Category: Autism

Introduction

Autism can be defined as a complex developmental disability that normally appears during the first three years of life and is as a result of a neurological disorder that affects the normal functioning of the brain. (Parker, p. 3) Researches conducted in the past indicate that biological causes are responsible for autism. The condition usually runs in families pointing towards a possible genetic cause. (Evaluating Psychological Treatments for Children with autism spectrum disorders apt.rpsych.org) Autism adversely affects the brain areas responsible for social interaction and development of communication skills. (Vitani, p. 20) Autism has presented a major huddle to social interaction by the affected individuals. This paper seeks to establish the challenges faced by these individuals, especially children while interacting with teachers, parents and peers; the psychological effects associated and the various methods used to treat or address the issue.

Challenges in social interaction

The social interaction challenges faced by children with autism are mainly due to the fact that they lack natural, built-in instincts necessary to attract other people. (Parker, p. 10) The children often dont find social interaction to be an enjoyable activity. They struggle to find comfort in the company of others. Autistic children differ from one another in many different ways. However, the difficulty in social interaction and difficulty in communication skills is present in all and is often used as a criteria identification of this condition. Many parents can sense their children are unusual as early as when the children are still infants. The infants may have a problem feeding, dislike being changed or bathed, or fuss over any change in routine. (Parker, p. 11) When the children get older the parents may begin to notice impairments in social interaction, this is one of the earliest symptoms to develop. (Evaluating Psychological Treatments for Children with autism spectrum disorders apt.rpsych.org) The child may fail to give a response when his/her name is called out or may show very little facial expression unless extremely angry upset, or happy. (Vitani, p. 15) At the age of seven to ten months, some autistic children may resist being separated from their parents or a well-known caregiver. (Evaluating Psychological Treatments for Children with autism spectrum disorders apt.rpsych.org) The infants may however show no resistance when they are picked up by a stranger. (Vitani, p. 20) Some children with this condition may appear to be very inactive, even though they offer no resistance to efforts from others to interact. This often presents a kind of disconnect while the affected child is learning and socializing with other children, others may try to initiate interaction with parents, other children and teachers, often in ways completely different from others. This strikes other children as inappropriate, or odd, further complicates the situation. (Parker, p. 43) Many autistic children do not initiate social interaction by themselves and this is an important aspect to consider in offering care or help to improve their interaction. (Parker, p. 44)

Psychological effects

The psychological characteristics presented by children suffering from autism include; no fear of danger, avoiding of eye conduct, may have difficulty expressing what they want, may prefer to be by him/herself, may exhibit inappropriate laughing and may insist on same things always. (Evaluating Psychological Treatments for Children with autism spectrum disorders apt.rpsych.org)The resistance to change is a major factor that can predispose autistic individuals to adverse psychological conditions, for instance, a divorce or family breakup can be traumatizing for them. However, Autistic children do not usually show psychological stress as a result of their condition or to reactions they receive from others by doing things differently. Psychological effects are mainly observed in parents, siblings and other people who are close to the affected child. Studies conducted indicate that psychological and emotional skills are typically enhanced in these people. (Parker, p. 30) But the risks of unfavorable impacts increase with the increase in the number of demographic disadvantages. (Parker, p. 30) This also depends on family bonds, however, it is generally accepted that the complexity level, unpredictability and the inexplicability of autism in question, underlies the risk of impaired psychological functioning within a family. (Evaluating Psychological Treatments for Children with autism spectrum disorders apt.rpsych.org)Parents of children with autism, especially mothers are more often diagnosed with high than normal stress levels. Siblings of affected individuals have a greater risk of negative wellbeing and poor relationships among (Parker, p. 32) themselves when they grow up.

Treatment for Autism

Currently there is no known cure for Autism. (Evaluating Psychological Treatments for Children with autism spectrum disorders apt.rpsych.org) The approaches used are aimed at alleviating the symptoms presented by the condition. For instance, helping the persons ability to communicate effectively, interact well with others and deal with repetitive behaviors. (Vitani, p. 17) Therapies for autistic children range from developmental, educational, psychological, pharmacological and alternative or complementary therapies. (Parker, p. 54) A number of psychologically-based interactions are indicated to improve the social interaction of children with autism. (Parker, p. 54) These include interventions designed to enhance cognitive and behavioral functioning, and those with a focus on the specific deficits associated with autism. (Evaluating Psychological Treatments for Children with autism spectrum disorders apt.rpsych.org) The behavioral approaches include; discrete trial training and pivotal response training. (Evaluating Psychological Treatments for Children with autism spectrum disorders apt.rpsych.org)The programs include wide-ranging strategies that are designed for autism, with emphasis on the reinforcement of desired behavior. (Parker, p. 56) It is important that the teacher or trainer fully understands what factors are affecting a child with autism that are making it difficult for him/her to learn. (Vitani, p. 27)

Works cited

1. Evaluating Psychological Treatments for Children with autism spectrum disorders. apt.rcpsych.org. 2010.
2. Parker, Randall. Supporting the Families of Children with Autism. New York: Wiley, 1999. Print
3. Vitani, Reiter. Inclusion of Pupils with Autism. Developmental disorders (2007): 11(4) 321-333.

Introduction

Autism spectrum disorder (ASD) is a neurodevelopmental disability characterized by social interaction issues, restriction of interests, and repetitive behaviors. According to recent studies, the disorder prevalently manifests among children: approximately 2% of children acquire ASD in the United States (Shaw et al., 2020). Therefore, earlier identification of the disorder may have potential benefits, leading to early intervention. The subsequent usage of the applied behavior analysis (ABA) and the correlated techniques can be efficient for the ASD-attributed delays. However, the patients condition is not the only problem that comes with the disorder: it may also significantly affect family members, especially if they are involved in the caregiving and treatment. ASD affects not only its primary target but also their family members, and all victims of the disorder may significantly benefit from its early identification, applied behavior analysis, behavioral programs, and community sources.

Early Identification and Community References

As mentioned previously, ASD primarily manifests in children of early age, mainly in infancy. According to Shaw et al. (2020), every 64th child in the United States acquires ASD at the age of 4, and 84% of them usually have their first evaluation at the age of less than 3. The primary benefits of early identification of the disorder include earlier diagnoses, evidence-based interventions, and, most importantly, improved developmental outcomes. Many comprehensive evaluations that contribute to the early identification of ASD come from community sources, such as general pediatric healthcare facilities, special education programs, and community professionals (Shaw et al., 2020). Thus, early identification of ASD is a critical aspect of the disorders treatment that the community can positively influence.

Applied Behavior Analysis and Behavioral Programs

Another beneficial method involved in the treatment of autism is called applied behavior analysis, or ABA, which is usually implemented with the help of assistive technologies. ABA presents an evidence-based, scientifically supported treatment for the behaviors related to ASD (Alves et al., 2020). ABA consists of different dimensions, which can significantly improve the subjects condition. For instance, the analytical dimension involves obtaining a guarantee that the proposed intervention will change a patients behavior, and the technological dimension provides a clear description of the procedure for therapists (Alves et al., 2020). The procedure mainly involves naturalist behavioral programs intended to improve attention, social behavior, communication, and other skills.

Family Involvement

Nevertheless, the child who has acquired the disorder is never the only person affected by it  ASD also impacts family members and their internal relationships with each other and the child. According to Estes et al. (2019), family members play a central role in addressing the needs of young children with ASD, including implementing and supporting early intervention. (p. 1). That role primarily concerns parents as they are the childs primary caregivers, making them directly experience all the impacts of the disorder and clinical interventions. Parents usually form a family-professional partnership, interacting with healthcare providers and teachers involved in the educational systems for the children with ASD.

Conclusion

Overall, ASD affects many people aside from its primary target, emphasizing the significance of early identification, applied behavior analysis and behavioral programs, and assistance from community sources. Autism is a severe neurodevelopmental disorder that can have many negative consequences if not identified and treated in time, which is why the involvement of family, teachers, and the community may be an essential factor. Although there are much scientific evidence and well-supported treatment methods, further research on ASD should be promoted to help people deal with the disorder as efficiently as possible.

References

Alves, F. J., De Carvalho, E. A., Aguilar, J., De Brito, L. L., & Bastos, G. S. (2020). Applied behavior analysis for the treatment of autism: A systematic review of assistive technologies. IEEE Access, 8, 118664-118672.

Estes, A., Swain, D. M., & MacDuffie, K. E. (2019). The effects of early autism intervention on parents and family adaptive functioning. Pediatric Medicine, 2(21), 1-14.

Shaw, K. A., Maenner, M. J., & Baio, J. (2020). Early identification of autism spectrum disorder among children aged 4 years  Early autism and developmental disabilities monitoring network. MMWR Surveillance Summaries, 69(3), 1-11.

Health is one of the most valuable attributes for humans, and they tend to be curious about it. Nowadays, using the Internet seems easier than consulting a specialist, so many people are exposed to unfiltered information. Some of it might include false claims, which are further perpetuated by conspiracies. A popular one concerns the relationship between autism and vaccination, suggesting that the latter causes the former. Although the claim is relatively old, it continues to make parents doubt whether they should vaccinate their children, and the hesitation may be fatal, especially during the pandemic.

The claim suggests that certain elements of the MMR vaccine, which targets such diseases as measles, mumps, and rubella, increase the risk of autism. The idea was initially reported by Dr. Wakefield, who linked the two, and the U.S. Centers for Disease Control and Prevention seemingly withheld the information, which is revealed in a documentary (Vaxxed, n.d.). The claim became widespread, and Vaccine Liberation (2019) also draws a connection, claiming that vaccination is responsible for the rise of autism and suggesting that rubella, which is the composite part of the MMR vaccine, causes it. ThinkTwice (n.d.) supports Wakefield and provides parents accounts of changed children. According to Lord (2017), who is the administrator of the Vaccine Resistance Movement website, vaccines are toxic, containing such elements as aluminum, and cause ear infections, subsequently leading to autism. Apparently, it happens due to the component being a neurotoxin, which infiltrates the nervous system through the inner ear (Lord, 2017). Additionally, Dr. Zimmerman believes that the MMR vaccine can be responsible for autism in select cases, linking it with mitochondrial dysfunction (Autism Eye, 2019). Thus, the claim is well-established and has dubious academic evidence.

Many studies suggest otherwise, directly debunking Wakefields study and derivatives misconceptions. For instance, DeStefano and Shimabukoro (2019) provide an extensive review of the evidence indicating that MMR vaccination is not connected with autism, including high-risk children from families with autistic siblings. Wimberley et al. (2018) investigated the connection between ear infections and autism, discovering that it might exist, but the use of vaccines or antibiotics is unlikely to have a synergetic effect. According to Hutton (2016), rubella can cause autism, including those who undergo vaccination, but the vaccine itself, which uses the virus, is not associated with it and, conversely, contributes to its decreased risk. Principi and Esposito (2018) studied the issue of aluminum in vaccines, which is used to enhance their efficacy, and found no association with neurotoxicity claimed by Lord, although other concerns may exist. Regardless, the MMR vaccine does not contain the element exclusively. Lastly, while researchers suspect that autism may be linked with mitochondrial dysfunction, the findings are still insufficient to prove that a vaccine connection exists (Hollis et al., 2017). Thus, scientific evidence refutes the claim and the presumed danger of the MMR vaccines elements.

A healthcare professional should be educated on the recent developments in the field and always double-check if they are unsure about something. Failing to do so may result in medical errors and decrease quality of care, threatening a patients life (White, 2021). Besides the issue of safety, new evidence is likely to indicate novel approaches, including treatment and medicine, leading to improved outcomes, which should be adopted as soon as possible (Stanik-Hutt, 2011). Even being updated on ongoing research is beneficial; for instance, an HIV vaccine is in development, which can potentially save millions of lives and give hope to those who are in risk groups (Hosseinipour et al., 2021). An unaware professional may offer the outdated picture and produce the opposite effect on a patient, instilling fear in them due to their condition. Having up-to-date health information in ones office is also important, and it concerns various pamphlets, books, and other materials used by the professional and the patients (Flaherty & Kaplan, 2016). Otherwise, some medicine might be unavailable at best, and certain points could be harmful at worst. Overall, remaining current facilitates patient safety and improves health outcomes.

New diseases appear frequently, and some may pose a danger to the entire world. However, old misconceptions can cause hesitation in people, which is evident in the reluctance to vaccinate oneself against COVID-19 due to a false claim. On the one hand, it is understandable why it became widespread, as the attitude towards autism is still awkward, with parents inclined to believe the condition is caused by external factors and can be reversed. On the other hand, multiple studies from various countries throughout the years have disproved the claim, and vaccine-related FAQs, along with autism organizations, tend to highlight the fact. Although some associations spread by the conspiracy websites are true and confirmed by legitimate research, they are likely to be distorted to fit the agenda. In the ocean of misinformation, it is crucial for a healthcare specialist to remain current and constantly check new developments in their field as data becomes obsolete at a faster rate. One should not view it as a nuisance because a patients life and wellbeing may be at stake.

References

Autism Eye. (2019). Doctors says vaccines may cause autism. Web.

DeStefano, F., & Shimabukuro, T. T. (2019). The MMR vaccine and autism. Annual Review of Virology, 6(1), 585-600.

Flaherty, M. G., & Kaplan, S. J. (2016). Health information: Print materials assessment in public libraries. Reference Services Review, 44(2), 163-177.

Hollis, F., Kanellopoulos, A. K., & Bagni, C. (2017). Mitochondrial dysfunction in Autism Spectrum Disorder: Clinical features and perspectives. Current Opinion in Neurobiology, 45, 178187. Web.

Hosseinipour, M. C., Innes, C., Naidoo, S., Mann, P., Hutter, J., Ramjee, G., Sebe, M., Maganga, L., Herce, M. E., deCamp, A. C., Marshall, K., Dintwe, O., Andersen-Nissen, E., Tomaras, G. D., Mkhize, N., Morris, L., Jensen, R., Miner, M. D., Pantaleo, G., & HVTN 111 Protocol Team (2021). Phase 1 Human Immunodeficiency Virus (HIV) vaccine trial to evaluate the safety and immunogenicity of HIV subtype C DNA and MF59-adjuvanted subtype C envelope protein. Clinical Infectious Diseases, 72(1), 50-60.

Hutton, J. (2016). Does rubella cause autism: A 2015 reappraisal? Frontiers in Human Neuroscience, 10, 25.

Lord, J. (2017). VRM: Vaccine toxicity  Middle ear infections and autism. Vaccine Resistance Movement.

Principi, N., & Esposito, S. (2018). Aluminum in vaccines: Does it create a safety problem? Vaccine, 36(39), 5825-5831. Web.

Stanik-Hutt, J. (2021). Translation of evidence for improving clinical outcomes. In K. M. White, S. Dudley-Brown, & M. F. Terhaar (Eds.), Translation of evidence into nursing and healthcare (pp. 77-102). Springer Publishing Company

ThinkTwice. (n.d.). MMR (measles, mumps and rubella).

Vaccination Liberation. (2019). Autism, MMR article index and reversing autism.

Vaxxed. (n.d.). About.

White, K. M. (2021). Translation of evidence for improving safety and quality. In K. M. White, S. Dudley-Brown, & M. F. Terhaar (Eds.), Translation of evidence into nursing and healthcare (pp. 103-124). Springer Publishing Company.

Wimberley, T., Agerbo, E., Pedersen, C. B., Dalsgaard, S., Horsdal, H. T., Mortensen, P. B., Thompson, W. K., KöhlerForsberg, O., & Yolken, R. H. (2018). Otitis media, antibiotics, and risk of autism spectrum disorder. Autism Research, 11(10), 1432-1440.

New and Interesting Information

During my research on autism in this course, I was surprised to learn that autistic people often identify patterns that others may overlook or fail to identify. For instance, some children with autism have an innate ability to code software, understand complex systems and perform intricate calculations. This detail sparked my interest because it showed me the unique strength of individuals living with autism (Kearney & Trull, 2015). Through further study, I have come to understand that this aptitude is driven by the fact that those with autism often have an intense attention to detail and can detect recurring patterns. In addition, they can get insights from data more efficiently than those without the disorder. These facts captured my attention because understanding these facts has offered me insight into a new perspective on the disorder and improved my appreciation for autistic individuals.

Emotional Response to Content

Among the key aspects of the information, I have read about the difference in the prevalence of autism between boys and girls. Based on this information, boys are more likely to be diagnosed with autism than girls, suggesting that there may be gender differences in how autism presents itself and how it is managed (Kearney & Trull, 2015). This discrepancy highlights the importance of further research into the relationship between gender and autism, including the possible involvement of various genetic, environmental, and physiological factors. By understanding these elements, we may be better equipped to diagnose and treat this condition more effectively.

My emotional response to the fact that boys are five times more likely to be autistic than girls was distress. This is due, in part, to the fact that it emphasizes a noticeable disparity between genders regarding certain neurological disorders. Unfortunately, the prevalence of diagnoses in young boys is disheartening as it suggests that there are certain challenges that those on the autistic spectrum may face in childhood and beyond that do not apply to their female counterparts. It can also put into perspective just how often these conditions manifest  particularly in male-identifying individuals  and how little attention they may receive compared to other neurodiverse traits or disabilities (Anderson, 2020). While I do not take away from the prevalence or importance of pediatric autism among females, I feel disheartened by such an extreme difference in severity. To ensure the best outcomes possible for everyone living with autism, regardless of gender, further research into these disparities is required to ensure proper support systems are in place.

Most Challenging Material

One of the most challenging aspects of understanding autism has been discerning which information is valid and relevant in informing my views. There is an abundance of material available to learn from, with varying degrees of accuracy, so it is important to differentiate between reliable and inaccurate sources. I also found it difficult to distinguish between abstract concepts like theory of mind and tangible aspects such as issues with communication. Using a multi-disciplinary approach, including research-based findings to make sense of the complexities, has been key in understanding autism on an informed basis.

Impact on Future Outlook and Practice

Understanding the concept of autism will affect my profession in the future and influence my perspective on the condition and people living with it. Firstly, it can help to understand another persons struggles or differences, enabling empathy. The most compelling change in perspective is a closer examination of behavior, looking for patterns and links, such as challenging situations that may provoke negative responses (Wintler et al., 2020). On the other hand, it might result in positive reinforcements that can help calm a person with autism. Additionally, this understanding can better equip us to navigate helping those on the spectrum, if needed  becoming more aware of specific behaviors and developing strategies to proactively support them in the future. In all cases, a greater understanding of autism may allow us to truly appreciate the manifestation of different kinds of minds and brains.

Furthermore, understanding autism can provide me with great insight into my chosen future profession. Being aware of and knowledgeable about the characteristics and needs of those living with autism can help me to better serve them in whatever field I enter, whether it be healthcare, teaching, or social work. I will be more adept at recognizing specific behavioral patterns, shaping my client care approach to effectively meet their needs, and managing challenging behavior (Wintler et al., 2020). Greater awareness of autism will also enhance my ability to form meaningful connections with those I serve, developing authentic relationships based on understanding and respect. Finally, understanding autism is an essential asset for myself and society, whose mission is to support and empower those living with the condition.

Recommendations for Future Teaching on Subject

The components of teaching autism make it a perfect course to remain in the future curriculum. Focusing on subjects such as neurobiology and psychopharmacology will help equip educators, healthcare professionals, and others with the knowledge they need to work with people of all ages who have autism spectrum disorder. Understanding evidence-based practices for behavioral interventions is also a key aspect of teaching autism (Ferguson et al., 2019). From an experiential standpoint, the course may include working with people diagnosed with ASD in applied settings or exposing students to the most current research from the literature. All these topics are essential for a comprehensive understanding of autism, and I would highly recommend keeping this course available for further learning.

Given the interdisciplinary nature of autism and the range of research being conducted by various branches of science, I would suggest that there is a need to curate or synthesize existing information before it is incorporated into the course. There are various sets of beliefs, theories, and facts related to autism that may be appropriated depending on the context and conditions in which they are presented. Additionally, opinions should be supported with robust research evidence to avoid perpetuating false information (Ferguson et al., 2019). It is also important to remove redundant or outdated material from the curriculum and include inclusive content reflecting current perspectives within this field. In short, I believe it is essential that attempts provide comprehensive and up-to-date knowledge about autism take place in order to ensure accurate representation and exchange of reliable data.

In conclusion, the course I took in studying autism has been a fascinating journey that has given me insight into the nuances of the subject and its multifaceted disorder. In addition to gaining a deeper understanding of the disorder, I have also obtained some useful strategies for interacting with people on the autism spectrum. I am grateful for all that I have learned from this course and find myself well-prepared to continue my exploration into the complexities of autism.

References

Anderson, L. (2020). Schooling for pupils with autism spectrum disorder: Parents perspectives. Journal of Autism and Developmental Disorders, 50(12), 43564366. Web.

Ferguson, J., Craig, E. A., & Dounavi, K. (2019). Telehealth as a model for providing behavior analytic interventions to individuals with autism spectrum disorder: A systematic review. Journal of Autism and Developmental Disorders, 49(2), 582616. Web.

Kearney, C., & Trull, T. J. (2015). Abnormal psychology and life (2^nd ed.). Cengage Learning.

Wintler, T., Schoch, H., Frank, M. G., & Peixoto, L. (2020). Sleep, brain development, and autism spectrum disorders: Insights from animal models. Journal of Neuroscience Research, 98(6), 1137-1149. Web.

Introduction

Children with autism often suffer from a lack of social integration and fail to engage meaningfully with their peers. Peer-mediated intervention is a prominent technique for developing social skills and fostering involvement in children suffering from autism. Such children usually have fewer social connections, especially in the school environment, which leads to detachment and further aggravation of disorder symptoms. Peer-mediated intervention (PMI) is reported to have a positive influence on social engagement, verbal and non-verbal communication in people with autism due to the availability of peers and the help with forming socially-accepted behaviors. Since PMI can help address these social difficulties of children, it is paramount to review scientific evidence to reveal the patterns for practical application. The present study undertakes the task of reviewing 18 studies connected with peer-mediated interventions aimed at young children with autism and assessing the effectiveness of this method.

Literature Review

Katz and Girolametto (2013) studied the effectiveness of PMIs in children with autism. The methodology presupposed 4 specialists to train 6 peers to interact with 3 children with autism spectrum disorder (ASD) aged 4 and 5. All three ASD subjects were subject to an 11-month intervention separately to create groups and assess the effectiveness of the measure. The results demonstrated an increase in frequency and quality of social engagement among subjects. Furthermore, participants with ASD retained their social skills after the test and demonstrated additional improvements.

Owen-DeSchryver, Carr, Cale, and Blakeley-Smith (2008) focused on assessing the effects of PMI in a sample of slightly older participants with ASD. Groups included two students from second grade and one from fourth grade. Psychologists trained certain peers to increase the quality of assessment. Peer training included three 30-45-minute-long sessions. The data collection period lasted 3 to 6 weeks. As a result, students with ASD started initiating social interactions more frequently in intervention groups. However, in groups with untrained peers, there were also signs of improvement.

The study by Oppenheim-Leaf, Leaf, Dozier, Sheldon and Sherman (2012) focused primarily on teaching normally developing peers to interact with ASD children. The authors selected three peers aged 4-6 taught by a single instructor to tutor and play with three children with autism. The teacher used role-play techniques to make peers aware of the needs of the children with ASD. The produced results indicated an increase in positive interactions between children and a decrease in negative ones. Among positive authors named invitation to play or initiating sharing. Negative was a refusal to play or share.

Another study was done by Harrell, Kamps, and Kravits (1997) prioritized investigating the impact of peer networks on the length of interaction and communication in students with ASD. The study selected three participants with ASD to interact with five of their peers to practice receiving and giving game instructions, complementing, and speaking activities. All peers received training in the amount of two 30-minute-long courses. As a result of the intervention, students with ASD demonstrated an increased length of interaction and increased the expressiveness of their speech.

Schmidt and Stichter (2012) investigated the use of PMIs to increase the generalization of social skills among adolescents in order to enhance life quality for their peers with autism and Aspergers syndrome. The study was conducted with participants aged 11 to 14. Two response and initiation training sessions were administered to normally developing students. The results showed that peer-mediated proximity and peer-mediated initiation both contributed to the development of the necessary social skills in peers.

Betz, Higbee, and Reagon (2008) aimed to assess the usefulness of joint activities for increasing the social engagement of children with and without autism. The sample included three children with autism and three normally developing ones divided into 3 pairs. Results showed that in all three pairs the length of joint activities and frequency of joint gaming sessions without additional prompting.

Harper, Symon, and Frea (2008) aimed to assess the significance of Pivotal Response Training on improving social skills and quality of interactions in children with autism. The sample was comprised of two schoolchildren (8 and 9 y/o) diagnosed with autism. Each student was engaging in gamified training with three peers. The results indicated that naturalistic PMIs were able to increase the social activeness of children with ASD and sustain the changes after the intervention.

Koegel et al. (2012) assessed the effect of creating opportunities for social engagement in the form of unstructured events on the development of social skills in children with autism. The study was conducted on three participants of 11, 13, and 14 years old. Social clubs in which the children with ASD learned to invite peers and communicate with them within 40 sessions showed positive results. The level of engagement rose by 80-100% in all three groups and the effect was retained with no intervention.

Trembath, Balandin, Togher, and Stancliffe (2009) aimed to assess the effectiveness of peer-mediated naturalistic teaching for preschool students with ASD. Within the study scope, three groups of students (each child with ASD engaged with 2 peers) were participating in gaming activities. All groups utilized speech-generating devices for communication. As a result of PMIs which lasted for 30 sessions, social skills and engagement levels increased in all 3 students, yet only one of them maintained the result.

Garfinkle and Schwartz (2002) designed their study to measure social interaction in children with autism after the participation of the latter in inclusive classrooms. Four participants with autism were divided into four groups where they communicated with equal-age children and engaged in joint activities with no structure. As a result of the intervention, the researchers recorded an increase in the number of interactions and proximity to peers.

Banda and Hart (2010) aimed to investigate the effectiveness of direct instructions on peer-to-peer participation and engagement. In the course of study two elementary students with autism engaged in free-form activities with trained peers. The training lasted 5 minutes in 4 sessions. As a result of the intervention, the two participants demonstrated an increased frequency of initiations, sharing, and responses. The said variables were not assessed post-intervention.

Petursdottir, McComas, McMaster, and Horner (2007) aimed to study the effectiveness of scripted peer-mediated reading activities on preschool children with ASD in a free-play environment. The study collected data from free-play sessions with one participant and three same-aged peers who were previously instructed to engage with the participant. The measuring tool was a Likert-scale test administered to teachers who were in the same room during sessions. The results showed that no change in social skills or engagement was observed in the behavior of a child with autism by the results of the test.

Laushey and Heflin (2000) aimed to research the effect of peer tutoring on the development of social skills in preschool students. Two students with ASD were playing in pairs with normally developed peers. The latter were instructed to share, engage and communicate with the mentally-challenged partners. The results captured the increased frequency and length of interactions. The increase constituted up to 100%. The follow-up study indicated post-kindergarten retention of the trends.

Thiemann and Goldstein (2004) researched the effects of two PMIs such as training, and written text treatment on the demonstration and development of social skills in children with ASD and Pervasive developmental disorder. The sample was comprised of five mentally-challenged school-aged children. Each of the five children was interacting with two peers who were previously trained by oral instructions or written text. Engagement included educational and leisure activities. Four sample students out of 5 demonstrated better involvement in discussion, more frequent responses, and retained the skills after the sessions.

Trottier, Kamp, and Mirenda (2011) aimed to study Peer-mediated use of speech-generating devices (SGD) in order to enhance social skills in students with autism. Each of the two participants with ASD was grouped with three peers and measured during their game activities with the support of SGDs. The peers were previously taught to instruct the rules of games and either engage or not engage in conversations first. Each of the students with autism demonstrated an in the number of initiated communicative acts.

Johnson (2016) aimed to analyze the experiences of the peer tutors aged 13-18 who worked with students suffering from mental disabilities. The study analyzed the other side of the peer-disabled student relationships. The results indicated that most of the students (50-80%) gained certain benefits in the form of engaging with others, helping others. The study also identified that the benefits of the tutee can be extended to the tutor.

Kamps, Dugan, Potucek, and Collins (1999) examined how peer networks affect the ability of the students with disabilities in higher grades to become tutors for students with disabilities in the first grade. The target students were taught to teach words, interact, share, etc. As a result of multiple baseline-intervention shifts, the researchers were able to document social engagement and academic performance in all groups increased.

DiSalvo & Oswald (2002) researched different peer-mediation techniques including networking and situation manipulation, integrated environment, etc. in relation to their effect on children with autism. The researchers have found that all of the PMIs result in some form of improvement of social skills or engagement. In addition, most of the techniques resulted in post-intervention retention of the social skills.

Conclusion

The review included 18 articles on Peer-mediated interventions for young children with autism. The data of all studies except one suggested that such interventions help children of the majority of age groups from 4-14 develop and implement social skills, increase the frequency of initiated engagements, quality and quantity of responses, and other characteristics. Moreover, many studies indicated that children with autism tend to retain their skills after the sessions. The present literature review revealed that most of the studies utilized one to five students with ASD to measure the effectiveness of PMIs. This might be the gap that needs to be addressed in further studies that can include larger samples. In addition, certain studies used controlled environments where teachers were present in the classroom. This also might have undermined the accuracy of the data.

References

Banda, D. R., & Hart, S. L. (2010). Increasing peertopeer social skills through direct instruction of two elementary school girls with autism. Journal of Research in Special Educational Needs, 10(2), 124-132.

Betz, A., Higbee, T. S., & Reagon, K. A. (2008). Using joint activity schedules to promote peer engagement in preschoolers with autism. Journal of Applied Behavior analysis, 41(2), 237-241.

DiSalvo, C. A., & Oswald, D. P. (2002). Peer-mediated interventions to increase the social interaction of children with autism: Consideration of peer expectancies. Focus on Autism and Other Developmental Disabilities, 17(4), 198-207.

Garfinkle, A. N., & Schwartz, I. S. (2002). Peer imitation: Increasing social interactions in children with autism and other developmental disabilities in inclusive preschool classrooms. Topics in Early Childhood Special Education, 22(1), 26-38.

Harper, C. B., Symon, J. B., & Frea, W. D. (2008). Recess is time-in: Using peers to improve social skills of children with autism. Journal of Autism and Developmental Disorders, 38(5), 815-826.

Harrell, L. G., Kamps, D., & Kravits, T. (1997). The effects of peer networks on socialCommunicative behaviors for students with autism. Focus on Autism and Other Developmental Disabilities, 12(4), 241-256.

Johnson, K. L. (2016). Benefits of peer tutoring students with disabilities in a secondary school setting. Web.

Kamps, D. M., Dugan, E., Potucek, J., & Collins, A. (1999). Effects of cross-age peer tutoring networks among students with autism and general education students. Journal of Behavioral Education, 9(2), 97-115.

Katz, E., & Girolametto, L. (2013). Peer-mediated intervention for preschoolers with ASD implemented in early childhood education settings. Topics in Early Childhood Special Education, 33(3), 133-143.

Koegel, R. L., Fredeen, R., Kim, S., Danial, J., Rubinstein, D., & Koegel, L. (2012). Using perseverative interests to improve interactions between adolescents with autism and their typical peers in school settings. Journal of Positive Behavior Interventions, 14(3), 133-141.

Laushey, K. M., & Heflin, L. J. (2000). Enhancing social skills of kindergarten children with autism through the training of multiple peers as tutors. Journal of Autism and Developmental Disorders, 30(3), 183-193.

Oppenheim-Leaf, M. L., Leaf, J. B., Dozier, C., Sheldon, J. B., & Sherman, J. A. (2012). Teaching typically developing children to promote social play with their siblings with autism. Research in Autism Spectrum Disorders, 6(2), 777-791.

Owen-DeSchryver, J. S., Carr, E. G., Cale, S. I., & Blakeley-Smith, A. (2008). Promoting social interactions between students with autism spectrum disorders and their peers in inclusive school settings. Focus on Autism and other Developmental Disabilities, 23(1), 15-28.

Petursdottir, A. L., McComas, J., McMaster, K., & Horner, K. (2007). The effects of scripted peer tutoring and programming common stimuli on social interactions of a student with autism spectrum disorder. Journal of Applied Behavior Analysis, 40(2), 353-357.

Schmidt, C., & Stichter, J. P. (2012). The use of peer-mediated interventions to promote the generalization of social competence for adolescents with high-functioning autism and Aspergers Syndrome. Exceptionality, 20(2), 94-113.

Thiemann, K. S., & Goldstein, H. (2004). Effects of peer training and written text cueing on social communication of school-age children with pervasive developmental disorder. Journal of Speech, Language, and Hearing Research, 47(1), 126-144.

Trembath, D., Balandin, S., Togher, L., & Stancliffe, R. J. (2009). Peer-mediated teaching and augmentative and alternative communication for preschool-aged children with autism. Journal of Intellectual and Developmental Disability, 34(2), 173-186.

Trottier, N., Kamp, L., & Mirenda, P. (2011). Effects of peer-mediated instruction to teach use of speech-generating devices to students with autism in social game routines. Augmentative and Alternative Communication, 27(1), 26-39.

Introduction

Autism, a pervasive development disorder that appears early in life and involves a lack of many basic skills is a grave matter of concern in the health care field. The prevalence of Autism among children is high with six in a thousand kids being autistic.

If diagnosed early such children can be trained to develop social and communication skills and build up the ability of self-care. This is a major issue associated with Autism since many parents fail to recognize the disorder and provide early interventions. This paper attempts to understand Autism as a health care issue by studying deeply its causes, characteristics, conditions, treatment options, and who can live with it. Such an understanding can pave the way to seek remedy for this disorder and will be a solace for many autistic children and their parents.

What is Autism

Autism is a development disorder that manifests as a result of impairment in the brain system or nervous system which is characterized by extreme aloneness, lack of proper communication, and repetitive behavior. Children with autism begin to show these signs before they are three. The problems associated with this disorder are multi-dimensional; it affects the social life and communication skills of children badly and they show behavioral problems such as repetitiveness, resistance to change, ritualistic behavior, and self-injury. Nearly 75% of children with autism also have some degree of mental retardation. (Pervasive development disorder, 2009).

Autistic childrens responses to sensations may not be normal. For example, a child who sees a man smiling may not understand that the man is smiling because he is happy. Also, the childs ability to relate to people or incidents may be minimal. People with autism often repeat some words or phrases. This phenomenon is called echolalia. Autism is called a spectrum disorder because the symptoms may vary greatly from mild impairment in social functioning to severe behavioral problems. Boys are affected more by Autism. It is estimated that nearly 80% of those affected by Autism are boys. (What is autism, (n.d.)).

Causes of Autism

The root cause of Autism is still unknown. Many believe that Autism has a genetic cause though a specific gene has not yet been identified. Some people think that there is some predisposing factor in the children that trigger Autism. Because we have a very complicated brain, it is hard to identify the precise cause of Autism. It is found that the Autistic children have a problem with some of the cells in the brain and the neurotransmitters (the chemical messengers that connect neurons) especially those associated with communication, emotions, and senses, the cause of which is not fully known. (Autism, 2009).

Some recent studies have pointed to oxytocin, a hormone produced by the pituitary gland that is associated with social behavior, playing a major role in Autism. (Arnold, 2009).

It is also believed that a combination of several factors such as food allergy and environmental toxins causes Autism. The notion that Autism is caused by poor parenting is not supported by studies.

Treatment

There is no total cure for autism. But if provided with appropriate treatment and education, many autistic children can make some adaptation to their environment and develop accordingly. The better option for children is allowing them to live with their families rather than confining to an institution. There is no standard treatment method for Autism. Hence an individual treatment plan is necessary to meet the needs of a particular child.

A combination of different treatment methods such as behavior modification, occupational therapy, speech therapy, biomedical therapy, and physical therapy is found to be more effective than adopting a particular one. Occupational therapy helps the child to improve self-care and attain some degree of independence. It also teaches some basic skills needed for daily living such as brushing teeth or bathing.

Physical therapy helps him to control his movements. Autistic children often find communication through words very difficult, so providing speech therapy and communication therapy helps them to communicate using pictures, objects, or activities. An important means in the treatment is behavior modification therapy that can be used to treat repetitive or aggressive behavior. Behavior therapy involves giving clear instructions to children, encouraging them through immediate praise and reward, and increasing the complexity of reinforced behavior. (Health encyclopedia- diseases and conditions, 2009).

In some cases, medication is also used to treat mood changes, seizures, hyperactive behavior, etc. though these medicines cannot cure Autism as such. Early intervention is very important in the treatment of Autism. Experts believe that if these therapies start as early as possible the long-term outcome would be much better. Studies have shown that vitamin B, magnesium (improves the effects of vitamin B), and cod liver oil supplements (which contain vitamins A and D) may improve behavior, eye contact, attention span, and learning in autistic patients. (Autism: Treatment, prognosis, 2009).

Living with Autism

Some people with mild Autism can become independent adults who can live on their own. Community-based rehabilitation can be given to a majority of Autistic patients and this will help them to receive necessary supervision in their adulthood also. But more serious patients always need some help from others. They will want to have lifelong assistance from others. But with the support and understanding of professionals and family members, these people can attain some degree of success in life.

Conclusion

A deeper understanding of Autism as a health care issue would help those people interested in providing solace to suffering a lot. Autism is a growing concern for experts in the field of child health. This attempt to study the problem of Autism will change ones outlook towards the patients  they are just normal people with Autism.

Reference

Autism. (2009). Kids Health. 

Arnold, J. (2009). Recent studies show autism is growing. Ezine Article. 

Autism: Treatment, prognosis: Dietary Modifications. (2009). Neurology Channel. Web.

Health encyclopedia- diseases and conditions. (2009). USA Today. Web.

Pervasive development disorder: Autism. (2009). Medicine Net. Web.

What is autism: General information and frequently asked questions by Indian parents. (n.d.). Action for Autism & Open Door. Web.

Introduction

In recent years, peer tutoring has been widely adopted as a method of helping children with autism disorders to develop basic communication skills. As the name suggests, in peer-tutoring, use is made of peer mates to help a targeted learner develop necessary skills.

Therefore, through games and other forms of interaction with his/her peers, a child with autism disorders is able to develop in his/her areas of deficiency. The aim this study was to investigate the positive impacts that are obtained as a result of teaching basic communication skills to children with autism disorders through peer-tutoring.

Methodology

To test the research question, the researcher will study a sample of ten second grade students with autism disorders in an inclusive educational setting. A range of activities that have been designed to enhance basic communication skills of the children with autism disorders will then be initiated in a peer-tutoring set up. Importantly, all efforts will be made to ensure that all the activities are as free from compulsive initiations as possible.

It will therefore be important to observe data without interfering with the natural interactions between students with autism disorders and their normal counterparts. Moreover, although tutors will encourage the interactions between the children with autism disorders and their normal counterparts, they will restrain from the interactions as much as possible.

The researchers interest is to observe the rate of natural initiations from each of the students that is participating in the study and how the students with autism disorders reacted to initiations from their normal counterparts during play times. The study covered a period of five months during which occasional observations were made during play times. Among the ten students with autism disorders that had been chosen for the study, five (four boys and one girl) were trained basic communication skills by their peers while the rest were not.

Participants

A sample of ten children with autism disabilities were included in this study. All of these participants were second grade children learning in an inclusive school. Two of these children with autism disorders were girls while the rest were boys.

All of the above sample had been diagnosed with one form of autism by a group of four psychiatrists that had had been noting their condition three months before the study. While eight of the participants had autistic syndrome, two had Aspergers syndrome. The group of peer trainers that participated in this study included classmates/age mates of the sample participants.

Measures

It will be useful for the observer, a clinical psychologists, to stay as far as possible from the scene of interactions between the learners in order to obtain accurate data. While teachers were employed to identify groups of normal students that will interact with each of the learners with autism disorders, they encouraged natural interactions among the learners as much as possible.

Two important parameters that would be measured by the observer includes the number of initiations from each of the play mates that will be directed towards the children with autism disorders, and the number of responses from each of the students with autism disorders; as a result of initiations from playmates.

Procedure

As it has been described earlier, the study consists of ten participants with five being used as a test sample; hence, five students in the sample did not actively participate in the experiment. In carrying out this study, a teacher will identify a group of four students that will be encouraged to play and interact with each of the five students with autism disorders during play times.

During these play time interactions, normal learners educating their counterparts with autism disorders will be instructed to initiate some activities like greetings by hand while free to participate in any other kinds of natural interactions that would arise. Interactive sessions included activities such as playing with balls, greeting each other by hand, playing with toys, among others.

All of the activities that have been mentioned above were carried out within the school compound. During interactions, a clinical psychologist collected relevant data for the study from a position that could not interfere with ongoing activities during the study.

After a period of two months whereby a group of five students with autism disorders had actively been trained by their normal classmates to learn basic communication skills, the rest of the sample was exposed to the same setting of interacting with their normal classmates at play times. Data was then collected from both parts of the study sample.

Plan of Data Analysis

The main aim of this research is to outline the positive impacts that result from helping learners with autism disorders develop basic communication skills through per tutoring. To go about this study, the researcher divided a sample of ten students into two groups that consisted five students each. While one group was peer-tutored, the other one was not; hence, enabling the researcher to differentiate positive outcomes that are accrued as a result of peer-tutoring.

In collecting data, the researcher is interested in noting the rate of natural responses that result from students with autism disorders that have been exposed to peer-tutoring. Such a result was obtained by dividing the number of responses observed from children with autism disorders by the number of initiations from their normal peers during all the observed sessions. Other things that were observed during the study include the level of confidence that was developed in such learners (Autism) as a result of peer-tutoring.

Results

Table Of Responses From Peer Trained Children

Table of responses from non peer trained students

As it can be observed from the tables above, a higher rate of average responses (resulting from initiations by their peer trainers) from children with autism disorders was observed; as opposed to observations made from untrained children with autism disorders. Moreover, It was observed that those children that had been peer-tutored children in the study were able to greet their play mates, and even maintain an eye contact (Indicating confidence) during interactive sessions.

Explanation

As it has been observed, the sample of children that underwent peer training displayed a number of positive outcomes. By improving on their average number of responses from their normal classmates, it can be showed that peer-tutoring is helpful in promoting the social and communication skills of children with autism disorders. Such an observation has been made from a range of other studies including the one that was carried out by Harper Blauvelt.

Importantly, as it was seen here, targeted children (with autism disorders) were able to learn how to greet their playmates and even request for things as their confidence and abilities increased as a result of peer-tutoring. Therefore, this study can be used to reinforce the common observation that peer-tutoring is helpful in promoting the social and communication abilities of second grade learners with autism disabilities.

Limitations

As it can be seen, the sample that was used in the above study is relatively small (10) to come up with a more convincing conclusion. Such a direction resulted from a limitation in time and resources for the above study. In measuring responses from the children with autism disorders in the above study, the observer made some assumptions that cannot be described to have accurately measured responses from the target sample. For example, a student may respond to an initiation in a way that may not be easy to observe.

Significance and Conclusion

As it has been indicated by results from the above study, peer-tutoring is helpful in helping second grade learners with autism disorders develop their basic communication skills, build on their confidence and improve in their socialization capacities. Educational planners can therefore adopt comprehensive peer-tutoring techniques as a way of helping learners with autism disorders develop in their areas of inadequacies.

However, considering the disparities in improvements that have been noted in the above study, it will be helpful to carry out future researches that would focus on individual aspects of learners such as: The domestic environment, the type of autism one is suffering from and the history of a student. Such a direction will be helpful in designing a unique peer-tutoring technique for each student that would be identified to suffer from autism disorder.

Autism’s Communication Challenges

What’s it like to grow up in a world where you feel so different from everyone around you? Where do you feel as if you are slower, weirder, and less privileged than everyone else? People all around the world suffer from things that make them feel this way. According to Autism Speaks, 1 in every 59 children are suffering from Autism (Wright, 2005). The Autism Society (2015) has also found the prevalence of Autism increasing in the United States by 119.4 percent since the year 2000. The Autism Speaks organization defines Autism as a “broad range of conditions characterized by challenges with social skills, repetitive behaviors, speech, and nonverbal communication” (Wright, 2005).

Autism affects one’s speech, language, and communication in a variety of ways. The National Institute of Deafness and Other Communication Disorders states that children with Autism typically are very self-absorbed and seem to exist in their own private world. They often have limited ability to successfully communicate and interact with others (NIDCD, 2018). Children may struggle with not only developing their own language skills but also understanding what others are saying to them. Some even struggle with communicating nonverbally with things such as hand motions, eye contact, and facial expressions (NIDCD, 2018).

Most people with Autism have different ways of communication-based on their intellectual and social development. Some are unable to communicate using speech or language; however, some people have limited speaking skills. The Interactive Autism Network (2018) summarizes that individuals with Autism have difficulty with many aspects involving the production and understanding of speech. For example, because of their deficits in social situations, communicating and understanding communication do not feel relevant. Those suffering from Autism have a hard time not only understanding sounds but also attaching sounds to meanings.

Diagnosis and Early Intervention

Although speech can be difficult, individuals with Autism are typically very good at paying attention and appreciating visual materials (IAN, 2018). When thinking about Autism, we never really think about the cause. That’s because there is no single cause for Autism. The Autism Society says that Autism is generally accepted that it is caused by abnormalities in the brain structure or function (Autism Society, 2015). Brain scans of people with Autism show differences in the brain’s shape compared to a normal brain. There are also a number of theories being investigated about the links between this disease and heredity, genetics, and medical problems (Autism Society, 2015).

Many families show patterns of Autism related disabilities. While no gene has been identified as causing Autism, the Autism Society says there are irregular genetic segments of genetic code that children with Autism may have inherited (2015). Certain environmental exposures in the womb have also been found to develop Autism in a child, says the National Center for Health Research (2018). Researchers are still known to be investigating problems during pregnancy or delivery as well as environmental factors such as viral infections and exposure to certain chemicals that could be causing Autism (Autism Society, 2015).

Autism is diagnosed in a variety of ways. According to The Centers for Disease Control and Prevention (2015), diagnosing Autism is very difficult because you cannot medically test for it. Doctors typically look at the child’s development and behavior to diagnose Autism. Autism can be detected at 18 months or younger (CDC, 2015). Developmental screening can be done to test if a child is learning their basic skills for their age group and if their development is delayed.

Doctors typically ask parents questions as well as engage with the child to see how they learn, speak, behave, and move (CDC, 2015). The Autism Society (2015) states that some individuals with Autism may appear at first glance to have sensory processing issues and problems with hearing or vision; however, it is important to diagnose Autism early on to provide the appropriate educational and treatment program. Some early signs of Autism listed by the National Center for Health Research (2018) are no babbling or pointing by the age of one, loss of language or social skills, poor eye contact, etc. Although there is no signal way to diagnose Autism, we have many ways and resources to distinguish Autism.

Treatment and Support Options

Although there is no known cause of Autism, there are many ways Autism can be treated. The Autism Science Foundation (2015) found that the earlier a child receives intervention services, the better the child will progress throughout their life. All children undergoing early intervention benefit, and some may even gain enough skills to soon be able to attend mainstream school. The Autism Science Foundation (2015) sees that the most effective treatments available today are occupational therapy, speech therapy, physical therapy, and pharmacological therapy. These treatments are meant to maximize one’s functional independence and quality of life. Speech therapy works with one’s deficits in social communication and is a very important treatment option.

With a licensed speech-language pathologist, a person’s communication skills can be improved in order for them to discuss their wants or needs; however, some individuals with Autism are nonverbal and communicate via hand gestures, sign language, and picture communication programs (ASF, 2015). Occupational therapy is generally used for sensory issues that correlate with Autism. It is used to teach things such as simple life skills such as dressing, cooking, and writing. Physical therapy is used for improving motor skills and teaching someone to be aware of their body space. Physical therapists work to improve an individual’s way of participating in everyday activities (ASF, 2015). In addition to these therapies, there are dozens of others that are used to improve the side effects of Autism.

In the end, Autism is a disorder that more than one percent of the American population suffers from (Autism Society, 2015). However, there are many ways that we, as individuals, can help. There are yearly fundraisers for Autism, such as walks, 5ks, and other ways to donate to research. Having a cousin with Autism is something that has inspired me as an individual to get more involved with this disease and do everything I can to inform people.

References:

1. Autism Science Foundation. (2015). Retrieved October 6, 2018, from https://autismsciencefoundation.org/what-is-autism/treatment-options/
2. Autism Society. (2015). Retrieved October 6, 2018, from https://www.autism-society.org/what-is/diagnosis/medical-diagosis/
3. Centers for Disease Control and Prevention. (2015). Retrieved October 6, 2018, from https://www.cdc.gov/ncbddd/autism/screening.html
4. Interactive Autism Network. (2018). Retrieved October 6, 2018, from https://iancommunity.org/cs/articles/speech_and_language_problems
5. National Institute on Deafness and Other Communication Disorders. (2018). Retrieved October 6, 2018, from https://www.nidcd.nih.gov/health/autism-spectrum-disorder-communication-problems-children#3
6. Wright, S. (2018). Autism Speaks. Retrieved October 6, 2018, from https://www.autismspeaks.org/what-autism

Autism: Early Detection and Progress

Autism Spectrum Disorder, or ASD, is a genetic, developmental disorder that causes issues with social interaction and verbal communication. It can also influence the motor skills and early development of a child. Typically, this disease is noticeable early on in a human’s life. This disease can vary from one person to the next. It has not yet been discovered why autism occurs in the first place. It is known that it is a genetic disease, but unknown which genes may carry the effect of the disease. Back in 1998, a doctor by the name of Andrew Wakefield had a paper published by a man named Lancent about a study finding a connection between autism and vaccines.

This discovery was not supported by any type of statistics, and essentially, these became nothing more than just rumors, but it made people weary of giving their kids vaccinations when they may not be sure what the correct thing is to do. From that point on until 2012, studies were conducted to see if they could find a link between autism and vaccines. Millions of tests had been conducted on children, and not one study found a link between autism and vaccines. In 2012, they conducted a study that related vaccine refusals to a large outbreak of whooping cough in California.

Throughout the years, scientists have studied autism and have seen great improvements in the symptoms you see along with it, like being unsociable or having issues with verbal communication. They have discovered that “the average age at which children are diagnosed with autism is four when their brains aren’t as malleable, many children with the developmental disorder have missed the chance for early treatment” (Krisberg., 2018). They have discovered that the key to a better outcome when dealing with autism is to catch it within the first few years of a child’s life.

Usually, symptoms are discoverable around 18 months of age. If this is done, the child may have a better chance of being more socially interactive or contracting far superior motor skills when becoming older. Within the last year, a researcher from Yale University School of Medicine by the name of Chawarska has conducted an experiment with the involvement of “120 pregnant mothers who previously gave birth to a child with autism—and have a greater risk of doing so again—and 30 pregnant mothers who didn’t. Researchers will conduct brain imaging on the fetuses in late pregnancy and again shortly after birth. The babies will then be followed until they turn two” (Krisberg., 2018). It is said that children can display signs of inadequacies in social attention as young as six months.

Paying attention to the early stages of an autistic child is very important; this allows for the help to correct future habits that may occur while it is still early in the stages of this disease, as new research has shown. This allows the child’s brain to have the opportunity to be reconfigured and helps the child maintain necessary motor skills and correct other disabilities that may occur depending on the child. This disease can be effectively scary for parents who are having their first baby. Successfully scientists are starting to make a breakthrough in studying autism, and once more studies can be performed, many of us will have an even better understanding of this disease. Due to the first suggestions pertaining to autism being linked to vaccinations in young children, scientists had to waste many years to determine whether or not this allocation was correct or not.

References:

1. What is Autism? (n.d.). Retrieved from https://www.myautism.org/all-about-autism/what-is-autism
2. The Science Facts about Autism and Vaccines. (n.d.). Retrieved from https://www.healthcare-management-degree.net/autism-vaccines/
3. Scientists Closer Than Ever to Earlier Treatments for Autism. (2018, January 23). Retrieved from https://news.aamc.org/research/article/scientists-closer-ever-earlier-treatments-autism
4. What causes autism? (n.d.). Retrieved from https://www.nichd.nih.gov/health/topics/autism/conditioninfo/causes

Autism Treatment Approaches

How is Autism related to the Nervous System? Autism is related to the nervous in many ways. One way is that it triggers emotions like anxiety and social abnormalities. Those aspects are all linked to the nervous system. (www.sciencedaily.com) Autism affects the function and structure of the brain and the Nervous system. Some of the disabilities are behavioral issues, movement disorders, learning difficulties, and problems with brain functioning. Other disabilities can be intellectual problems and problems with memory. (autism.lovetoknow.com) Autism is related to the nervous system in many different ways. The Nervous system affects some disabilities and emotions. The nervous system also affects memory and a lot of other things. (www.nichd.nih.gov) How does Autism affect the size of the brain? Yes, Autism does affect the size of the brain.

Over 20% of kids with Autism have early brain overgrowth (www.spectrumnews.org). You can start to notice brain overgrowth a few months after birth. Brain overgrowth is due to the head circumference (onlinelibrary.wiley.com). Also, abnormal brain overgrowth usually happens during the first two years with kids with Autism. Most of the brain overgrowth happens in the cerebrum, which is found in the complex surface of the brain that connects to the fibrous contact beneath the brain. Leo Kanner was the first person who made an observation on how Autism affects the size of the brain. Kanner did an experiment with eight boys and three and noticed that most of the kids’ heads were bigger than the normal-sized brains. Later he determined that they had symptoms of Autism. (en.wikipedia.org) 3) How is Autism treated? Autism is treated by first observing the health conditions that the autistic patient has. Some examples could be epilepsy, Gastrointestinal problems, feeding, Sleep disturbances, and Attention-deficit/hyperactivity disorder.

Twin Autism Susceptibility

This helps with future health problems. (www.autismspeaks.org) (https://www.autismspeaks.org/treatments) Another way to treat Autism is to give autistic patients the option of medication. To take this medication, the patient should always talk to their doctor to make sure the medication is chosen in the form of treatment. Some examples of knowing how to choose the right medication for the autistic patient are comparing the options you have and learning about the medication and side effects. (www.autismspeaks.org)

Another type of treatment for autistic patients is therapy. Some examples of therapy that the autistic patient might use are anger management and behavior therapy. These therapies will help the patient be more ready for the outside world. 4) Is it possible for twins to both have Autism? Yes, twins can both have Autism. From the first known autistic twins born in 1977, scientists have found out that if one twin has Autism, then the other twin is 80% likely to have Autism. Some environmental risks for Autism, such as exposure to a maternal immune response with some problems during childbirth, may cause problems that will change or intensify Autism. (www.spectrumnews.org)

Even if the twins are fraternal, then the fraternal twins will still share Autism. The twins share the same environment. So if the mom were to get sick during her pregnancy, then the autistic twins would also be affected. (www.spectrumnews.org) Sometimes, it can be discordant, which means that one twin has a condition and the other one does. An example would be that one twin has Autism, and the other one does not have Autism. So twins can both have Autism, but sometimes they don’t both have Autism. (iancommunity.org) 5) How can Autism be prevented, and how could Autism be cured? Autism can not be cured, but autistic kids can use take a few treatments to help with their Autism.

Early Interventions and Prevention

This treatment is only available for children under three. The treatment is possible because of the IDEA ( The Individuals with disabilities education act ). (www.webmd.com) The treatment is called Applied Behavior Analysis (ABA). The treatment is often used in schools and clinics to help the child learn positive behaviors and reduce negative emotions. There is another treatment that is called Developmental, individual differences, relationship-based support (DIR). This treatment helps with the child’s emotional and intellectual growth. Autism can be prevented by not drinking while the person is pregnant. Also, something that can help prevent Autism is having a healthy diet and having regular check-ups. Having good parental care is another way you can prevent Autism.

Reference:

1. ScienceDaily. (2016, June 9). Autism’s gender patterns: Researchers uncover sex differences in brain connectivity. https://www.sciencedaily.com/releases/2016/06/160609134247.htm
2. Hazlett, H. C., Gu, H., McKinstry, R. C., Shaw, D. W. W., Botteron, K. N., & Dager, S. R., … & Piven, J. (2005). Brain volume findings in 6-month-old infants at high familial risk for autism. American Journal of Psychiatry, 162(2), 281-283. https://onlinelibrary.wiley.com/doi/abs/10.1002/mrdd.20020
3. WebMD. (n.d.). Understanding Autism Treatment. https://www.webmd.com/brain/autism/understanding-autism-treatment#1
4. Interactive Autism Network. (2009, October). An Update on the Prevalence of Autism and the Factors That May Be Driving It: A Video Q&A with Dr. Edwin Cook. https://iancommunity.org/cs/ian_research_reports/ian_research_report_oct_2009