Autism Is an Inherited Disorder - Case Study Example

Autism is Inherited and Incurable Though Many Lesser-known Therapies Exist that ease the Symptoms Autism and other neurological disorders are defined by characteristics of behavior and are commonly considered to be biological in origin and not caused by improper parenting or by varying social situations a young child may have experienced. The precise fundamental neurological causes have not been identified but remain the source of the condition. Though differing theories have been postulated, none have stood up to intense scientific scrutiny and analysis. Many variables are present when attempting to specifically define the source although autism unquestionably does not originate from how a child is nurtured, it is a genetic disorder. Because of many possible causes and varying severities of the disorder, there is no one definitive type of treatment. Many are available to parents of autistic children but few realize the numerous types of therapies that are available. Whether contracted in the early fetal development stage or inherited, autism is a disorder which affects cognitive brain functions thus impeding a person’s ability to communicate effectively. The disorder distorts not only how people perceive sensory information but how the brain processes it as well. Symptoms of autism are generally noticeable to the trained eye before a child’s third birthday but the disorder usually remains undiagnosed until or after that age. The level of autistic severity varies. Some afflicted persons require constant and extensive assistance in virtually all facets of their lives but others have the ability to perform at a much higher level. Some, with adequate and early therapy, are able to attend regular classes in school and secure avenues of employment afterwards albeit somewhat limited. Though autism is incurable and usually results in social isolation to varying degrees, various forms of treatment have proven to make a decidedly positive impact in the way autistics interact with others. Unfortunately, parents, as a rule, do not have major concerns or seek assistance for their child until obvious signs of deficiencies regarding speech and response patterns are demonstrated compared to others of similar age. This can occur as late as pre-school or kindergarten years. The age at which autism is diagnosed and the degree of comprehensive treatment received are the determining factors in that person’s ability to ultimately function as an independent adult. Autism is the most prevalent developmental disorder affecting one in every 166 children (“How Common?”, 2006). Symptoms of the disorder can be generally described as the incapability to adequately interact socially along with a disinterested demeanor. It is an abnormality in the structure of the brain caused by genetic predispositions or from damage occurring during the development phase (Bryson & Smith, 1998). Children afflicted with fetal alcohol syndrome, those infected with rubella while in the womb and those whose mother took drugs known to cause damage to the fetus show symptoms of autism to a greater degree than is typical. “Although the reported association between autism and obstetrical hazard may be due to genetic factors there is evidence that several different causes of toxic or infectious damage to the central nervous system during early development also may contribute to autism” (Williams & Hersh, 1997). A malfunction in the neural circuitry of the brain of those with autism is the likely cause of their perceptions regarding social interaction and lack of adequate cognitive abilities. Studies have yet to produce evidence that demonstrates specific areas of the brain are damaged in persons with autism. On the contrary, several sections of the brain have shown abnormalities during image scans. There is overwhelming evidence, however, for a genetic influence. Autism is very much an inherited disorder. The identical twin is more likely to have autism if their twin has it but fraternal twins have no more of a predisposition to contract the disorder than would the general public (Cook, 1998). If an identical twin is autistic, the other twin also will be in nine out of 10 cases. If a sibling has it, their brothers and sisters are 35 times more likely to have it than the average (“Gene Linked”, 2006). Just because the disorder is of biological origin does not imply that the condition cannot be improved upon. “It is now known that early, intensive behavioral programs can eliminate completely the symptoms of autism in some children and greatly improve the lives of many others” (Smith, Eikeseth, Kelvstrand & Lovaas, 1997). The severity of autism varies widely among individuals as does its related symptoms but there are certain aspects relating to social interaction shared by all with the disorder. Avoiding direct eye contact, distinctive body posturing and facial expressions as well as other nonverbal communication deficiencies are a common trait. Autistic children seldom associate with those of their own age-group as well as showing a general disinterest in interacting with any other people. They also do not demonstrate empathy because they lack the understanding of another person’s sorrow or pain. Deficiencies in communication skills can include symptoms such as a delay in speaking development or not being able to speak at all. About half of those with autism never learn to talk. Of those that do, most have great difficulty focusing and staying within the subject parameters of a conversation. Habitual repetitiveness of words or phrases is a common trait as is the lack of understanding satire or an implied, underlying meaning. A lack of interest in play or other activities is common as is being fixated on a single item. Young autistic children usually focus their concentration on one part of a toy instead of playing with the toy as a whole. Teenagers and adults are frequently mesmerized by such things as license plates, bus schedules and weather patterns, for example. The compulsion for routine such as insisting that they always eat the meat portion of a meal before the salad and must be driven along the same route illustrate this need for sameness and routines. For example, a child with autism may always need to eat bread before salad and insist on driving the same roads to school. Lastly is the well-recognized rocking back and forth behavior commonly observed in those with autism (Volkmar, 2000). The testing of a child suspected of having autism should begin with an assessment of behaviors. Health professionals possess questionnaires and guidelines that assist them in determining the particular variety of developmental disorder a child may have and how far behind they are as compared to typical aged children. First, the child’s medical history is reviewed. The parents are questioned as to whether the child demonstrates what they want by pointing at the object. Autistic children point to things they want but do not look back at the parent to see if they acknowledge the desire. Developmental delays in physical, cognitive and decision making abilities are observed. Assessments of specific physical abilities and growth patterns are assessed to determine whether or not the symptoms are purely physical in nature. Hearing is checked because this may retard language skills not associated with autism. Additionally, children suspected of a developmental disorder are tested for lead poisoning. “Children with developmental delays usually continue putting items in their mouth after this stage has passed in normally developing children. This practice can result in lead poisoning, which should be identified and treated as soon as possible” (“Autism Disorder”, 2000). Until relatively recently, the vast majority of parents and health care professional did not believe that autistic children were capable of playing any type of sport but that misconception is evaporating. There are barriers to overcome in that autistic children are often resistant to physical training and motivating them can prove difficult but increasingly they are being encouraged to participate in challenging athletic programs suited to their particular degree of ability. Sports are known to be of great value for children afflicted with autism. Studies conducted for the past quarter century have overwhelmingly demonstrated that vigorous physical exercise diminishes the frequency of repetitive actions and enhances the child’s attention span. For exercise to be effective, however, at least moderate effort should be exerted. For example, a study demonstrated that when autistic children jogged for 15 minutes without rest resulted in a noticeable reduction of the characteristic repetitive behaviors. This same study examined the results of another group that exercised passively by playing with a ball by themselves for 15 minutes. This resulted in no perceptible changes in these behaviors.  Exercise regiments that mimic rhythmic, repetitive movements typical to autism, the way the motions of swimming are similar to hand-flapping for instance, may actually serve to help focus autistic children’s attention on the task at hand. “People with autism experience levels of sensory perception that most of us wouldn’t know or understand,” according to professor of adapted physical education at Montana State University-Northern, Dr. O’Connor. “It overloads them, so they engage in behaviors that distract them. Exercise gives them the same benefits but it doesn’t have the negative social connotations” (O’Connor, 2006).  The National Institute of Mental Health reports that about half of those children afflicted with autism cannot and will never learn to speak. Those who have the ability to communicate verbally exhibit only limited language skills, speaking in incomplete, sometimes one-word sentences and tend to replicate sounds they hear. Autistic children do not possess sufficient means to effectively communicate their thoughts which is a great hindrance to forming personal attachments.  It had long been theorized that autistic children did not have the capability of developing attachments.  Of course, parents have always known that this is untrue and recent studies have confirmed this. Autistic children do feel and show an emotional attachment to close family members yet are not able to demonstrate these feelings adequately. “Many autistic children have sensory malfunction and dysfunction of the tactile system making them averse to certain sights, sounds, smells or touch” (Allen, 2007). Autistic children do not normally demonstratively share feelings of affection. They shy away from hugs and show little if any noticeable response when experiencing pleasure.  This emotional disconnection, or more precisely, the inability to show appropriate emotions, is the most difficult aspect of this affliction for parents. The use of massage therapy has proved beneficial for autistic children who typically dislike being touched. Following massage techniques a lesser degree of autistic mannerisms are discernable. Studies have shown that autistic children become more attentive, socially aware, are less averse to touch and not as likely to withdraw after receiving a massage treatment from their parents. Massage therapy offers the nurturing all children crave and is perceived by the autistic child as non-threatening. “Given that autistic children have been reported to be opposed to physical contact, it is interesting that many massage therapists, and parents, are finding great success in the use of massage therapy with autistic children” (Allen, 2007). Oxytocin is a hormone that is significantly deficient in autistic children. This hormone is related to emotions such as feelings of affection.  Increasing the level of Oxytocin triggers relaxed sensations, decreases stress and promotes congenial reactions when interacting with others. Several studies have confirmed that the body releases Oxytocin not only during but also following a gentle massage or touch. A study that concentrated solely on autistic children reported oxytocin helped these individuals maintain the capability to appraise the emotional nuances of language usage. This hormonal release decreases the instances and severity of repetitive behaviors distinctive to autism. Autistic children seldom remain asleep the entire night and are generally restless even while sleeping. Massage therapy promotes a more restful, less disrupted and longer duration of sleep. “Through the use of massage therapy, our basic human need for safe, nurturing contact is met with often wonderful results.  For children with autism, it provides not only a positive experience of being touched, but the effects hold lifelong benefits” (Allen, 2007). All five senses are essential for correctly interpreting life experiences. The autistic child suffers from a synaptic disconnect which means they often misinterpret what is sensed and how it is perceived. For instance, when most people eat a peach, they use the sense of smell, taste and touch to identify the experience. However, the autistic child might interpret the fuzz of the peach as painful to the touch and what is a pleasant smell to others might cause them to become physically ill. Some autistic children find common, everyday sounds to be extraordinarily annoying, even painful. Professionals in the field have termed this disconnection between what is interpreted by senses of autistic children and what is reality as ‘sensory integration difficulty’. The sense of touch, as discussed, for many autistic children is not thought of as comforting but irritating. The automatic retraction after being touched, displaying violent behaviors and declining to eat specific types of food because of its texture are all indications of autism manifested as a ‘sensory integration dysfunction’ of the nervous system (Cutler, 2007). The nervous system and skin emanate from the same component of the embryonic tissue. Because of this, those with an underdeveloped nervous system such as autistics, have an extreme sensitivity to even gentle touching. “A properly functioning tactile system accurately transmits information from the skin’s receptors to the central nervous system. When the tactile system is immature and working improperly, neural signals sent to the brain’s cortex interfere with other brain processes. This interference causes over-stimulation of the brain, making it difficult to both organize behavior and concentrate and can cause a negative emotional response to touch” (Cutler, 2007). A typical indication of autism is a child who will bang their head on the wall without feeling apparent pain but recoils sharply when lightly touched. Massage therapy applied to autistic children should take this into account. “Since light touch is over-stimulating to those with autism, deeper massage techniques and joint compression are better tolerated. Utilizing methods of sustained moderate pressure can help dampen the nervous system’s over-reactivity” (Cutler, 2007). Effective massage techniques have been designed specifically for those with an immature nervous system such as autistic children. The session should begin in a relaxed, quiet environment with deep massaging strokes, not light touches so that the child accepts the nurturing contact. Background music of the child’s choosing often helps to create a suitable atmosphere. Initiating the massage requires performing a task previously not considered by either the parent or child and should be approached with great care and forethought. After explaining in calm, sure voice what is about to occur then “place your hands on his/her upper back or back of the head for as long as they allow. If no resistance is met, proceed and do a back or head massage using deeper strokes. If there is resistance, remove your hand, wait a few seconds, and then return your hand to its original position” (Regina-Whiteley, 2005). Some children will refuse to accept touching of any kind at first. Asking them to use their own hand to massage their leg, other hand, arm, etc. will act to reassure and calm them. The massage sessions should be kept short in the beginning and slowly expanded over time. Only touch the parts of the body that the child considers comfortable and by incorporating breathing exercises helps them to relax. The principal objective in the treatment of autism is to enhance the overall capacity of a child to function in society at the highest level possible given the unique circumstances for each individual. The most important factor in the treatment of autistic children and ensuring they reach their optimum potential is identifying the developmental disorder as early as possible. The behaviors and symptoms of autism are many, varied and are capable of intertwining in a countless number of ways including different levels of severity. Additionally, an individual’s behaviors and symptoms frequently change with time. Autistic children are most responsive to treatment that is specialized, amply structured and custom tailored to suit the individual’s needs. Treatment programs that focus on assisting parents in improving behavioral, social, adaptive and communicative skills collectively in a positive, customized learning environment will ensure that the autistic child will be able to make the most out of their life. Works Cited Allen, Tina. “Massage Therapy for Children with Autism.” Healing Hands. (August, 2007). December 4, 2007 “Autistic Disorder.” Diagnostic and Statistical Manual of Mental Disorders. (4th Ed.). Washington, DC: American Psychiatric Association. (2000). pp. 70–75. December 4, 2007 Bryson, S. E. & Smith, I. M. “Epidemiology of Autism: Prevalence, Associated Characteristics, and Service Delivery.” Mental Retardation and Developmental Disabilities Research Reviews. Vol. 4. (1998). pp. 97–103. Cook, E. H., Jr. “Genetics of Autism.” Mental Retardation and Developmental Disabilities Research Reviews. Vol. 4. (1998). pp. 113–120. Cutler, Nicole “Autistic Clients and the Value of Touch Therapy.” Institute for Integrated Healthcare Studies. (August 22, 2007). December 4, 2007 “How Common are Autism Spectrum Disorders?” Centers for Disease Control and Prevention. (April 5, 2006). December 4, 2007 O’Connor, Anahad “A Can-Do Approach to Autistic Children and Athletics” (August 3, 2006). December 4, 2007 Regina-Whiteley, Michael, LMT, Autism and Treatment With Therapeutic Massage, Massage Today, (February 2005). Smith, T., Eikeseth, S., Klevstrand, M & Lovaas, O. I. “Intensive Behavioral Treatment for Preschoolers with Severe Mental Retardation and Pervasive Developmental Disorder.” American Journal on Mental Retardation. Vol. 102. (1997). pp. 238-249. December 4, 2007 Volkmar FR & Klin A. “Pervasive Developmental Disorders.” Kaplan and Sadocks Comprehensive Textbook of Psychiatry. BJ Sadock, VA Sadock, (Eds.). Philadelphia: Lippincott Williams and Williams, Vol. 2. (2000). pp. 2659–2678. Williams, P. G. & Hersh, J. H. “A Male with Fetal Valproate Syndrome and Autism.” Developmental Medicine and Child Neurology. Vol. 39. (1997). pp. 632–634. Read More