Autism

= Autism =

Autism is a severe developmental disorder appearing as early as birth or within the first two-and-a half to three years of life. Austism Spectrum Disorders (ASD) also known as Pervasive Developmental Disorder (PDDs) cause significantly impair thinking, feeling, language and relational interaction. In its most severe form it is diagnosed as an autistic disorder while the milder form is Asperger's Syndrome (these children typically have normal speech, but they have many "autistic" social and behavioral problems). Since the early 1990’s the number of autistic children has increased around the world to 60 cases per 10,000. In 2007, The Center for Disease Control cites that 1 in 150 children is now diagnosed with autism. Research also indicates that it is three times more likely for boys to have autism than girls.

The term "autism" was first identified by a Swiss psychiatrist named Eugen Bleuler in 1911, but at that time the term applied to something more closely identified with adult schizophrenia. Later, Dr. Leo Kanner, a psychiatrist at Johns Hopkins University described autism for the first time. He wrote a paper initiating the research of autism called “Autistic Disturbances of Affective Contact” in 1943. In this paper, he explored the complexities of autism through discussing the social, communicative and behavioral issues of individuals with autism.

**Summary of Relevant Research**
Currently there is not one known cause of autism, however, growing evidence suggests that autism can result from a variety of issues. There is a possibility of genetic influence being connected to autism since there is a greater liklihood for two identical twins to have autism than two fraternal twins. Instead of one determined autistic gene researchers believe there are three to five genes associated with autism.

There is also evidence linking autism to a weakened immune system and growing concern about early vaccinations. The measles component of the MMR vaccines and the pertussis component of the DPT shot have demonstrated causing autism.

Scientific researches have identified brain abnormalities (dysfunction in the neural structure and abnormal biochemistry of the brain) in those with autism but little is known about how they influence behavior or what causes them.

In examining the neural structure of several post-mortem brains of individuals with autism the amygdala and hippocampus appear underdeveloped. These two areas are responsible for emotions, aggression, and sensory input. This research supports reasons why social interaction may be difficult for those with autism.

- Possible impairment in one or more of their senses - Senses can be hyspsensitive, hypersensitive or may result with the person experiencing interference (a constant buzzing or ringing in the ears). - Approximately 10% of individuals with autism have savant skills. Typically these skills are mathematical or demonstrated in music or art. - Others have a very focused attention span identified as ‘stimulus overselectivity’ where they focus on one aspect of an object presented, even if it is irrelevant (i.e. focusing on the color of a utensil and not being able to identify it as a fork or knife).
 * Characteristics:**

- Many autistic infants arch their back away from their caregiver to avoid physical contact and lay limp when someone attempts to pick them up - Other behaviors includes passive (making little or no demands on their parents) or overly agitated (crying non-stop) as babies. - As toddlers, some autistic children begin talking, walking and crawling earlier than the average child. - As children with autism grow older they may fall behind their peers in social and communication skills. Instead, self-stimulation patterns may occur (such as repetitive, rocking, hand-flapping, non-goal directed behaviors). In addition to these behaviors, students may incur self-injury through head banging or hand biting, sleeping and eating problems, or insensitivity to pain. - Most children with autism insist on a routine schedule such as eating the same meal, taking the same route to school, or wearing certain clothing. This desire may be fueled by the fact that it is difficult to adapt to a new situation. About 25% of individuals with autism have seizures for the first time during puberty, which could relate to the difficult transition to puberty. - In adulthood some individuals with autism live at home, others in group homes and others are able to live on their own.
 * Developmental trends for Autism:**

- Autism is treatable but the treatment options range in their success. The earlier autism is treated the better and highly structured, specialized programs seem to work the best. - In 2006 a drug was approved to treat irritability in autistic children from 5 to 16. It is the first drug approved to treat behaviors specifically associated with autism. - The two treatments proven most successful through observation are the Applied Behavior Analysis (ABA Behavior modification) and the use of vitamin B6 with magnesium supplements. ABA involves a variety of strategies employing positive reinforcement to increase appropriate social behaviors and time-outs to decrease inappropriate behaviors. - Many families have also witnessed dramatic behavior changes after changing their child’s diet. Abnormal peptides have been detected in autistic individuals urine. Researchers believe these peptides may be caused by the body’s inability to breakdown certain proteins such as gluten and casein (found in human and cow’s milk). -The Autism Research Institute has surveyed more than 26,000 parents whose children have participated in these various treatment methods involving drugs to help with seizures, non-drug treatments, and special food and vitamin intake. [] Biomedical/Non-Drug/Supplements: [] Special diet: []
 * Treatment:**
 * Drugs:**

To read about myths related to Autism please visit: ([])

**Effective Strategies**
· Control the environmental stimuli such as lighting or noise from other classrooms. · Create a structured environment with predictable routines. A picture schedule works well for this. · Give fewer choices. · Keep voice low and clear when teaching. Excess talking between staff members and chaperones should be kept to a minimum. · Limit physical contact.  · Allow students to stand instead of sit around an object or demonstration. · Provide clearly defined working environments within the classroom or museum. · Use stories as behavior modeling tools for children to learn how to better interact socially. · Providing a flexible learning environment able to adapt to varying learning styles. · Stick to a clear schedule with as much forewarning of variances (such as field trips) as possible. · Use an area of interest, a fixation, or a special talent to connect with the child, improve academic skills, and increase attention. · Utilize technology, such as television, CDs, and computers because autistic children usually respond better to visual cues than verbal or written instructions. · Avoid figurative language, and make your expectations simple and clear. Wait for the child to complete the first step before moving on to the next one. · Be aware of generalizations. Children with autism often associate a skill or behavior with one specific location. For example, the child may use a fork and spoon at home without realizing he must use utensils when away from home. Mastery of each skill may need to take place at a variety of locations. · Use repetition to modify behavior, teach new skills, and improve communication. Autistic children learn and retain information more easily when given that information repeatedly and in a variety of settings.

**Case Studies/ Practical Application**
DuPage Children’s Museum Third Thursday Program is a special monthly program that provides a community opportunity for families with autism-related disorders to come together to learn and play in a comfortable environment. The event began after the Illinois Autism Training and Technical Assistance Project approached Sandy Trusewych of the Museum with the idea of a visual system for introducing autistic children to the museum’s exhibits. Austistic learners benefit from being prepared for new experiences and are highly visual. As a result, providing visitors with visual guides of the museum and exhibits beforehand will help make the museum visit itself more comfortable and productive.

From DuPage Children’s Museum’s Website:
//Third Thursday is a special time once each month when families of children with autism spectrum disorders, visual impairments, and/or mobility impairments come together to enjoy the Museum and take advantage of the many parent and community resources available to them. This program is available the third Thursday of every month, from 5-7 p.m. DCM is an ideal location for learning. Our exhibits offer ways to work on language development, social skills and purposeful play. Photo books are available to help visitors structure a visit. Families are also invited to play and utilize the augmentative communication devices available at our exhibits.In addition to the Museum’s exhibits and activities, during Third Thursday DCM’s Community Access Network coordinator provides a resource table offering visitors information, community and parent support resources.DCM is pleased to bring resources and information to its Third Thursday visitors; however the Museum is not endorsing any organization. Families are encouraged to use their own discretion. Come play with other families! Normal admission prices apply. No registration required. Free to DCM Members. The Museum is open at this time and everyone is welcome!// []

AustismSpeaks — www.autismspeaks.org
// "At Autism Speaks, our goal is to change the future for all who struggle with autism spectrum disorders." // //

We are dedicated to funding global biomedical research into the causes, prevention, treatments, and cure for autism; to raising public //// awareness about autism and its effects on individuals, families, and society; and to bringing hope to all who deal with the hardships of //// this disorder. We are committed to raising the funds necessary to support these goals. //// Autism Speaks aims to bring the autism community together as one strong voice to urge the government and private sector to listen to //// our concerns and take action to address this urgent global health crisis. It is our firm belief that, working together, we will find the //// missing pieces of the puzzle." //

The Austi sm Edu cation Network — []
//"The Autism Education Network web-site includes free information about special education rights as well as information about treatment options and education methods. Our primary purpose is to provide information and training to families and professionals regarding best practices in autism treatment."//

**References, Resources, and Links **References:

 * The Autism Research Institute: http://www.autism.com/, Dr. Stephen M. Edelson
 * Center for Excellence in Autism Research: http://www.wpic.pitt.edu/research/cefar/research/ATN.htm
 * National Institute of Mental Health: http://www.nimh.nih.gov/health/topics/autism-spectrum-disorders-pervasive-developmental-disorders/index.shtml
 * http://www.autism-pdd.net/autism-history.html
 * Special Education: http://www.specialed.us/autism/structure/str10.htm
 * Associated Content: [|http://www.associatedcontent.com/article/493009/ teaching_strategies_for_autistic_children.html?cat=4]
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