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icommunicate Guide Child Information Autism
icommunicate Guide Child Information Autism
| Autism Spectrum Disorder (ASD) in Children |
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Autism Spectrum Disorder (ASD) is a developmental disorder of the brain and can affect anyone, regardless of social status or intelligence. Autism is sometimes referred to as Pervasive Developmental Disorder (PDD) or Autistic Spectrum Disorder (ASD), and these are umbrella terms for some more specific disorders which all have many fundamental similarities, but also some subtle differences. Autism Disorder (also referred to as Kanner Syndrome or Classical Autism), Asperger Syndrome, Pervasive Developmental Disorder - not otherwise specified (PDD-NOS), Rett Syndrome, Childhood Disintegrative Disorder (Heller Syndrome) are all disorders that present with symptoms associated with autism. Prevalence and Causes Reports on the prevalence and causes of autism vary considerably, with some reports giving a prevalence of ASD at around 6 per 1000 people. A recent CNN article (2008) claimed that there are 35million people in the world who have autism. There appears to be an increase in the number of people being diagnosed, which some believe to be due to better diagnostic methods and awareness of the disorder, but many recent studies appear to be showing that there is a true increase in diagnosis. Autism is also more common in boys than girls (approximate ratio 4:1).The exact cause of autism is still unknown although growing research has highlighted a number of possible causes. Parents do not cause autism by the way they interact with their child. However, there appears to be a genetic link in some cases with brothers and sisters sometimes being on the autistic spectrum, and often other members of the family have been diagnosed with autism or display autistic behaviours. There are a number of widely reported theories which discuss food allergies/additives, vaccinations or pharmacological treatments as a possible cause (see www.icommunicatetherapy.com for more information on the possible causes of autism). It may be that some individuals are more genetically prone to acquire autism and certain environmental factors act as a trigger. Autism is not a mental illness although it was likely to have been treated as such in the past. It is not curable but symptoms may change over time and a lot can be done to help a person with autism lead a more regular life. The most important factor in outcome is early educational interventions. Autism was first described in 1943 by Leo Kanner. In 1944 Kanner renamed the disorder as Early Infantile Autism. Kanner described the main symptoms to be autistic aloofness, unable to relate to other people, and a fear of change in their environment. Hans Asperger described a similar disorder around the same time, but the children he described all had speech and language skills. Asperger Syndrome is now used to describe a particular type of autistic spectrum disorder. Unfortunately, the understanding and appropriate treatment of autism took many years to develop and a common theory for acquisition of autism was the “refrigerator mother”, where a lack of maternal warmth was blamed. Individuals with autism were often institutionalised and treatments included shock therapy, punishment, and administering LSD. More recently applied behavioural analysis and behavioural therapy has been used more successfully to treat individuals on the autistic spectrum. A better understanding of the disorder developed when, in 1979, Lorna Wing and Judith Gould proposed that individuals on the autistic spectrum generally presented with a 'triad of impairments'. See "Diagnosis" for more information about the Triad of Impairments.
Treatment There are a number of different treatments and therapies for autism, but it is important to realise that every autistic person is different, and to have a holistic view of treatment. Often a combination of treatments is better than focussing on one approach only. Prior to intervention we need to know the abilities and strengths of the individual and know how they learn new information. We must also be aware of the goals of the individual, as well as making functional goals that will allow the them to generalise their new skills.Applied Behaviour Analysis (ABA) - skills are taught by breaking tasks into small steps and working through these steps. Prompting, Shaping and Rewarding are used to motivate the individual to complete the steps. ABA can be part of a comprehensive program, or used to attempt to teach individual tasks. Using Visuals - many individuals with autism are visual learners and so the use of pictures, visual schedules and social stories with pictures can be a successful way to teach and communicate with individuals with autism. Visuals enable some non-verbal individuals with autism to initiate communication using pictures. Social Stories - developed by Carol Gray, these stories can be in word or picture form and help to show the individual how to respond in various social situations. Social skills training and groups - these groups usually work better with the higher functioning individuals with ASD, often using role play, or re-enacting situations, to help train the individual about social skills and appropriate responses. Speech and Language Therapy - most individuals with autism have some form of communication delay and many have cognitive difficulties. A speech and language therapist/pathologist will work on speech and language delay, literacy difficulties social skills, alternative forms of communication, and usually be involved in any ongoing therapy programs. Ongoing input from a speech therapist is a vital part of most autistic individual’s developmental program. Occupational therapy - occupational therapists will help individuals develop daily living skills and self care skills. Occupational therapists will also be part of certain therapy approaches such as Sensory Integration. There are a number of programmes dedicated to facilitating the communication and social skills of individuals on the autistic spectrum. Some of these programmes can be very expensive. Before embarking on any program investigate whether there is evidence based research to show that the program has merits and has actually been used successfully with other people. Make sure you discuss the programme with other parents or a Speech and Language Therapist / Pathologist to make sure it is right for your child. For a more detailed explanation of the strategies mentioned above and an overview of other programmes see our Resource Centre and Downloads Centre.
icommunicate Autism Section & Resources Individuals with Autistic Spectrum Disorders often have complex needs. At icommunicate we plan to build a comprehensive section that focuses on every aspect of these needs. Below we have listed some of the areas we will focus on. Some of the information below will have links to our Resource Centre, Download Centre or other pages with more information.
Autism
Strategies for communication
Strategies for social skills
Visual Strategies
Strategies for Behaviour
Strategies in the classroom
Language and cognitive development
Assistive Communication and Technology See our Resource Centre and Downloads Centre for additional articles, programmes and resources relating to Autistic Spectrum Disorders. You can also look at, and purchase a large variety of books relating to Autistic Spectrum Disorders, and facilitating the communication, learning, and behaviour of individuals with Autism at our Online BookShop. |
