Autism - Signs and Symptoms, Social Interaction, Communication - Coursework Example

Autism Introduction For many parents autism is a very important topic, because it affects not only their child, but also interactions throughout their family, within society and with wider society. It affects the need for care and the choice of schools, and can also have financial implications.. This is because of distinct characteristics that individuals with autism may exhibit. These will include poor communication skills and behaviour which is difficult to understand and to deal with. The degree of disability experienced does however vary considerably, as does the degree of cognitive ability of the people concerned. For this reason, this paper seeks to discuss in detail autism as a health issue. This will be done by discussing the extent of the problem, that is how many people are affected, and also the impact of autism on areas of individual development. Interventions, as well as programs that have been developed to minimize autism's effects, will also be discussed, looking at texts which are topical and as recent as possible in order to be able to describe the most recent findings. Description of Autism Autism is one of the five disorders that fall under the umbrella term of autism spectrum disorders (ASD). The other four disorders are Asperger's disorder, Childhood disintegrative disorder, Rett's syndrome and Pervasive development disorder (Case-Smith & O’Brien, 2010). All of these conditions are characterized by pervasive deficits in the ability social interact socially and affect communicative behaviour. The person may also exhibit repetitive and restricted patterns of behaviour, and these impact in negative ways in many areas of functioning throughout life ( Lerner et al , 2012) Autism is a development disability that appears in the first 3 years of life. It is the result of a neurological abnormality that effects the functioning of the brain in the areas of thinking, social interactions, behaviour, sensory and communication skills (Yack et al., 2006). The exact causes of Autism are not clear, but scientists believe that genetic and environmental factors can play a significant role in causing Autism (Case-Smith & O’Brien, 2010). Research shows that about 1 in 110 children are affected by autism and it is 3-4 times more likely to be diagnosed in boys than in girls (Shangraw, 2012). Symptoms/Impacts The range of signs and symptoms of autism is very wide and can vary considerably from individual to individual. The severity of the symptoms displayed and experienced may vary form the mildest forms to the most severe. The following areas are the main areas of difficulty with autism according to Yack et al. (2006) and Shangraw (2012). Signs and symptoms • The autistic person avoids eye contact. • They prefer to spend time alone rather than with others • They show little interest in making friends and play, especially such things as team Activities. • They display an apparent insensitivity to others feelings and needs, but this is because they find it hard to interpret these. • When having social interactions they may produce inappropriate and naive social behaviour and speech. Social interaction • There can be delay in spoken language, or this could be completely, or effectively completely absent. • They may use of words without attaching any meaning to them • They may more often used gestures instead of words. • They may display echolalia, that is they repeat what others have said, rather than by responding with words of their own. Pronoun reversal may occur. The latter is a normal stage in the speech development of very young children, but among autistic individuals it may persist. • The person may have considerable difficulty understanding and using facial expression and body language. Communication • The person may be overactive or, on the other hand be very passive • They may show very strong resistance to changes in routine, so great care must be taken by carers to avoid this, or to explain very carefully what is to happen and why. • They may repetitively play with single objects, ideas or even person • They may show aggressive and destructive behaviour, without necessarily understanding why others do not like this. • There can be an apparent lack of safety awareness, which means that constant supervision may be required, as well as careful teaching, if the person is capable of benefitting from this. • Sleeping patterns can be abnormal, and this can affect how the whole family sleeps, or doesn’t. Behaviour and Sensory Feelings • The person may experience unusual responses to sensory input such as rocking and spinning and other repetitive actions. • They may be either over-sensitive or under-sensitive to touch, loud noises and to pain. • They may avoid physical contact, because of over stimulating or a perception of being overwhelmed. • Smell, test and hearing may be affected to a lesser or greater degree. Cognitive • There may be intellectual difficulties or an uneven intellectual profile. • Concrete and literal interpretation of language • They are unable to draw out relationships between ideas or events • There is a need for sameness • Lack of imagination Interventions While there is no definitive cure for autism, there are some approaches that can be used to help with various difficulties experienced. The negative impacts of Autism can often be reduced and helped by early diagnosis which is accompanied by effective and correct interventions. Historically, there were a few specialist approaches towards the diagnosis of autism (Kalyva, 2011). In the 1900s autism was described as schizophrenia, and there were little or no differentiation between the two (Maston & Sturmey, (2011). In addition, autism was thought to be the result of psychodynamics with parents, and so people were considered to have poor parenting skills , and so to blame for the development of autism in their child (Shangraw, 2012). This in turn produced huge feelings of guilt among parents. However, by late 1960s autism and schizophrenia were finally classified as being separate disorders, A greater understanding of autism developed, together with the ability to identify its symptoms, and so be better able to arrive at a diagnosis and suitable help and treatment (Maston & Sturmey, 2011). At the present time there are a huge number of interventions and strategies in place which have been developed to assist in addressing the numerous issues that autism raises. Applied behaviour analysis (ABA) is a programme which has been used for more than 40 years ago (Kalyva, 2011). It is designed for younger children who have autism in an attempt to get them closer to normal development and functioning abilities. ABA involves the use of behavioural skills and techniques to measure observed behaviour. The process then goes on to teach functional skills and to evaluate progress (Dillenburger & Keenan 2009). It is based on the principle of reinforcement, which states that behaviour can be changed by decreasing unwanted behaviour. It does this by providing replacement behaviours which address the same need for the child in more appropriate ways (Kalyva, 2011). This principle can be applied in various ways such as by using a Picture Exchange Communication System (PECS); discrete trial training (DTT); Pivotal Response Training (PRT) and Self-Management (Dillenburger & Keenan, 2009). The aim of all of these methods and variations is to increase the presence of desired skills in language, play, socialization, self-help and communication, while at the same time decreasing negative and unwanted behaviour patterns that interfere with learning (Kalyva, 2011). Previous studies have indicated that many children with autism who use ABA programmes are able to reduce, or even eliminate ,self-injurious behaviours (Dillenburger & Keenan, 2009) and to improve a person’s abilities in social interaction, communication skills or even autistic behaviours (Pennesi & Klein, 2012). Biomedical interventions are a group of interventions which are designed to eliminate , or at limit the effects of biomedical problems such as having a dysfunctional immune system, gastrointestinal abnormalities, and perhaps nutritional imbalances or deficiencies ( The National Autistic Society, 2014. I t is considered by some that diet may be having negative effects, in particular the reaction some children may be having to certain foods. According to Pennesi & Klein, (2012) there are some children with autism who might respond positively to a gluten-free or casein-free diet. Gluten can be found in foods that contain wheat and barley, and casein can be found in dairy products such as milk and cheese. However there are a number of studies which do not agree that dietary changes will make a difference with children who have autism (Yack et al., 2006). Despite these findings , some parents and professionals continue to assert that gluten-free and casein- free diets can be are effective ways to achieve lasting improvements in levels . Another possible dietary intervention is to follow the Feingold diet, which means avoiding certain synthetic flavourings and colourings, and also salicylate. Another dietary change which may be recommended is to increase the amount of Omega 3 in the diet. According to Amminger et al ( 2007) :- There is increasing evidence that fatty acid deficiencies or imbalances may contribute to childhood neurodevelopmental disorders. Omega 3 fatty acids cannot be produced by the body and must be obtained from the diet. They are found in oily fish, but also in chia seeds, and are sometimes added to cereals. Increasing these in the diet can have a positive effect upon hyperactivity, a frequent symptom of autism. In the case of those with damaged immune systems. Immunoglobin injections or infusions can be used to improver matters, (The Autistic Society , 2014). Occupational therapy has also been found to play a possibly significant and positive role in enabling children who have autism to achieve a good level of functioning and a more independent life. Occupational therapy may be used to help to improve a person's ability to look after themselves, using self-care in such areas as dressing, eating and toileting (Case-Smith & O’Brien, 2010). They may also help the autistic child to better participate in community activities. They can learn how to interact better with others by being taught teaching other forms of communication skills besides spoken words , by using gestures (Shangraw, 2012). Also, occupational therapy can help those who have problems with both fine and gross motor skills, and with sensory integration difficulties, to perform such tasks more easily (Yack et al., 2006). Sclosser and Wendt ( 2007) stress however that, although improvements can be achieved, gains may be modest, and families and others involved must be realistic in their expectations. In some cases it can be difficult to obtain all the help an autistic child needs. Reichow et al ( 2013) report that some children with cognitive intellectual disabilities or with lower functioning disorders on the autism spectrum, do not receive suitable psychosocial interventions which could provide help for their condition. This they say is especially true in certain countries, especially those where there are economic difficulties. In other cases help may not be available locally , especially if the family live in a more remote situation, (BBC 2012) and so parents have to make the choice of sending their child away for care, a very difficult choice which can cause considerable disruption. Every parent sees their child as a unique individual and it is important for parents to remember that each child with autism is different and may benefit from different treatments and interventions. There is at present no cure for autism, but there are so many such interventions possible, and , although there may be some setbacks, eventually it is to be hoped that , with care, the most beneficial help for their child will be found. Conclusion To sum up, autism is not a simple problem, but instead a very complex and multi-faceted one, as well as a very varied condition. This paper has highlighted certain points with regard to autism. The meaning of autism and its signs and symptoms to the areas of individual's development have been discussed. This paper has also explored some interventions that might help to reduce the impact of autism to individuals. In individual cases though some of these may be more helpful than others, and it may be a case of trial and error , although using such interventions will be based upon informed decision making, and in the best interests of all concerned. References Amminger ,G., Berger G., Schäfer M., Klier C, Friedrich M. and Feucht M., (2007) Omega-3 fatty acids supplementation in children with autism: a double-blind randomized, placebo-controlled pilot study. Biological psychiatry, Feb 15;61(4):pp, 551-3 Retrieved 2nd May 2014, http://www.ncbi.nlm.nih.gov/pubmed/16920077 BBC, (2012) Parent calls for Cornish autistic unit, News Cornwall, 21st November, Retrieved 2nd May 2014, http://www.bbc.co.uk/news/uk-england-cornwall-20435104 Case-Smith, J., & O’Brien, J. (2010). Common conditions that influence children's participation, In Rogers, S (Eds.), Occupational Therapy for children. (pp. 170-172). St Louis: Elsevier. Dillenburger, K., & Keenan, M. (2009). None of the As in ABA stand for autism: Dispelling the myths. Journal Of Intellectual & Developmental Disability, 34(2), 193-195. doi:10.1080/13668250902845244 Kalyva, E. (2011). Autism: educational & therapeutic approaches. London: SAGE. Lerner, M., White, S. and Portland, J., (2012) Mechanisms of change in psychosocial interventions for autism spectrum disorders, Dialogues Clinical Neuroscience, September, 14(3) pp307-318 , retrieved 2nd May 2014, http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3513684/ Maston, J & Sturmey, P. (2011). History and evaluation of the autism spectrum disorders. In Irwin, J., MacSween, J., & Kerns, K. (eds). International handbook of autism and pervasive development. New York ; London : Springer. Retrieved 10th May 2012, http://www.springerlink.com.ezproxy-m.deakin.edu.au/content/978-1-4419-8064-9/contents/ Pennesi, C. M., & Klein, L. (2012). Effectiveness of the gluten-free, casein-free diet for children diagnosed with autism spectrum disorder: Based on parental report. Nutritional Neuroscience, 15(2), 85-91. doi:10.1179/1476830512Y.0000000003 Reichow, B., Servili,C., Taghi Yasamy,M., Barbui, C. and Saxena, S., 2013, Non-Specialist Psychosocial Interventions for Children and Adolescents with Intellectual Disability or Lower-Functioning Autism Spectrum Disorders: A Systematic Review, Science Daily 10(12) Retrieved 2nd May 2014, www.sciencedaily.com/releases/2013/12/131217210534.htm Sclosser, R. and Wendt,O., 2008, Effects of augmentative and alternative communication intervention on speech production in children with autism: a systematic review. American Journal of Speech/Language Pathology, 17(3)pp.212-30, Retrieved 2nd May 2014, http://www.ncbi.nlm.nih.gov/pubmed/18663107 Shangraw, K., (2012). Autism spectrum disorder. In Atchinson, B., & Dirette, D. (Eds), Conditions in occupational therapy: effect on occupational performance (4thed) (pp. 23-42). Sydney: WoltersKlumwer/ Lippincott Williams & Wilkins. The National Autistic Society(2014) Biomedical Interventions, Retrieved 2nd May 2014, http://www.autism.org.uk/living-with-autism/strategies-and-approaches/biomedical-interventions.aspx Yack, E., Sutton, S., & Aquilla, P. (2006). Building bridges through sensory integration: therapy for children with autism and other pervasive developmental disorders: (2nded). Las Vegas: Sensory resources. Read More