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ter> What is Autism? Autism affects more than 400, 000 Americans, between 10 and 20 of ever 10, 000 people in the United States (Mayo). Autism is a developmental disability of the brain, much like dyslexia or attention deficit disorder. Autism is not a form of mental retardation, and though many autistic people act like they are retarded, but a lot of times they are very intelligent. People need to be aware of what is, what causes it, who it is diagnosed, what people with autism are like, is there more than one type of autism, and what are the most effective approaches. Autism is a complex developmental disability that typically appears during the first three years of life (Yahoo). The result of a neurological disorder that affects the functioning of the brain, autism and its associated behaviors have been estimated to occur in as many as 1 in 500 individuals.
Autism is four times more prevalent in boys than girls and knows no racial, ethnic, or social boundaries (Edelson). Family income, lifestyle, and educational levels do not affect the chance of autism's occurrence (Yahoo). Autism impacts the normal development of the brain in the areas of social interaction and communication skills (Yahoo). Children and adults with autism typically have difficulties in verbal and non-verbal communication, social interactions, and leisure or play activities. The disorder makes it hard for them to communicate with others and relate to the outside world. In some cases, aggressive and / or self-injurious behavior may be present.
Persons with autism may exhibit repeated body movements (hand flapping, rocking), unusual responses to people or attachments to objects and resistance to changes in routines. Individuals may also experience sensitivities in the five senses of sight, hearing, touch, smell, and taste (Yahoo). Over one half million people in the U. S.
today have autism or some form of pervasive developmental disorder (Edelson). Its prevalence rate makes autism one of the most common developmental disabilities. Yet most of the public, including many professionals in the medical, educational, and vocational fields, are still unaware of how autism affects people and how they can effectively work with individuals with autism. Researchers from all over the world are devoting considerable time and energy into finding the answer to this critical question. Medical researchers are exploring different explanations for the various forms of autism. Although a single specific cause of autism is not known, current research links autism to biological or neurological differences in the brain.
In many families there appears to be a pattern of autism or related disabilities which suggests there is a genetic basis to the disorder although at this time no gene has been directly linked to autism (Yahoo). The genetic basis is believed by researchers to be highly complex, probably involving several genes in combination. Several outdated theories about the cause of autism have been proven to be false. Autism is not a mental illness.
Children with autism are not unruly kids who choose not to behave. Bad parenting does not cause autism. Furthermore, no known psychological factors in the development of the child have been shown to cause autism (Yahoo). There is also evidence that a virus can cause autism. There is an increased risk in having an autistic child after exposure to rubella during the first trimester of the pregnancy. Additionally, there is also a growing concern that viruses associated with vaccinations, such as the measles component of the MMR vaccine and the pertussis component of the DPT shot may cause autism.
There is also growing concern that toxins and pollution in the environment can also lead to autism (Edelson). There are no medical tests for diagnosing autism. An accurate diagnosis must be based on observation of the individual's communication, behavior, and developmental levels (Mesibov 26). However, because many of the behaviors associated with autism are shared by other disorders, various medical tests may be ordered to rule out or identify other possible causes of the symptoms being exhibited. Since the characteristics of the disorder vary so much, ideally a child should be evaluated by a multidisciplinary team which may include a neurologist, psychologist, developmental pediatrician, speech / language therapist, learning consultant, or another professional knowledgeable about autism (Mayo).
Diagnosis is difficult for a practitioner with limited training or exposure to autism. Sometimes, well-meaning professionals have misdiagnosed autism. Difficulties in the recognition and acknowledgment of autism often lead to a lack of services to meet the complex needs of individuals with autism. A brief observation in a single setting cannot present a true picture of an individual's abilities and behaviors. Parental (and other caregivers) input and developmental history are very important components of making an accurate diagnosis. At first glance, some persons with autism may appear to have mental retardation, a behavior disorder, problems with hearing, or even odd and eccentric behavior.
To complicate matters further, these conditions can co-occur with autism (Mayo). However, it is important to distinguish autism from other conditions, since an accurate diagnosis and early identification can provide the basis for building an appropriate and effective educational and treatment program. Sometimes professionals who are not knowledgeable about the needs and opportunities for early intervention in autism do not offer an autism diagnosis even if it is appropriate. This hesitation may be due to a misguided wish to spare the family. Unfortunately, this too can lead to failure to obtain appropriate services for the child. Children within the pervasive developmental disorder spectrum often appear relatively normal in their development until the age of 24 - 30 months, when parents may notice delays in language, play or social interaction (Yahoo).
Any of the following delays, by themselves, would not result in a diagnosis of a pervasive developmental disorder. Autism is a combination of several developmental challenges. The Following areas are among those that may be affected by autism: Communication: Language develops slowly or not at all; uses words without attaching the usual meaning to them; communicates with gestures instead of words; short attention span (Trevarthen 21). Social Interaction: Spends time alone rather than with others; shows little interest in making friends; less responsive to social cues such as eye contact or smiles (Trevarthen 21). Sensory Impairment: May have sensitivities in the areas of sight, hearing, touch, smell, and taste to a greater or lesser degree (Trevarthen 21). Play: Lack of spontaneous or imaginative play; does not imitate others' actions; does not initiate pretend games (Trevarthen 21).
Behaviors: May be overactive or very passive; throws tantrums for no apparent reason; shows an obsessive interest in a single item, idea, activity or person; apparent lack of common sense; may show aggression to others or self; often has difficulty with changes in routine (Trevarthen 21). Some individuals with autism may also have other disorders, which affect the functioning of the brain such as: Epilepsy, Mental Retardation, Down Syndrome, or genetic disorders, or Tourette's Syndrome. Many of those diagnosed with autism will test in the range of mental retardation. Approximately 25 - 30 percent may develop a seizure pattern at some period during life (Edelson). Every person with autism is an individual, and like all individuals, has a unique personality and combination of characteristics.
There are great differences among people with autism. Some individuals mildly affected may exhibit only slight delays in language and greater challenges with social interactions. The person may have difficulty initiating and / or maintaining a conversation, or keeping a conversation going. Communication is often described as talking at others, for example, monologue on a favorite subject that continues despite attempts of others to interject comments (Edelson). People with autism process and respond to information in unique ways. Educators and other service providers must consider the unique pattern of learning strengths and difficulties in the individual with autism when assessing learning and behavior to ensure effective intervention.
Individuals with autism can learn when information about their unique styles of receiving and expressing information is addressed and implemented in their programs. The abilities of an individual with autism may fluctuate from day to day due to difficulties in concentration, processing, or anxiety. The child may show evidence of learning one day, but not the next. Changes in external stimuli and anxiety can affect learning.
They may have average or above average verbal, memory or spatial skills but find it difficult to be imaginative or join in activities with others (Mayo). Individuals with more severe challenges may require intensive support to manage the basic tasks and needs of living day to day. Contrary to popular understanding, many children and adults with autism may make eye contact, show affection, smile and laugh, and demonstrate a variety of other emotions, although in varying degrees (Trevarthen 3). Like other children, they respond to their environment in both positive and negative ways. Autism may affect their range of responses and make it more difficult to control how their bodies and minds react. Sometimes visual, motor, and / or processing problems make it difficult to maintain eye contact with others.
Some individuals with autism use peripheral vision rather than looking directly at others. Sometimes the touch or closeness of others may be painful to a person with autism, resulting in withdrawal even from family members. Anxiety, fear and confusion may result from being unable to "make sense" of the world in a routine way. With appropriate treatment, some behaviors associated with autism may change or diminish over time (Mayo). The communication and social deficits continue in some form throughout life, but difficulties in other areas may fade or change with age, education, or level of stress (Mayo). Often, the person begins to use skills in natural situations and to participate in a broader range of interests and activities.
Many individuals with autism enjoy their lives and contribute to their community in a meaningful way. People with autism can learn to compensate for and cope with their disability, often quite well. While no one can predict the future, it is known that some adults...
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Research essay sample on Day To Day Children And Adults
