Autism spectrum disorders (ASD) are a term that has been widely adopted to describe a range of diagnoses, including autistic disorder (or autism). Asperger's disorder and pervasive unspecified Development (PDD - our). ASD is a neurological disorder, which means it is based in the brain and an appearance in early childhood. Social interactions are considered the core area of operation is assigned to TSA. The diagnostic criteria for ASD include impairments in reciprocal social interaction and communication and the presence of restricted interests and behaviors and / or repetitive. The average age of diagnosis for all ranges ASD 3.5 to 5 years in the United States, however, parents of children with ASD often report the onset of symptoms between 12 and 18 months of age.
In 2007, the Centers for Disease Control and Prevention reported a prevalence in the United States is 1 in 150 children. In 2009, the prevalence increased to in 1110, all men are affected more often than women, the sex ratio of males to females with a diagnosis of ASD is 4-1. Most ASD cases are idiopathic, meaning they have no known such as brain damage or genetic disorder causes. However, there seems to be a genetic influence, as individuals are at increased risk of developing ASD if they have a family history of the disease.
Brief history of autism
Dr. Eugen Bleuler
The term autism was first used in 1916 by psychiatrist Dr. Eugen Bleuler to describe people with schizophrenia who has been disconnected from reality. In 1943, Dr. Leo Kanner, child psychiatrist at Johns Hopkins, has adopted the term to describe a disorder of childhood, he found "early infantile autism" involving challenges in the social and language in addition to the presence of repetitive behaviors. Dr. Hans Asperger, an Austrian pediatrician practicing in Vienna, described a small group of boys in 1944 with similar challenges in social interaction, but were not as affected as those described by Dr. Kanner. Lorna Wing, a psychiatrist from the UK, subsequently revised the work of Dr. Asperger in the 1980 s and experts encouraged to display the autism as a range of challenges, rather than a homogeneous disorder. This led to the addition of Asperger's syndrome, among other related diagnoses as autism PDD - our diagnoses to be considered separate from the Autism in 1994.
Psychoanalytic theory has dominated psychological thinking mid-20th century, autism was thought for many years to be anchored in the parental rejection of the child, but many parents of autistic children with a number of eminent psychologists and psychiatrists have rejected this theory. Research into the genetic basis of autism began to take place in the 1970 s. In 1977, Dr. Susan Folstein and Sir Michael Rutter published their seminal paper describing identical and fraternal twins with autism and concluded that autism is a genetic disorder is not caused by poor parenting. In the years since the initial explorations of the neuroscience of autism, many results have been supported and clarified, noting that autism is a disorder that is clearly based in the brain.
Areas of impairment
Although the broad areas of challenge are comparable between individuals with ASD, a significant fact is that children and people with ASD vary greatly in their accurate reporting of symptoms. In fact, experts often design not as people with autism, purpose "autisms" because every child can be so different in his / her strengths and weaknesses with.
Type in the quality of social interaction with others is often considered the main symptom of ASD. People with ASD often have difficulty with non-verbal communication and more challenges in the social aspects of verbal communication. Maintain direct eye contact with others is often difficult, and facial expressions may be limited or may not correspond to the situation. Close to the body and an altered sense of personal space can be another difference observed in ASD, such as standing too close or too far from a social partner. In addition, actions such as the use of hands to indicate the size or shape of any high thing in a conversation or to emphasize a point of conversation do not often come naturally to people with ASD.
Peer relationships are often delayed or absent in ASD. Ask questions about friends and other social partners, and in turn paying attention to the other person when it is his / her turn, and offer to share are all important elements of social interaction with peers, skills like these are not intuitive for ASD children. Parents of children with ASD report that it is the reciprocal nature of friendships is problematic because many people with ASD have difficulty maintaining an exchange back and forth.
Many children with ASD are delayed in their language development. Some children with ASD do not develop spoken language in all of their lives, but the percentage of children with ASD who are nonverbal declined in recent years. In addition, many people with ASD use a repetitive language in everyday interactions. For example, they can repeat phrases that adults say or have heard in movies, commercials and television shows. The quality of expressive language may be unusual, some individuals with ASD speak too monotonous (almost robotic sound) and others stop rhythm of speech and take long breaks between words.
In addition, many people with ASD engage in repetitive patterns of behavior or have restricted interests. Repetitive motor mannerisms, intense interests and compulsive behaviors are some of the symptoms in this area.
ASD diagnosis
Although ASD has neurobiological underpinnings and genetic factors play a role in its development. Brain scans and blood tests do not currently exist for diagnosing ASD. Instead, the diagnosis is mainly based on direct observation and parent interview on behavior in collective, communication and behavioral domains restricted / repetitive.
For the majority of children with ASD, the development of social and communication skills is constantly delayed since a young age and social and communication steps are slow to progress. In retrospect, most parents of children with ASD report noted differences in the progress of their child in 12 to 18 months of age. This type of course the development of ASD is often referred to as "early", which means that differences in the development of areas affected in ASD were observed early in life. However, a subset of children with ASD develop normally (or almost normally) in early childhood, then experience a regression in skills for 18 to 24 months of age.
Treatments
Despite the strong biological basis of ASD, curative treatments such as drugs have not been shown to successfully treat the core symptoms of ASD, and behavioral intervention is the only treatment to date with the support of research demonstrating efficacy. Applied Behavior (ABA) analysis is a general term that encompasses intervention approaches aimed at changing behavior and is a teaching method to enhance carefully certain positive behaviors while reducing unwanted behavior. Social and communication skills are generally subject to ABA treatment and skills are usually taught methodically, starting with the most basic skills and moving on to more complex skills. ABA therapy is often in a family setting by trained therapists, but can also be applied in a school setting.
In addition to behavioral therapy, persons with ASD often have other forms of intervention in school or in a private setting such as a clinic. Speech therapy is usually recommended to help them meet the challenges of communication. Occupational therapy is often recommended to treat sensory difficulties, fine motor deficits and overall, repetitive motor mannerisms and skills of everyday life. Alternative therapies such as special diets, chelation therapy, and vitamin supplements are also used by some to treat ASD, but they have not received support for research demonstrating effectiveness.
Conclusion
ASD has received much research and media attention in recent years, and scientists are making new discoveries in genetics, neurologic, early diagnosis and effective daily operations. A significant progress in the last decade is that children with ASD can now be diagnosed reliably by 24 months of age, although signs may be present as early as 8 months of age. Much research is underway to monitor the behavior of the child and to develop better diagnostic tools to identify children at a young age in order to begin working as soon as possible.
Further Reading
Baron-Cohen, Simon. "The cognitive neuroscience of autism." Journal of Neurology Neurosurgery and Psychiatry 75, no. 7 (2004): 945-48; Bernier, Raphael and Jennifer Gerdts. Autism Spectrum Disorders: A Reference Manual. Santa Barbara, CA: ABC-CLIO, 2010, Hill, EL, and Uta Frith. "Understanding autism: Insights from mind and brain" Philosophical Transactions of the Royal Society B: Biological Sciences 358 (2003): 281 - 89; Holverstott, Jeanne, Terri Cooper Swanson, Brenda Smith Myles, Megan Moore Duncan disorders... Autism Spectrum [Two Volumes]: A Guide for Parents and Professionals Santa Barbara, CA:... Praeger, 2007 Howlin, Patricia, Susan Goode, Jane Hutton, and Michael Rutter "Result adults for autistic children." Journal of Child Psychology and Psychiatry 45, No. 2 (2004). 212 29; Rogers, Sally J. and Geraldine Dawson Early Start Denver Model for young children with autism. Promote language learning and engagement. New York: Guilford Press, 2010.
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