brain development and as a result affects a person's behavior, social relationships, and communication (518–23). The affected children and adults usually display particular communication, social and behavioral characteristics (American Psychiatric Association par. 14). Volkmar outlined five Autism Spectrum Disorders as described under the diagnostic category of Pervasive Developmental Disorders (PDD). Autistic Disorder is also called autism, Asperger's Disorder, Asperger Syndrome, childhood disintegrative disorder and Rett syndrome are mentioned (108–15). According to London, “Diagnosis of Autism Spectrum Disorders is based on behaviors not cause or mechanism” (408–11). Symptoms may include qualitative impairment in social interaction communication and restrictive and repetitive behaviour. Etiology. Happe proposed many causes of autism that included; Genetics causes, Prenatal causes such as diabetes, bleeding, and use of psychiatric drugs, Infections which include cytomegalovirus, and environmental agents like valproic acid (287–304). Impact of the disability on the individual’s development The Impact targets four major areas that include: Cognitive: Harris et al. stated that the child's ability to learn and solve problems is affected because the disorder leads to uneven development of cognitive skills. Such individuals lack relative strength that processes visual in relation to verbal information (281-290). Social skills: In this case the child's capacity to interact with others, helping themselves and exercising self-control is affected (Harris et al 281-290). The disorder leads to Difficulties in understanding social rules such etiquette. Sharing: Patients have the problem of understanding and sensing emotions of others (Lam 855–66). It is challenging especially when taking the perspective or opinions of other people; they display problems of initiating and maintaining conversations with others. In addition, the inability to establish and maintain relationships with peers appropriate to the Level of the child’s development is an impact of the disorder. Communication: Harris et al. found out that the child’s ability to understand and use language is affected. Most children have trouble while responding to verbal messages presented at a faster Pace; trouble adhering to multiple-step commands and they display a need for verbal information to be repeated when the information is new (281-290). Organization: The Child displays inability to establishing something (Harris et al 281-290). Impact includes; difficulties in screening out distractions, difficulties in completing in an activity independently and initiating such activities. Further, the child is not able to organize free time and stop one activity to move on to the next. Multi-tasking is a challenge to these individuals. This specific effects lie along the following lines; 1. Autistic Disorder Muller said that autistic disorder involved Impairment of Social Interaction like being socially passive, while tolerating social approaches or rather stilted, one-sided or repetitive social interactions, is also a major setback in a child's development (665-76). 2. Asperger’s Disorder Lam said that Asperger’s disorder is diagnosed by the presence of social interaction, impairments and repetitive and restricted interests as described in Autistic Disorder (855–66). The most disabling features include; borderline intellectual ability, Intolerance to change and anxiety, Lack of common sense, clumsiness, Concrete and donnish speech, premature speech development, and better verbal than non-verbal skills when making psychological assessments. 3. Atypical Autism This diagnostic grouping is used when core autistic behaviors are present but the criteria for autistic disorder are not fully met (Muller et al 665-76). Influences on Behavior Difficult behavior such as obsessions, tantrums and aggression is encountered together with communication problems e.g. repetitive speech, disturbed sleep and fussy eating, socially inappropriate behavior and social isolation (Lam 855–66). Intervention strategies The key aim is to reduce associated deficits and related family distress for children with autism therefore improving their quality of life and independence. According to Myles et al. treatment for autism from around the 1960s to 1970s focused on medical therapy such as lysergic acid diethylamide, electric shock, and behavior change procedures. Behavior change relied on pain and punishment (84). This changed over years as the use of highly controlled learning environments and behavior therapy emerged. Biever reported that the internet has aided bypass of extra linguistic cues as well as emotional sharing that was a challenge and has provided a way to form online communities (26–7) Social Relations According to Krebs et al., One can be assisted in interpretation of social situations by; making use of social stories that explain a specified challenging social situation and in effect help find out what is happening in that situation (95–104).The use of cartooning that illustrates application of the rules of challenging social situations is advisable. Preis said that Language impairment may require use of a Picture Exchange Communication System. Specific PECS’s cards can include: i. “Break” Cards that aid the victim to communicate when needs to avoid the situation arise. 1 For difficulties with receptive language, one might use a Picture Exchange Communication System (194-210) paired with a Verbal command. When giving a verbal command, the victim is handed the corresponding PECS icon simultaneously, thus providing both verbal and visual clue to aid in understanding the expected behavior. Paired verbal and visual cues here increase victim’s generalization of language concepts across environments (194-210). 2 Difficulties with receptive and expressive vocabulary are handled in ways such as to consider the utilization of total communication to teach and speak to the victim. For example; When speaking to the victim, your speech should be reflected with an appropriate sign, like; “Hallo!” while waving your hand. 3 Difficulties in initiating conversation with others; this will necessitate; Pairing the victim with a peer tutor during social playing time is helpful. The recommended move is to provide the victim with a structured play time with desirable toys provided and the tutor to participate with victim during the play time, being close enough while conversing slowly making it fun (Myles, et al 112). Academic Functioning. Weaknesses in; attention, organizational, transitional, and auditory processing, can be addressed as advised by Myles et al. who recommends that a signal should be offered to include the use of visual cues that prepare the victim for what is to happen next before transition takes place. This will allow the victim to obtain deep pressure and provide a social story whenever an unexpected event takes place (119). Levy and Hyman said that behavioral problems, means that the following vitamin supplements might be recommended; Combination of vitamin B6 and magnesium, Vitamin C and Vitamin A or medication like Secretin, Risperdal with Antibiotic, Anti-fungal, Antiviral Medications, Probiotics, Intravenous human immune globulin and Withholding of vaccines for immune function regulation (33-42) In conclusion, we see autism as a serious Neuro-developmental disorder that is a challenge to many. Our care is important here and definitely we can assist our affected ones by administering recommended intervention strategies that will lessen associated deficits and related family distress to increase the quality of life. Number of words: 1,155 Works cited American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders. 4th ed. oxford: oxford publishers. 2000. Web. May 09, 2012 Biever, Celeste. “Web removes social barriers for those with autism”. New Sci. 2007 ; (2610):26–7. Print Caronna, B Elizabeth et al. “Autism spectrum disorders: clinical and research frontiers”. Arch Dis Child.2008;93(6):518–23. Print. Happe Francesca, and Ronald Angelica. “The 'fractionable autism triad': a review of evidence from behavioral, genetic, cognitive and neural research.” Neuropsychol Rev. 2008; 18(4):287–304. Web. May 09, 2012 Harris Stockwell, et al. ‘Changes in cognitive and language functioning of preschool children with autism.” Journal of Autism and Developmental Disorders 1991; 21(3):281-290. Print Krebs, Seida, et al. “Systematic reviews of psychosocial interventions for autism: an umbrella review.” Dev Med Child Neurol. 2009;51(2):95–104. Print Lam KSL, and Aman MG. “The Repetitive Behavior Scale-Revised: independent validation in individuals with autism spectrum disorders.” J Autism Dev Disord. 2007;37(5):855–66. Print Levy, Susa, and Hyman, Susan. “Alternative/complementary approaches to treatment of children with autistic spectrum disorders.” Infants and Young Children, 2002. 14, 33-42. Print London Eric. “The role of the neurobiologist in redefining the diagnosis of autism.” Brain Pathol. 2007; 17(4):408–11. Print Muller Ralph-axel, et al., “Atypical patterns of cerebral motor activation in autism: a functional magnetic resonance study.” Biological Psychiatry. 2002:49,665-76. Print Myles, B. Smith., et al. (2000). Asperger syndrome and sensory issues: Practical solutions for making sense of the world. Shawnee Mission, KS: AAPC. Print Preis, Janet. (2006). “The effect of picture communication symbols on the verbal comprehension of commands by young children with autism.” Focus on Autism and Other Developmental Disabilities, 21, 194-210. Print Volkmar Fred, et al. “Autism and autism spectrum disorders: diagnostic issues for the coming decade.” J Child Psychol Psychiatry. 2009; 50(1–2):108–15 Print Appendix A Symbol for Autism awareness (http://www.b12patch.com) Appendix B Figure 2. Autism victim (http://373virtualpta.files.wordpress.com) Appendix C Figure 3. Example of PEC diagram (http://www.wired.com) Read More