The Autism - Term Paper Example

? Autism Autism Introduction Autism spectrum disorder (ASD) involves a multifaceted array of neurodevelopment disorders. Individuals with autism normally have limited, repetitive, and fixed behavioral patterns, along with problems with communication and other social impairments. The most severe form of autism is the classical ASD, while other forms involve milder types such as the Asperger syndrome and Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS) (http://www.autism.com/). There are no specific demographics where ASD is more likely to occur. Its prevalence and occurrence varies in severity and nature. It can be seen in every socioeconomic and ethnic group and can affect individuals from any age bracket. According to a 2012 report by the Center for Disease Control and Prevention (CDC) regarding autism on eight-year-old children, the estimated incidence is 1 for every 88 children. The risk in males is also 4 times more likely than in females (http://www.ninds.nih.gov). Definition Autism, as defined by the DSM, is a severe developmental disorder that usually starts during the first 3 years of life from conception (http://www.autism.com/ and http://www.ninds.nih.gov). Usually, autism does not show any physical signs of the disorder. Children with autism look like any average child. However, their behaviors are noticeably disconcerting and perplexing when compared to the average child. This is the case with classical autism (http://www.autism-society.org/). For the milder forms, however, such as Asperger syndrome and PDD-NOS, children will seldom exhibit strange behaviors. They are even sometimes intellectually gifted compared to others. However, they show 1 or more patterns of behavior that are normally considered as behavioral and social difficulties (http://www.autism.com/). Diagnosis Newborn screening for autism does not occur often. Too few pediatricians perform it. In fact, it has been reported that only 8% of the pediatricians screen newborns for possible autism (http://www.autism.com/ and http://www.ninds.nih.gov). The main reason is the unfamiliarity with the tools to use for screening. One, there is the Checklist for Autism in Toddlers, a UK-developed screening tool. This certified and simple tool can be used during 18-month well-baby check-ups. Two, there is the ARI’s Diagnostic Checklist, Form E-2, a screening tool used to diagnose children with classical autism. It was developed by Dr. Bernard Rimland, Ph.D. and has been widely used to aid in diagnosing other forms of ASD. Three, there are other indicators that are said to show in children with autism. However, such indicators require the evaluation of an autism expert. According to the 2009 Autism Fact Sheet (http://www.ninds.nih.gov), early indicators include no babbling or pointing by age 1, no single words by 16 months or two-word phrases by age 2, no response to name, loss of language or social skills, poor eye contact, excessive lining up of toys or objects, and no smiling or social responsiveness. Later indicators include impaired ability to make friends with peers, impaired ability to initiate or sustain a conversation with others, absence or impairment of imaginative and social play, stereotyped, repetitive, or unusual use of language, restricted patterns of interest that are abnormal in intensity or focus, preoccupation with certain objects or subjects, and inflexible adherence to specific routines or rituals. There are some existing studies, however, that are being developed in an aim to diagnose ASD at an earlier age. Peirce et al. (2011) did a study “to determine the feasibility of implementing a broadband screen at the 1-year check-up to detect cases of ASD…” (Pierce et al, 2011, p.458). With no existing screening tools available for children under 18 months, and with merely 8% of pediatricians screening infants for ASD as a routine, this study looks promising. Treatment The references used for this paper all agree that autism has no known cure. However, there are certain intervention strategies that can alleviate or cure some symptoms and help bring about improvement among those who are diagnosed with autism. Each intervention style must meet the individual needs of the child, and almost all professionals agree that earlier detection and intervention in best because “Neuroscience has provided strong evidence implicating the profound impact of early environmental manipulation on the developing brain” (qtd. in Pierce et al, 2011, p.458). One, there are available educational and behavioral interventions that can be availed to help in the development of language and social skills. Applied Behavioral Analysis is one. There are also counseling services available for the families to help them cope with the challenges of ASD. Two, doctors may prescribe medicines to treat symptoms of ASD such as depression, anxiety, hyperactivity, and even convulsions. Three, there are special diets that have been proven to help many with autism (http://www.ninds.nih.gov and http://www.autism.com/). However, one must still remember that each child is an individual and may have different needs from the rest (http://www.autism-society.org/). Each therapy therefore must be individualized. Difference with Other Disorders Rett Syndrome and Childhood Disintegrative Disorder (CDD) are two disorders that share similarities with ASD. They are listed under the pervasive developmental disorders in the DSM. Individuals with Rett Syndrome exhibit seizures and lack of verbal communication skills. Diagnosis is not until after 18 months of age, similar to ASD. Similarly, CDD do not show up until age 2 oftentimes. Individuals with this disorder exhibit lack of social interaction and communication and repetitive interest and behavioral patterns. This is why CDD can be mistaken as autism as well (http://www.autism-society.org/). Cultural Beliefs and Autism While the west considers autism as an incurable disorder “resulting from cognitive impairments and manifesting in various characteristics” (Ecker, 2010, p.3), other cultures may look at it differently. For example, South Korea believes that autism is a “disease of the family” (Ecker, 2010, p.3). They believe that bad mothers cause a child to become autistic, and society considers it a dishonor to be afflicted with it (Ecker, 2010, p.4-6). China has almost a similar view as Chinese people see any disability negatively (Ecker, 2010, p.7-8). Muslims, on the other hand, believe that “Allah chose them to be parents of an autistic child because of their love, hard work, dignity, and ability to nurture…and is a means to bring them closer to their religion” (qtd. in Ecker, 2010, p.8). “Ultraorthodox Jews believe that God’s will caused these impairments for a reason that is too profound…to understand…but it is for the best” (qtd. in Ecker, 2010, p.12). In some parts of the South-East Asia, particularly the Philippines, autism, or any other disability, is regarded as a “blessing in disguise.” The differences in cultural views regarding autism influences how each culture diagnose and aim to intervene with the disorder. References Autism Research Institute. (n.d.). Available at http://www.autism.com/ Autism Society. (n.d.). Available at http://www.autism-society.org/ Ecker, J. (2010). Cultural belief systems in autism and the effects on families. Retrieved from Columbia University AcademicCommons. http://academiccommons.columbia.edu/ National Institute of Neurological Disorders and Stroke. (2009). Autism fact sheet (NIH Publication No. 09-1877). Retrieved from http://www.ninds.nih.gov/disorders/autism/detail_autism.htm Pierce, K., Carter, C., Weinfeld, M., Desmond, J., Hazin, R., Bjork, R., & Gallagher, N. (2011). Detecting, studying, and treating autism early: The one-year well-baby check-up approach. The Journal of Pediatrics, 159, 3, 458-65. Read More