Autism: Symptoms, Treatment And Coping

                

 

There is an estimation of three to six of very 1,000 children have autism. Autism is a brain disorder associated with developmental problems mainly in communication and social interaction. The disorder affects boys more often than girls. Signs of this disorder usually appear before age 3.

Diagnosis and treatment has greatly improved in the past few decades, however, autism cannot be cured. It persists throughout life. The recent increase in the number of autism cases in the United States may be more the result of improved diagnosis and changes in diagnostic criteria.

Severity of symptoms is different in each case. Some children are able to grow up and live independently, while others may always need supportive living and working environments. Early, intensive treatment can make a difference.
Signs and symptoms of autism include:

?Fails to respond to his or her name
?Has poor eye contact
?Appears not to hear you at times
?Resists cuddling and holding
?Appears unaware of others? feelings
?Seems to prefer playing alone - - retreats into his or her ?own world?
?Starts talking later than other children
?Loses previously acquired ability to say words or sentences
?Does not make eye contact when making requests
?Speaks with an abnormal tone or rhythm ? may use a singsong voice or robot-like speech
?Can?t start a conversation or keep one going
?May repeat words or phrases verbatim, but does not understand how to use them
?Performs repetitive movements like rocking, spinning or hand-flapping
?Develops specific routines or rituals
?Becomes disturbed at the slightest change in routines or rituals
?Moves constantly
?May be fascinated by parts of an object, such as the spinning wheels of a toy car
?May be unusually sensitive to light, sound and touch

Some children with autism become more engaged with others as they mature. They may show less marked disturbances in behavior. Those with the least severe impairments may eventually lead normal or near-normal lives. Others continue to have severe impairments in language or social skills. The adolescent years may mean a worsening of behavior problems.

The majority of children with autism are slow to acquire new knowledge or skills. However, there is an extremely small number of children with autism who have exceptional skills in a specific are such as art or math.

There is no identifiable cause for autism. Researchers believe the disorder is related to abnormalities in several regions of the brain. Researchers have also identified a number of gene defects associated with autism.

Extensive studies have shown no link between vaccines, particularly the measles-mumps-rubella vaccine and other vaccines containing thimerosal and autism.

When should you seek medical advice? Many babies do not follow the exact timelines found in some parenting books. Children with autism usually show some signs of delayed development by 18 months. The earlier treatment begins the more effective it will be.

If your baby falls into any of the following categories you should check with your doctor about further evaluation:

?Baby does not babble or coo by 12 months of age
?Baby does not point or wave or perform similar gestures by the age of 12 months
?Baby does not say single words by 16 months
?Baby does not use two-word phrases by 24 months
?Baby loses previously acquired language or social skills at any age

Making a diagnosis is difficult because the severity and manifestations of autism varies widely from child to child. There is no medical test to diagnose autism. A formal evaluation may consist of observing the child and talking to you about how the child?s social skills, language skills and behavior have developed and changed over time. Your child may need to undergo a number of developmental tests covering speech, language and psychological issues.

Signs of autism may appear by 18 months of age; however, the diagnosis of autism may not be made until age 2 or 3 when there are more obvious delays in language development. Early diagnosis is important because early intervention, preferably before age 3, seems to be associated with the best chance for significant improvement.

Treatment for autism includes:

?Behavioral and communication therapies
?Drug therapies: Right now there are no medications that directly improve the signs of autism. Some medications can help control the symptoms of hyperactivity, repetitive and aggressive behaviors.
?Complementary approaches: Art therapy, music therapy, special diets, vitamin and mineral supplements and sensory integration that focus on reducing a child?s hypersensitivity to touch or sound. There is no specific proof these therapies work. Always discuss with your child?s doctor before trying any of the complementary approaches.

Children with autism do not outgrow the disorder. They often respond well to highly structured education programs. A child with autism can learn to function within the confines of the disorder especially if treatment begins early.

Review the following tips to help you cope with raising a child who has autism:

?Find a team of trusted professionals
?Take time for yourself and other family members
?Seek out other families of autistic children
?Learn about the disorder

Source: Mayo Clinic

Disclaimer: This article is for educational purposes only. It is not intended to be a substitute for informed medical advice or care. You should not use the information in this article to diagnose or treat any health problems or illnesses without consulting your pediatrician or family doctor. Please consult a doctor with any questions or concerns you might have regarding your or your child?s condition.

This article is FREE to publish with the resource box.

Written by: Connie Limon. Visit us at http://www.about-autism.info for more information about autism.

Can Adults Be Diagnosed With Autism Later In Life?

                

 

Autism has been around for many years as specific condition but hasn?t always well understood by the medical community and for some people their condition has been misdiagnosed. Though the classic form of autism is something that is often quite obvious in a child, there are high functioning autism types like Asperger?s that can be thought to be something else entirely. This form is just now being understood, and many who have had it their whole lives are just now learning that this is the case. It seems to make the answer to the questions pertaining to can adults be diagnosed with autism rather simple.

Adults can most certainly be diagnosed with autism. It can be a tough journey though, as many doctors don?t like the Asperger?s condition, and think it is highly blown out of proportion. Others just don?t have the knowledge to accurately diagnose children and adults with higher functioning forms of autism. So, it was something that went unnoticed for a very long time. Most parents and doctors assumed the child was different or ?shy? but that was all the further thought that was put into the situation. These children are now adults and starting to question those assumptions.

This form of high functioning autism has gone undetected, and many adults tend to blend rather well, which is something that those with classic autism cannot do. Though the high functioning adults have jobs and lives, and are intelligent, they can be socially awkward, as it is something that doesn?t come easily for most.

They may have communication problems that cause friction at work and in personal relationships, and they are frustrated because they don?t know why these sorts of interactions don?t come as easily to them as to others. Some people are even wrongly told that they have conditions like Obsessive Compulsive disorder. Because of frustration and anxiety regarding socialization, many have become often loners.

There are other clues that an adult might have autism. Their social awkwardness comes in different degrees. Many cannot understand humor, and are very literal in their interpretation of figures of speech. They cannot understand when someone is teasing them, as they take all words at the most literal level. They may have nervous twitches when anxious, and they also tend to have motor impairment. They can get upset and anxious quite easily, and quite often.

Anyone who suspects that they, or someone they know, has these problems and who wants to know can an adult be diagnosed with autism, it is a good idea to go in to see a doctor for evaluation. Sometimes you might have a hard time finding a doctor to take your concerns seriously, but that just means you have to keep looking.

Though there is no cure, a diagnosis can help a patient feel less anxious about why they are different, and they can also take advantage of some programs that can help improve the quality of their life. There are some tests online that may answer the question of can adults be diagnosed with autism. You can take the tests to see if you fit the profile, and then share this information with your doctor if you wish. This might help a physician understand what is going on and how to best help.

By Rachel Evans. Sign up for a free newsletter about aspergers and discover more on the signs and symptoms of autism

Adult Autism Does Not Have To Hurt Your Relationship

                

 

Those who have been diagnosed with high functioning adult autism have the opportunity to live relatively normal lives. This includes having a job, being in a relationship and even starting a family. However, developing an intimate relationship with another person can still be a difficult process for a high functioning autistic, though certainly not impossible.

The following are 10 tips on how to manage adult autism and have a healthy, strong relationship.

1. Don?t rush into anything ? Developing an intimate relationship with a person is often a slow-going and temperamental process, regardless if one is autistic or not. Therefore, although you may find it difficult to begin dating, remember that you need to start somewhere, and the more practice you have at this form of social interaction the easier it will become.

2. Educate yourself on social interaction ? Television, movies and books are ideal ways for autistic children and those with adult autism to learn about adult social interaction in intimate relationships. T.V. shows, movies or books that depict emotions are excellent choices. Although these adult themed books and shows may be trivial, they are still educational and can help a high functioning autistic better understand social interaction

3. Control Compulsiveness ? Autistics tend to resort to compulsive behavior when faced with a social situation that is new or lacks certainty such as dating or meeting someone for the first time. Compulsive behavior is a huge turn-off, because your date may feel they are pressured or intimidated by your sense of urgency. This overwhelming feeling can make a person lose interest fast.

4. Physical appearance ? Although you may have heard that appearance doesn?t matter when it comes to starting a relationship, think again. It?s important to like someone?s personality, but you also need to be physically attracted to them. Therefore, regardless if you are dating a non-autistic or an individual with adult autism, keep yourself well dressed, groomed and healthy.

5. Avoid social blunders ? Make sure you are aware of what is considered appropriate and inappropriate to say on first dates to avoid social blunders. For instance, you should avoid sensitive subjects such as sex, past relationships, religion, personal problems, money and other personal matters that can have negative repercussions.

Instead, try to make you conversation as casual as possible by focusing on personal topics of interests. This doesn?t mean only talking about what you like, but also what the other person enjoys. Try finding a topic you?re both interested in. If the other person brings up a conversation you don?t feel comfortable with, simply tell them you don?t feel like discussing it at this time.

6. Know your intimacy comfort level ? Don?t be afraid to say ?no? to a level of intimacy you are not comfortable with, and don?t push your partner if he/she is not ready either. You should both be comfortable with your intimacy and be able to discuss it openly before engaging in anything serious.

7. Confide in someone you trust ? If you have questions about dating or your relationship, it may be a good idea to address your questions and concerns with a close friend and/or someone you trust, whether they have adult autism or not. Just make sure you can completely trust a person and value their opinion before you confide in them.

8. Protect yourself ? You need to protect yourself when dating. You can?t assume that the person you are meeting is a safe and trustworthy individual. They could be an abuser, user, carrying an STD or may be the nicest, honest and reliable person you could ever meet. The point is, a stranger, even if they appear friendly is still a stranger. Always keep your personal safety in mind and don?t do anything you don?t want to do.

9. Connecting online ? One of the best ways for an autistic to meet and interact with others before starting physical communication is through an online dating chat site. One of the best things about having introductions online are you can?t misread signals.

10. Don?t let rejection get you down ? Rejection can and will happen, so don?t take it personally and stop you from dating. Remember, there are plenty of other people out there, and the more people you meet and dates you experience, the better you will become with social interaction and building a meaningful adult autism relationship.

Grab your free copy of Rachel Evans' brand new Autism Newsletter - Overflowing with easy to implement methods to help you and your family find out about adult autism.

A Spiritual View Of Autism

                

 

The value of a spiritual view of autism is that it enables the pain of limitation and helplessness suffered by those who experience significant impairment and those who care for them to be held within a sense of purposefulness and meaning. This can support individuals and families with a sense of truth and love, even during times of greatest challenge.

To begin with, there are many layers of understanding that relate to the phenomenon of autism, and each has to be viewed in its own right.

Within one layer are the demonstrable expressions of impaired neurological functioning that are the basis for such things as seizures, aphasias, difficulty performing routine motor tasks, nervous gestures or tics, and other anomalies of nervous system functioning.

Within another layer are the problems of thought and speech that have to do with difficulties in communication, strange thought patterns related to non-ordinary perception, difficulty forming coherent thoughts or forming thoughts whose sequence is intelligible only to the person expressing them; also patterns of thought and speech that are perseverative that have to do with brain synapse functioning and the ways in which neural energy gets released. All of these aspects of autism are also within the layer defined by physical functioning.

Within a third layer are the social and emotional aspects of autism which are often considerable and which vary in degree from person to person.

Yet, there is still another layer within which lie the reasons that autistic functioning is more prevalent today and also more widely understood. It is this:

For a long time now, humanity's brain function has emphasized the left side of the brain, once the right-brain functions went into recession thousands and thousands of years ago. This left-brain functioning has overemphasized certain aspects of the brain's capacities and eliminated or significantly reduced other capacities associated with right-brain functioning. The need of the time we are in, however, is to bring into balance right and left-brain functioning, and for this purpose, heightened neural and brain activity is needed to connect the two hemispheres. This increased activity requires an adaptation by the human organism in order to tolerate the increased charge to the neural pathways, and sometimes, when this adaptation is incomplete or limited, it is possible for the system to become overcharged or overstimulated, with subsequent problems in releasing the excess energy that is taking place on a cortical level.

This feature is often associated with a particular genetic picture or predisposition and so it is. However, it is also associated with the wider spiritual phenomenon that is occurring today which involves humanity's movement into the next level of its spiritual expression - one in which right and left-brain functioning will be more in balance and in which new capacities will emerge that will enable a wider range of mental and perceptual activities than are present today.

Many of those who are presently diagnosed as 'autistic', today, are the forerunners of this transition into a new level of brain functioning. They do not appear as such because of the limitation that autism brings to their lives on so many levels. But they have chosen to experience this limitation in order that further on in their development, they may express as more evolved and balanced beings and ones for whom more will be possible. The reason for this choice is hidden within the inner motivational pattern of each soul according to its own Divine essence and its need to manifest the truth of who it is. It is not something that can be seen from an outer perspective, or understood within any other frame of reference other than the drive of a soul to seek its own self-realization.

There are, of course, other reasons that are karmic that a soul chooses to experience limitation in this as well as in other areas of life, but the karmic purpose of limitation can also be employed in service to the larger spiritual purpose of evolving brain function and capacity.

To see those who are diagnosed as 'autistic' as forerunners of a new generation of capable souls who will emerge from these very limitations is a perception that requires a deep understanding of the sequence of lifetimes and how they contribute to and enhance one another. Without such a perspective, this context for viewing autism makes no sense. Within such a perspective, however, it may be seen that what has limitation on one side, may have advantage on the other, and that souls may have chosen to experience both the limitation and the advantage because of their desire to quicken their own spiritual development.

The problem of autism is indeed a problem for individuals, for families, and for society as a whole, with much hardship involved on a personal and familial level where the emotional and physical challenges are very great. However, as with any other physically manifesting problem, it can be considered to be an avenue of growth as well as of difficulty.

One way of looking at the problem in its present context is to find ways of supporting the positive qualities of functioning and of life that are present within autistic individuals, and to know that these are always there, no matter what outer behaviors may suggest. Such support can go a long way toward affirming the value of a lifetime in which great limitation is present. It can also acknowledge the soul within that has chosen the limitation and can accord to that soul equal dignity and equal opportunity to live to the limits of their capacity, rather than seeing the diagnosis as a detriment to life. Such a view is optimistic and supportive, and allows families and society as a whole to view the sacred life within the limitation, rather than viewing the person as the limitation, thus enabling that person to live a fuller and more fulfilled life.

For other writings by Julie Redstone see Pathways of Light ? http://lightomega.org/PathwaysofLight.html. For additional views of the soul's choice in relation to limitation, see "A Spiritual View of Depression" and other articles in the Light Omega Reader, http://lightomega.org/Articles/Ezine.html.

Parenting Autism - Getting Past the Embarrassment

                

 

One of the more difficult parts of parenting a child with autism, and something that can be hard to talk about, is the embarrassment you may feel about your child's behavior. As parents, we're not supposed to feel embarrassed about our children, yet we're also taught that children should behave, and if they don't, it's probably a result of faulty parenting.

This belief system can be very disempowering, especially for a parent of a child with autism, because it's impossible to control everything your child does. At those times when your child is acting strangely or falling apart, you can feel embarrassed or angry about the judgment you may feel from others. As a result, you may feel pressure to do something against your instincts, such as punish your child, just to save face, to look like you're in control, or to assuage your anger.

In reality, just like the sadness issue, how you feel about others' opinions is completely up to you. Believe it or not, you can choose to feel however you like when your child throws a tantrum in the mall. You don't have to feel unhappy just because your child is unhappy, or because others may judge you or your child. It's possible to empathize with your child in the situation while remaining happy and calm, or at least neutral and calm.

Next time you're in such a situation, ask yourself this question- "Which attitude would best serve me, my child, and this situation? Happy and calm, or embarrassed and angry?" My guess is that happy and calm would be the better choice in most situations, but ultimately your mindset is up to you. You cannot be influenced by others' opinions, your child's feelings, or anything else, unless you decide that you can.

Now let's turn for a moment to the person who is judging your child. This is someone who is judging a child with special needs. What exactly does that say about them? In reality, their judgment doesn't define you or your child at all. Instead, their judgment defines them as someone who needs to judge. It has nothing to do with you or your child.

If your child could do better right now, he would. In time he will do better, no matter what's happening at this moment. If you choose happiness instead of embarrassment, you can best support your child when he needs you most, even while he's falling apart at the mall.

Sandra Sinclair is a parent of a child with PDD-NOS. She is author of "Newly Diagnosed Autism Spectrum"- A free mini-course with 7 clear steps you can take to help your child. http://www.autismvoice.com/blog/7StepstoHelpChildrenwithAutism

Learn and understand the basic autism symptoms

                

 

Autism is a condition that affects perception, attention, interaction with others, thought, and many other vital abilities. Unfortunately, because we know so little about how the brain functions, we can't explain why autism appears or how can it be treated. The only thing we can do for autistic people is to try to help them integrate and fit in as much as possible, and to make them feel good about themselves.

The first thing that can be done in order to help an autistic person is need to discover if he/she is suffering from autism or not by checking the symptoms, because it's up to the ones around those with autism disorders to discover them due to the fact that they are not aware of their own condition and will never visit a doctor on their own. In the children's case it's up to the parents or the family to see if their son or daughter have the autism condition.

Autism is a term that covers a wide-range of disabilities, from mild to severe ones, so there aren't some specific symptoms of this so-called illness, but it is known that it affects behavior, interaction with others and communication skills, so those with problems of this kind and that present some other signs that seem to be common in autism cases are diagnosed with the autism disorder.

Here follows a list of the most encountered symptoms and signs of autism, but as mentioned before this affection does not follow a certain pattern, so don't jump to any conclusions on your own. Only a certified doctor can put an accurate diagnosis.

The first autism symptoms can be detected during the childhood, and until the child reaches the age of 3 or 4 years old the disorder is usually very visible. Adults and children that suffer from autism disorders are completely ignoring other people, they are indifferent to whatever is happening around them, they like to be alone, they reject contact and communication with others and they stare for hours at a single thing sometimes. They are living in a world of their own and they are very sensitive to sensations such as strong smells or loud noises.

Austists cannot speak right, they have problems with the language skills, so they express their needs through gestures rather than through words. Young children with autism don't like to be cuddled, tickled, or touched at all. The way they play is very different from other children's play.

The world is a strange place that they don't understand, so autistic persons need special treatment and special care, they need to be loved and protected because they are in danger all the time. For them it does not seem dangerous to cross the street when the traffic lights are red for example.

Therefore, discovering and properly diagnosing and treating autism is the first and most important step in helping those that suffer from it. So seek advice from a specialized doctor if you suspect your child or anyone else to be an autistic.

More informations about autism causes or about autism symptoms can be found by visiting http://www.autism-info-center.com/

Parenting Autism ? Being Your Child?s Primary Resource

                

 

Don?t be Afraid of the Myths and Misconceptions about Autism.

Parents often feel sad, afraid and confused when they learn their child has an autism spectrum disorder, and It?s no wonder -- autism is often portrayed as a grim, lifelong disability, from which there is no hope of recovery.

Of course, these expectations are based on outdated information about people who grew up a generation ago, when only the most severe cases were diagnosed, and treatment was practically nonexistent. Unfortunately, parents are still given this outdated information, presented as if it?s still accurate and relevant in our present day.

These misconceptions lead to more fear, more sadness, limited expectations, and feelings of incompetence in parents about how to best help their child. As a result, some parents rely entirely on other people to work with their child and to make decisions for their child, instead of trusting their own instincts, knowledge, and abilities. Parents are their child?s best resource, yet somehow that?s not the message they?re getting from the experts.

Don?t be Afraid to Believe in Your Child?s Potential.

Each child has their own unique, unknown potential. Everyone who works with your child must believe in his ability to learn, grow, and have a bright future.

With effective intervention, the vast majority of children experience improvement, ranging all the way from slight recovery to complete recovery, and everything in-between. The degree of recovery a child experiences depends primarily on his unique potential, combined with whatever learning opportunities he experiences.

Learning opportunities are not just teaching style and content alone. A child's overall environment and expectations are also an integral part of his learning experience.

Knowing these things, we can do three very powerful things for our child:

1. We can love our child as he is now, and provide a positive, nurturing environment.

2. We can keep a completely open mind as to how far our child can go.

3.We can present lots of positive opportunities for learning and growth.

If we do these things, our child will have the opportunity to truly fulfill his unique potential.

Don?t Be Afraid to Ask Questions.

If your child has been diagnosed with an autism spectrum disorder, it?s important to ask questions. Ask as many as you need in order to feel confident in your understanding of the disorder. Even if you get most of your initial questions answered, you may find there are still many questions that no one can answer conclusively, because in many ways autism research is still in its infancy. Researchers are still gathering information regarding cause, prognosis, and what interventions are most effective.

Don?t Be Afraid to Explore Your Options.

Get to know all your options. It takes some time, but continue to seek opinions and advice from people with different backgrounds in autism. Even after your initial questions have been answered, it?s still a good idea to consult with additional people with different types of knowledge and expertise.

For instance, you may want to ask a few different doctors, psychologists, teachers, therapists, and parents with contrasting approaches to autism about their opinions and experience. Our understanding of autism is continually evolving, and one person may have knowledge that another does not.

As you gather more and more relevant information, you will make better and better decisions for your child. Remember, no decision is carved in stone. In fact, you?ll probably change direction and switch approaches a few times, and that?s okay. It?s all part of the process of learning what works best for your child, and adapting to your child?s changing needs.

Don?t Be Afraid to Work with Your Child.

Never believe that the experts have all the answers and that you should not get involved with your child?s treatment program. Talk with the experts to learn more about what you can do at home with your child. Do further research by reading books and articles on autism, attending classes and conferences, and talking to other parents.

You know your child better than anyone else. In addition, you have an undeniable bond with your child that no one else could ever possibly have. Take advantage of your bond to teach your child, build his self-esteem, and explore treatment options you feel will work for your child.

Regardless of their potential, children will seldom go beyond the expectations of their parents. We can't know how far our children can go, but we can take the lid off the box of low expectations, by having faith in their ability to learn, and by providing the loving environment necessary for them to achieve their highest potential.
Sandra Sinclair is a parent of a child with PDD-NOS, and a life coach for parents of children on the autism spectrum. She is author of ?Newly Diagnosed Autism Spectrum?- A free mini-course with 7 clear steps you can take to help your child. http://www.autismvoice.com/blog/7StepstoHelpChildrenwithAutism

Knowing The Symptoms Of Autism

                

 

Autism is a very confusing disorder that tends to affect a persons attention, perception, and thought. There is no clear definition of the symptoms of autisms, because it manifests in different people in many different ways. The manifestation could be from mild symptoms all the way to severe symptoms and everywhere in between. Behavior patterns are most notable when it comes to autism. Generally speaking, those suffering from any autism disorder will have behavior that is inconsistent to what is deemed appropriate for their specific age level.

Known as a pervasive developmental disorder, according to the American Psychiatric Association, the disorder is difficult to diagnose in patients thanks to the broadness of symptoms associated with this particular disorder. The diagnosis of autism usually occurs when the patient shows at least six of the twelve outlined symptoms of autism in regards to behavior, communication, and social interaction.

Behavior

For diagnostic purposes, the individual must possess at least two of the four listed symptoms of autism:

1. Is extensively preoccupied with restricted and stereotyped interest patterns that appear to be abnormal, due to focus or intensity.

2. Repetitive and stereotyped motor skills such as difficult movements of the entire body, twisting fingers, flapping fingers, or flapping hands.

3. Extensively preoccupied with specific object parts and pieces.

4. Does not associate well with rituals or specific routines.

Communication

For diagnostic purposes, the individual must possess at least one of the four listed symptoms of autism:

1. Lack of or delay in spoken language development. If the delay or lack of language skills is unaccompanied by any attempts of compensation, through other communication modes. For example, mime or gestures.

2. Has proper spoken language development with the inability to sustain or initiate in general conversation with peers, doctors, and family members.

3. Repetitive and stereotyped use of idiosyncratic language or language.

4. In ability to participate in social imitation playing or make-believe playing, spontaneously, in regards to their level of development.

Social Interaction

For diagnostic purposes, the individual must possess at least two of the four listed symptoms of autism:

1. Impairment is marked by using a variety of behaviors in a non-verbal manner. For example, social interaction gestures, body posture, facial expressions, and gazing eye-to-eye.

2. Has the inability to properly develop relationship with his or her peers in a many that is appropriate for their age and level of development.

3. Inability to spontaneously share with others in their achievements, interests, and enjoyment.

4. Inability to participate actively within social environments such as games or playing. The patient prefers to remain in solitude, when playing or taking part in activities. Other people are only involved as aids or tools in their play.

As you can see from the above, it is extremely difficult to diagnose a person even when some of the symptoms of autism are present. It is ultimately important to speak with your physician about your concerns and have your child tested for any one of the autism disorders, if you feel they are showing symptoms of autism.

Melody Franks works in the medical field and writes articles related to health and wellness. She regularly submits articles to Be Strong Live Long and The Search for Wellness.

Coping With Autism-Support For Families

                

 

Based on the U.S. Department of Education?s 2002 report to Congress on IDEA the number of students with autism in U.S. schools has increased by 1354% in an eight-year period from 1991-1992 to 2000-2001 (as cited by the Autism Society of America, 2003). This increase is almost fifty times higher than all disabilities (excluding autism), which has increased in the U.S. by 28.4%. From 1991-1992 to 2000-2001 school years, the number of students with autism that are being served under IDEA has increased from 5,415 to 78,749 respectively (as cited by Autism Society of America, 2003).

According to the Center for Disease Control in 2001, autism affects an estimated 2 to 6 per 1,000 individuals and it is the most common of Pervasive Developmental Disorders (as cited by the Autism Society of America, n.d.). Based on these statistics, it is estimated that 1.5 million Americans are believed to have some form of autism (Autism Society of America, n.d.). Autism has been found to affect all races, cultures, socioeconomic statuses, and educational backgrounds (Autism Society of America, n.d.). This rate of growth in autism not only signifies a need for more professionals to be trained to teach individuals with autism, but the need for increased training and support for families of children with autism. Parents of children with autism are coping with a considerable amount of stress and an overwhelming amount of information about the disability. Families of children with autism can benefit from support from professionals, other family members, and society, in order to manage the stress effectively.

Parents of children with autism take on many roles in their child?s education. They must first recognize and pursue a diagnosis for their child. Once an accurate diagnosis is made, they must find a suitable program and services for their child. Parents need to also act as teachers in the home so that their children learn to generalize skills in the home that they are taught at school. In order for parents to be effective teachers, they need to have specialized knowledge, skills, and information about the efficacy of different treatment programs (Educating Children with Autism, 2001). Because parents are also advocates for their child, they need to have knowledge of special education law and the available services. Due to the stress level of raising a child with autism, parents need coping skills (National Academy Press, 2001). According to a study by Gallagher, (as cited by National Academy Press, 2001), the multiple roles of the parent as teacher, advocate, loving parent, and family member can be extremely demanding for parents.

In 2000 Nissenbaum, Tollefson, and Reese (as cited by The National Autistic Society, n.d.), studied the impact of an autism diagnosis on families. They found that parents actually felt relieved at having an explanation for their child?s unusual behaviors (National Autistic Society, n.d.). The diagnosis alleviated concerns that they were doing something wrong (National Autistic Society, 2000). As with other parents of children with disabilities, many parents or children with autism go through a grieving process after receiving the diagnosis of autism.

Based on research, the education of children with autism is a source of a great deal of stress for many families. Research conducted by Holroyd and McArthur in 1976 and by Donovan in 1988 (as cited by the Autism Society of America, n.d.) found that parents of children with autism experience greater stress than parents of children with mental retardation and Down Syndrome. This stress may be a result of the maladaptive and antisocial behaviors a child with autism may exhibit (Autism Society of America, n.d.). Because individuals with autism often have difficulty expressing even basic wants or needs, parents may feel frustrated when they are unable to determine the child?s needs (Autism Society of America, n.d.). The child with autism may exhibit frustration through self-injurious behaviors, aggression, or tantrums that threaten the safety of others (Autism Society of America, n.d.). Parents may feel that the stereotypic or self-stimulatory behaviors (ie: hand-flapping, tapping, lining things up, perseveration on an object), of their child with autism are strange and interfering with functioning (Autism Society of America, n.d.). Because children with autism usually have severe deficits in social skills, such as playing appropriately with peers, parents may find themselves stressed with finding appropriate leisure activities for the child at home (Autism Society of America, n.d.). Some children with autism have difficulties sleeping and may only eat limited food items, which causes another source of struggle for parents (Autism Society of America, n.d.). Family dinners may be disrupted or shortened and bedtimes may be interrupted. Sleep deprivation is common in both the child with autism and the parents of the child. Society reactions can also have a major impact on family stress and may cause the family to avoid community outings or family events (Autism Society of America, n.d.). Families may not go to family get-togethers because the child has difficulty interacting with others (Autism Society of America, n.d.). Families are sometimes embarrassed around extended family members and may have difficulty relating to other family members.

Another stress for parents is learning about all of the methods and strategies to teach children with autism. They must learn about these methods so that they can help to determine an appropriate educational placement for their child with autism and so that they can be active members in the IEP process. There are currently many treatment approaches and strategies to teach children with autism. Current methods include Applied Behavior Analysis, Discrete Trial instruction, Picture Exchange Communication System, TEACCH, Floortime, RDI, Social Stories, and Sensory Integration. Once strategies are determined, using some of these methods has potential to reduce family stress and enhance the family?s quality of life. Because many children with autism have difficulty generalizing skills, it is extremely important for parents to carry over the child?s skill training from school to the home. Parents can also be effective teachers.

Families that are taught effective behavioral intervention strategies to manage challenging behaviors, are taught and involved in the functional assessment process, are trained in facilitating functional communication (both verbal and non-verbal), have been found to have greater success at home with the child with autism (Moes & Frea, 2002). When determining behavior plans, professionals need to take into consideration family routines when analyzing challenging behaviors (Moes & Frea, 2002). Behavioral interventions are more successful and meaningful to families when their beliefs, values and goals are taken into consideration (Moes & Free, 2002).

A family centered educational approach may be the most beneficial to a child with autism and their families (National Academy Press, 2001). Formal support may come from teachers, IEP team members, doctors, the local education agency representative, and other professionals that treat the child. Informal support may come through parent networking, parent support groups, families, and neighbors. According to Bristol in 1987, ?parents found a positive relationship between adequacy of social support, the use of active coping behaviors, and family adaptation for parents of children enrolled in the TEACCH program? (National Academy Press, 2001, p.34).

Coping with a child with autism is difficult and stressful for many families. As with the impact of socioeconomic status and ethnicity of the parents, there is not yet a lot of research on the stress levels of parents based on the child?s cognitive level and communication level. Based on current research, in order to cope with the stress of having a child with autism and to experience gains in their education at school and at home, parents need to learn specialized skills and teaching methods that can be implemented at home. Successful collaboration and training with professionals working with the child with autism has the capability of reducing family stress and an increase in the child with autism?s communication, socialization, cognitive, adaptive skills and a reduction in maladaptive behaviors in the home environment. Professionals working with students with autism must include the parents as advocates in the IEP process, functional behavior assessments, and behavior intervention plans.

Professionals must provide opportunities for parents to be trained in teaching methodologies used at the school. Professionals must also consider themselves a source of support for families of children with autism and be knowledgeable about special education law, treatment methods and scientific research. As a teacher of young children with autism, I have witnessed first hand the benefits of conducting parent trainings and support groups, whether they are on a group basis or an individual basis. Based on parent feedback, parent trainings and support groups are extremely beneficial to those that attend, and most parents express that there is never enough time to talk with the teachers and other parents--there is always a desire to learn more and for more opportunities to collaborate.
Christine Dugan works in the special education field and is a contributing author to the health information site http://health.divinfo.com as well as the article submission site http://www.articlemotron.com.

'Broken Mirror' May Cause Autism

                

 

When observing and imitating emotions, children with autism display virtually no activity in a key part of the brain's mirror neuron system, according to new imaging research published in Nature Neuroscience.

The human brain has a matching system of observation and execution that causes mirror neurons to fire both when a person observes others performing a goal-directed action and when he or she carries out the same action. This is the neural mechanism that allows most people to automatically understand others' actions, intentions and emotions, neuroscientists believe.

But autism is characterized by difficulties with social interaction, including verbal and nonverbal communication, imitation and empathy. The new findings dramatically bolster a growing body of evidence pointing to a breakdown of the brain's mirror neuron system as the mechanism behind these symptoms.

Dysfunctional Mirror Neuron System

"Our findings suggest that a dysfunctional mirror neuron system may underlie the social deficits observed in autism," says Mirella Dapretto, lead author and assistant professor in residence of psychiatry and biobehavioral sciences at the Semel Institute for Neuroscience and Human Behavior at UCLA and the David Geffen School of Medicine at UCLA.

"Together with other recent data, our results provide strong support for a mirror neuron theory of autism. This is exciting because we finally have an account that can explain all core symptoms of this disorder," Dapretto adds.

Researchers used functional magnetic resonance imaging (fMRI) to measure brain activity in 10 high-functioning children with autism while they imitated and observed 80 photos depicting different emotions, such as anger, fear, happiness or sadness. The brain activity of 10 typically developing children also was studied while they performed the same tasks.

All of the children rehearsed the tasks prior to the fMRI scans to assure researchers they could perform the tasks. Both groups performed equally well. Normal brain activity in areas of the brain involving sight and facial movements indicated that the children with autism remained on task during the fMRI scans.

The team assessed symptom severity of each autistic child with two independent measures: the Autism Diagnostic Observation Schedule-Generic, and the Autism Diagnostic Interview.

Reduced Activity in the Emotion Centers

Unlike the typically developing children, the autistic children showed virtually no activity in the part of the brain called the pars opercularis of the inferior frontal gyrus, which has been identified as a key part of the mirror neuron system in previous research.

Importantly, the level of mirror neuron activity seen in children with autism was inversely related to symptom severity in the social domain.

Children with autism also showed reduced activity in the emotion centers of the brain, consistent with the hypothesis that this mirroring mechanism may play a crucial role for understanding how others feel and for empathizing with them.

Nicole Weaver is a health journalist for Daily News Central, an online publication that delivers breaking news and reliable health information to consumers, healthcare providers and industry professionals.