The definition of autism is very narrow: autism is a developmental disorder that affects communication and interaction. Many pediatric patients did not fit well into this narrow definition so practitioners used different terms, such as Asperger’s and childhood disintegrative disorder, to create a treatment plan and for coding. Today, mental health and developmental professionals use the term ‘autism spectrum disorder’ to describe the infinite continuum of the type and severity of developmental challenges of autism. Show
Introduction to Autism Spectrum Disorder and the challenges of diagnosing autism
Many laypeople and practitioners focus on the “autism” of autism spectrum disorder, but the word “spectrum” may be the more important word in the phrase. First used scientifically in the field of optics to describe the rainbows of colors in visible light, ‘spectrum’ illustrates the tremendous diversity among patients with autism spectrum disorder. The word ‘spectrum’ reflects the wide range of symptoms, skills, and levels of impairment that children with the disorder can present. Symptoms can result in mild impairment for some individuals and cause severe disability for others. Many children with ASD are quite smart. In fact, the intellectual ability of 46 percent of children with ASD is average or above average, according to the Centers for Disease Control and Prevention (CDC). The term “spectrum” also reflects that fact that no two people with ASD are alike. While everyone with the disorder has trouble with communication, social skills, and flexibility of thought, each person has a unique set of characteristics that makes his ASD slightly different from another person’s disorder. Even siblings with ASD can be vastly different. Secondary conditions and challenges of Autism Spectrum DisorderPeople with ASD can have other conditions that can widen the spectrum even further. These secondary challenges of autism include:
ASD is the result of differences in the brain. There are many causes for these differences. Scientists do not know yet exactly what causes these differences for most people with ASD. In some cases, medical professionals can pin down the cause of ASD, such as genetic anomalies. Because of the variety of causes, the source of most cases of ASD is undetermined. ASD does not usually result in physical effects that make people with ASD look different from others, but they may communicate, behave, interact, and learn in ways that are different from other people. The thinking, learning, and problem-solving abilities of those with ASD run the gamut from severely challenged to gifted. Some with ASD need significant help with activities of daily living while others with the condition function independently. Prevalence of Autism Spectrum DisorderOne in every 68 children has been identified with Autism Spectrum Disorder. The disorder occurs in people of all racial, ethnic, and socioeconomic backgrounds. ASD is five times more common in boys than in girls. Autism Spectrum Disorder tends to occur more often in those with certain genetic or chromosomal conditions. Indeed, about one in ten children with ASD also have down syndrome, tuberous sclerosis, fragile X syndrome, or other chromosomal and genetic disorders. Fragile X syndrome (FXS) is a genetic condition that causes a range of developmental problems that include learning disabilities and cognitive impairment. FXS is the most common known single gene cause of ASD, according to The National Fragile X Foundation. Other genetic causes of ASD include deletions of chromosome 15q, tuberous sclerosis, and other rare genetic conditions Tuberous sclerosis is a genetic disorder that causes non-malignant tumors to form in many different organs, primarily in the brain, eyes, kidneys, lungs, skin, and heart. About half of all people with tuberous sclerosis complex develop ASD, according to the Tuberous Sclerosis Alliance. The new age of diagnosing ASDUsing DSM-IV, clinicians could diagnose patients with four separate pervasive developmental disorders:
Across various clinics and treatment areas, clinicians were not consistently applying these separate diagnoses. DSM-5 provides a new, accurate way of diagnosing autism-related disorders. The latest edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) no longer includes Asperger’s syndrome as a separate diagnosis. Instead, it includes the characteristics of Asperger’s syndrome within the broader category of the autism spectrum. Patients diagnosed with any of the four pervasive developmental disorders should still meet the criteria for ASD in DSM-5. The DSM does not outline treatment for ASD, but it does recognize that determining an accurate diagnosis is the practitioner’s first step in creating a treatment plan. Recognizing autism through autism trainingBecause ASD can present itself anywhere within its wide spectrum of symptoms and severity, recognizing autism can be challenging. No blood or imaging tests exist for this disorder, leaving clinicians to rely on only their own observations of behavior and development. Diagnosticians consider detailed information gathered from caregivers, careful observation, and standardized developmental screening and comprehensive diagnostic evaluation tools. An experienced professional can make a reliable diagnosis by the time the patient is two years old, but, because of the wide spectrum of ASD, many children with ASD do not receive a diagnosis until they are much older. This means many children are not getting the early treatment they need for the various challenges of autism. Autism training helps clinicians recognize signs of ASD and suggest treatment courses that address the spectrum of ASD. Autism training modules focus on specific ‘colors’ that fall within the spectrum of autism disorders.
Anxiety is a normal part of development, but research confirms that people with autism experience elevated levels of anxiety in comparison to their typically developing peers. An extensive review of the literature by White et al (2009) revealed that up to 84% of individuals with autism meet the criteria for clinically diagnosed anxiety disorders. Due to characteristic communication difficulties, an autistic person may have severe anxiety issues but have a decreased ability to express it. As noted by Howlin (1997), “…the inability of people with autism to communicate feelings of disturbance, anxiety or distress can also mean that it is often very difficult to diagnose depressive or anxiety states.” Anxiety may manifest in an autistic person through:
Dealing with changePeople on the autism spectrum can find change very stressful. Due to the behavioural, information processing and sensory aspects of their diagnosis, many people on the autism spectrum often prefer familiar environments with a predictable routine. Restricted and repetitive interests, sensory processing differences and heightened anxiety can make even small changes stressful. Planning ahead and preparing for changes in everyday routines and activities is important:
Transition planningChange is an inevitable part of every person’s life. Teaching a person strategies to cope with changes in their environments and routines helps to build resilience and independence. Preparing people on the spectrum for upcoming changes is referred to as “transition planning”. The purpose of transition planning is to enact change in a way that feels safe and predictable for the individual on the autism spectrum. Effective planning helps reduce stress and anxiety and helps prevent behavioural issues that may occur because of either expected or unexpected change. Everyday changes and “horizontal planning”Some everyday changes or new situations a person with autism may need preparation for might include:
These frequent changes that may occur on a daily basis are known as horizontal transitions. Many people on the spectrum have strong visual learning and thinking styles. Visual strategies can therefore be an effective way in which to communicate upcoming changes. Common visual strategies used in horizontal transition planning include Social Stories™, social scripts, task lists, schedules such as timetables, daily planners and calendars. The National Autistic Society (UK) have published a thorough guide on the various uses of visual supports. When visiting a new place, having photos to prepare the individual for what to expect can be helpful. Pictures can be obtained through websites or by exploring a location via the Google maps street view function. Requesting images may also be an option, for example, contacting the doctor’s practice and requesting a recent image of the doctor and the consult room in advance of the appointment. There are an ever-increasing number of apps that can help with autism-related challenges. The Autism Association of Western Australia has developed an online resource, Autism Apps, that offers reviews of a large number of available apps, as well as:
Longer term changes and “vertical planning”Progressions from one life phase to another are known as vertical transitions. The progression form primary school to high school is an example of a vertical transition experienced by children in the middle years. The Amaze/Autism Tasmania information sheet, Effectively Preparing Individuals with Autism Spectrum Disorder for Transitions, provides strategies to help individuals with autism transition to new environments. Research has revealed some good practice guidelines for preparing for major life transitions:
BullyingBullying can happen to people of all ages and abilities, but people with developmental differences or disabilities are especially vulnerable. Bullying involves an imbalance of power and takes physical or psychological form. Psychological bullying includes threatening, coercive and manipulative behaviour. Useful strategies to address bullying can be found in this information sheet. |
Describe the challenges presented when autism occurs in an individual with another condition
Pos Terkait
Copyright © 2024 membukakan Inc.
