Autism has been diagnosed more and more over the past decade. As it has grown in diagnosis, so has our knowledge of it. In this paper I will discuss the history, symptoms, theories as to what causes autism, and treatment for it.
The history of autism stems back to the early 1900s. Eugen Bleuler was the first to use the word "autism" in 1911, and he used it to describe one group of symptoms of schizophrenia. It wasn't until the 1940s that American researchers used the term to describe children with emotional and social problems. Leo Kanner was the first to use the word for the symptoms of modern day's autism. For the longest time autism was linked with schizophrenia. It wasn't until the 1960s that medical researchers began to make a distinction between the two (Webmd, History). By 1980, the year the DSM-III came out, it was finally included into the DSM as its own diagnosis. (Suite101). Early treatment for autism included LSD, electric shock, and behavioral change treatment, which relied on pain and punishment (Webmd, History).
Autism mostly affects boys, about 80% of all cases. It typically shows symptoms before the age of three (Comer). In one study done in 2007, the prevalence of autism was estimated to be 110 for every 10,000 children. They then estimated that 673,000 children have autism. Black and multiracial children have lower odds than non-Hispanic whites for having autism. Nearly 40% of those diagnosed with autism do no currently have the condition (Pediatrics). As of 2012, the annual cost of autism to the nation has tripled to $126 billion from what it cost in 2006. For those who are impacted by intellectual disability, the cost is $2.3 million. For those that aren't impacted by intellectual disability, the cost is $1.4 million (Autismspeaks, Annual Cost).
Autism spectrum disorders is characterized by social-interaction difficulties, communication challenges, and a tendency to engage in repetitive behaviors, though the basic symptoms are often accompanied by medical conditions and challenges. Those with autism can benefit from intervention, or therapy, so the symptoms can be reduced and skills and abilities can be increased (Autismspeaks, Symptoms).
Most children who develop autism have difficulty engaging in the give and take of everyday human interactions. At eight to ten months, infants that develop autism fail to respond to their names, have a reduced interest in people, and have delayed babbling. By toddlerhood, children have difficulty playing social games, don't imitate the actions of others, and tend to play alone. They may also fail to seek comfort or respond to parents' displays of anger or affection in typical ways (Autismspeaks, Symptoms). Research suggests that children with autism are attached to their parents; however, the way they show this attachment can be unusual. To the parents, it will seem as if their child is disconnected. Both children and adults with autism have difficulty interpreting what others are thinking and feeling. Many people with autism have difficulty seeing things from other people's perspectives. Most five year olds understand that other people have different thoughts, feelings, and goals than they do. A person with autism lacks this understanding (Autismspeaks, Symptoms).
It is common for people with autism to have difficulty regulating emotions. This takes on the form of seemingly "immature" behavior such as crying or having outbursts in inappropriate situations. It can also lead to disruptive and physically aggressive behavior, such things as self-injurious behavior like head banging, hair pulling, or self-biting (Autismspeaks, Symptoms).
By the age of three, there are certain milestones that most children pass in language learning that autism children fail to. While infants that develop autism learn to coo and babble, they often lose these communicative skills. Others experience language delays and don't begin to speak until much later. With therapy, most people with autism do learn to use spoken language (Autismspeaks, Symptoms).
Without therapy, people with autism learn to speak in unusual ways. They have difficulty combining words into meaningful sentences and/or may speak with only single words or repeat the same phrase over and over. Some go through a stage where they repeat what they hear, known as echolalia (Autismspeaks, Symptoms).
Another common difficulty for people with autism is the inability to understand body language, tone of voice, and expressions that aren't meant to be taken literally, such as sarcasm (Autismspeaks, Symptoms).
Those affected with autism do not always exhibit typical body language. Such things like facial expressions, movements, and gestures may not match what they are saying. Their tone of voice also does not match what they are feeling. Some may use a high pitched sing song voice while others are flat and monotone (Autismspeaks, Symptoms).
People with autism tend to engage in unusual repetitive behavior and/or a restricted range of activities. Common behaviors include hand-flapping, rocking, jumping and twirling, arranging and rearranging objects, and repeating sounds, words, or phrases. Repetitive behaviors also take on the form of intense preoccupations or obsessions (Autismspeaks, Symptoms).
Other problems that accompany autism are gastrointestinal (GI) disorders, seizure disorders, sleep dysfunction, sensory processing problems, and pica. GI is common among people with autism. About 85% of children with autism have GI. This ranges from constipation or diarrhea to inflammatory bowel disease. Pain caused by GI can prompt behavioral changes such as increased self soothing or outburst of aggression or self injury (Autismspeaks, Symptoms).
Seizure disorders occur in as many as 39% of the people diagnosed with autism. It is more common among those with intellectual disabilities than those without. There are several types of seizures, and someone with autism may experience one or more of them. The easiest to recognize is the grand mal, or tonic-clonic, seizure. Seizures tend to start either in early childhood or in adolescence, but may occur at anytime (Autismspeaks, Symptoms).
"Many persons with autism have unusual responses to sensory input. They have difficulty processing and integrating sensory information, or stimuli, such as sights, sounds smells, tastes and/or movement. They may experience seemingly ordinary stimuli as painful, unpleasant or confusing." Some people with autism are hypersensitive to sound and touch. Others are the opposite, hyposensitive (Autismspeaks, Symptoms).
Pica is the tendency to eat things that aren't food. While this is a normal behavior for 18 to 24 months of age, however, people with autism seem to continue this behavior well into adulthood. Such things include but aren't limited to dirt, clay, chalk or paint chips (Autismspeaks, Symptoms).
Researchers think that autism runs in the family that it is passed down by certain genetic combinations. Another theory is that when a woman is pregnant and exposed to certain drugs and chemicals, her child is more likely to become autistic. Such drugs are alcohol and anti-seizure medications. Exactly what causes autism is unclear (Webmd, Understanding Autism).
Treatment for autism varies from person to person. They may require behavioral treatment, medication, or both. Behavioral treatment with kids involves the family working with a team of professionals. This may mean that they work inside or outside of the home. Other programs include working with the child in a specialized center, the classroom, or preschool. Medications are used to treat medical conditions that are not a part of autism, such things are sleep disturbances, seizures, and gastrointestinal distress (Autismspeaks, Treatment).
Applied Behavioral Analysis (ABA) is a technique that uses positive reinforcement to teach individuals a behavior. In this case, when good behavior is performed it is followed by a reward to insure that behavior has a chance of being repeated. ABA is used to teach people with autism basic skills such as looking, listening, and imitating, as well as complex skills such as reading, conversing, and understanding another's perspective (Autismspeaks, ABA).
The basics of ABA are as follows; the instructor uses variety of behavior analytic procedures, some are directed by the instructor and others by the learner. Parents and/or other family members or caregivers receive training so they can support learning and skill practice throughout the day. The learner’s day is structured to provide many opportunities to acquire and practice skills in both structured and unstructured situations. When the learner performs an appropriate behavior, they receive an abundance of positive reinforcement for it. On the other hand, they receive no reinforcement for anything that poses harm or prevents learning (Autismspeaks, ABA).
In retrospect Clair, Tim's mother, can recall some things that appeared odd to her. For example, she remembers that. Tim never seemed to anticipate being picked up when she approached. In addition, despite Tim's attachment to a pacifier (he would complain if it was mislaid), he showed little interest in toys. In fact, Tim seemed to lack interest in anything. He rarely pointed to things and seemed oblivious to sounds. Tim spent much of his time repetitively tapping on tables, seeming to be lost in his own world.
After his second birthday, Tim's behavior began to trouble his parents. Tim, they said, would "look through" people or past them, but rarely at them. He could say a few words but didn't seem to understand speech. In fact, he did not even respond to his own name. Tim's time was occupied examining familiar objects, which he would hold in odd movements. He would jump, flap his arms, twist his hands and fingers, and perform all sorts of facial grimaces, particularly when he was excited, and what Herbert, Tim's father, described as Tim's rigidity. Tim would line things up in rows and scream if they were disturbed. He insisted on keeping objects in their place and would become upset whenever Clair attempted to rearrange the living room furniture.
Slowly, beginning at age five, Mark began to improve. The pronoun in the sentence was inappropriate and the sentence took the form of a question he had been asked previously, but the meaning was clear (Comer).
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