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Autism is a developmental disorder characterized by difficulties with social interaction and communication, and by restricted and repetitive behavior. Parents often notice signs during the first three years of their child's life. These signs often develop gradually, though some autistic children experience worsening in their communication and social skills after reaching developmental milestones at a normal pace.
Asperger syndrome (AS), also known as Asperger's, is a neurodevelopmental disorder characterized by significant difficulties in social interaction and nonverbal communication, along with restricted and repetitive patterns of behavior and interests. It is an autism spectrum disorder (ASD), but differs from other ASDs by relatively unimpaired language and intelligence. Although not required for diagnosis, physical clumsiness and unusual use of language are common. Signs usually begin before two years of age and typically last for a person's entire life.
Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by inattention, or excessive activity and impulsivity, which are otherwise not appropriate for a person's age. Some individuals with ADHD also display difficulty regulating emotions or problems with executive function. For a diagnosis, the symptoms should appear before a person is twelve years old, be present for more than six months, and cause problems in at least two settings. In children, problems paying attention may result in poor school performance. Additionally, there is an association with other mental disorders and substance misuse. Although it causes impairment, particularly in modern society, many people with ADHD can have sustained attention for tasks they find interesting or rewarding.
Developmental disorders comprise a group of psychiatric conditions originating in childhood that involve serious impairment in different areas. There are several ways of using this term. The most narrow concept is used in the category "Specific Disorders of Psychological Development" in the ICD-10. These disorders comprise developmental language disorder, learning disorders, motor disorders, and autism spectrum disorders. In broader definitions ADHD is included, and the term used is neurodevelopmental disorders. Yet others include antisocial behavior and schizophrenia that begins in childhood and continues through life. However, these two latter conditions are not as stable as the other developmental disorders, and there is not the same evidence of a shared genetic liability.
Diagnoses of autism have become more frequent since the 1980s, which has led to various controversies about both the cause of autism and the nature of the diagnoses themselves. Whether autism has mainly a genetic or developmental cause, and the degree of coincidence between autism and intellectual disability, are all matters of current scientific controversy as well as inquiry. There is also more sociopolitical debate as to whether autism should be considered a disability on its own.
Autism spectrum disorders (ASD) are developmental disorders that begin in early childhood, persist throughout adulthood, and affect three crucial areas of development: communication, social interaction and restricted patterns of behavior. There are many conditions comorbid to autism spectrum disorders such as fragile X syndrome and epilepsy.
High-functioning autism (HFA) is an autism classification where the patient exhibits no intellectual disability, but may exhibit deficits in communication, emotion recognition and expression, and social interaction. HFA is not included in either the American Psychological Association's DSM-5 or the World Health Organization's ICD-10, neither of which subdivides autism based on intellectual capabilities.
The Autism Diagnostic Observation Schedule (ADOS) is an instrument for diagnosing and assessing autism. The protocol consists of a series of structured and semi-structured tasks that involve social interaction between the examiner and the person under assessment. The examiner observes and identifies segments of the subject's behavior and assigns these to predetermined observational categories. Categorized observations are subsequently combined to produce quantitative scores for analysis. Research-determined cut-offs identify the potential diagnosis of classic autistic disorder or related autism spectrum disorders, allowing a standardized assessment of autistic symptoms. The Autism Diagnostic Interview-Revised (ADI-R), a companion instrument, is a structured interview conducted with the parents of the referred individual and covers the subject's full developmental history.
Many causes of autism have been proposed, but understanding of the theory of causation of autism and the other autism spectrum disorders (ASD) is incomplete. Research indicates that genetic factors predominate. The heritability of autism, however, is complex, and it is typically unclear which genes are involved. In rare cases, autism is associated with agents that cause birth defects. Many other causes have been proposed, such as childhood immunizations, but numerous epidemiological studies have shown no scientific evidence supporting any link between vaccinations and autism.
Autism therapies are interventions that attempt to lessen the deficits and problem behaviours associated with autism spectrum disorder (ASD) in order to increase the quality of life and functional independence of individuals with autism. Treatment is typically catered to the person's needs. Treatments fall into two major categories: educational interventions and medical management. Training and support are also given to families of those with ASD.
The epidemiology of autism is the study of the incidence and distribution of autism spectrum disorders (ASD). A 2012 review of global prevalence estimates of autism spectrum disorders found a median of 62 cases per 10,000 people. However there is a lack of evidence from low- and middle-income countries.
Animal-assisted therapy is an alternative or complementary type of therapy that includes the use of animals in a treatment. It falls under the realm of Animal Assisted Intervention, which encompasses any intervention that includes an animal in a therapeutic context such as emotional support animals, service animals trained to assist with daily activities, and animal assisted activity. Animal-assisted therapy can be classified by the type of animal, the targeted population, and how the animal is incorporated into the therapeutic plan. The most commonly used types of animal-assisted therapy are canine-assisted therapy and equine-assisted therapy. The goal of animal-assisted therapy is to improve a patient's social, emotional, or cognitive functioning and literature reviews state that animals can be useful for educational and motivational effectiveness for participants. Studies have documented the positive effects of the therapy as reported on subjective self-rating scales and on objective physiological measures such as blood pressure and hormone levels.
Muteness or mutism is defined as an absence of speech while conserving or maintaining the ability to hear the speech of others. Mutism is typically understood as an inability to speak on the part of a child or an adult due to an observed lack of speech from the point of view of others who know them. Such observers commonly include a mute person's family members, caregivers, teachers, and health professionals like doctors or speech and language pathologists. Muteness may not be a permanent condition, depending upon etiology (cause). In general, someone who is mute may be mute for one of several different reasons: organic, psychological, developmental/ neurological. For children, a lack of speech may be developmental, neurological, psychological, or due to a physical disability or a communication disorder. For adults who previously had speech and then became unable to speak, loss of speech may be due to injury, disease, termed aphasia, or surgery affecting areas of the brain needed for speech. Loss of speech in adults may occur rarely for psychological reasons.
Alternative therapies for developmental and learning disabilities include a range of practices used in the treatment of dyslexia, ADHD, autism spectrum disorders, Down syndrome and other developmental and learning disabilities. Treatments include changes in diet, dietary supplements, biofeedback, chelation therapy, homeopathy, massage and yoga. These therapies generally rely on theories that have little scientific basis, lacking well-controlled, large, randomized trials to demonstrate safety and efficacy; small trials that have reported beneficial effects can be generally explained by the ordinary waxing and waning of the underlying conditions.
Friendship is a relationship of mutual affection between people. It is a stronger form of interpersonal bond than an association, and has been studied in academic fields such as communication, sociology, social psychology, anthropology, and philosophy. Various academic theories of friendship have been proposed, including social exchange theory, equity theory, relational dialectics, and attachment styles.
Several factors complicate the diagnosis of Asperger syndrome (AS), an autism spectrum disorder (ASD). Like other ASD forms, Asperger syndrome is characterized by impairment in social interaction accompanied by restricted and repetitive interests and behavior; it differs from the other ASDs by having no general delay in language or cognitive development. Problems in diagnosis include disagreement among diagnostic criteria, the controversy over the distinction between AS and other ASD forms or even whether AS exists as a separate syndrome, and over- and under-diagnosis for non-technical reasons. As with other ASD forms, early diagnosis is important, and differential diagnosis must consider several other conditions.
The autism spectrum encompasses a range of neurodevelopmental conditions, including autism and Asperger syndrome, generally known as autism spectrum disorders (ASD). Individuals on the autistic spectrum experience difficulties with social communication and interaction and also exhibit restricted, repetitive patterns of behavior, interests, or activities. Symptoms are typically recognized between one and two years of age in boys. However, a lot of children are not finally diagnosed until they are older. Final diagnosis could still be given as an adolescent or even as an adult. The term "spectrum" refers to the variation in the type and severity of symptoms. Those in the mild range may function independently, while those with moderate to severe symptoms may require more substantial support in their daily lives. Long-term problems may include difficulties in performing daily tasks, creating and keeping relationships, and maintaining a job.
The opioid excess theory is a theory which postulates that autism is the result of a metabolic disorder in which opioid peptides produced through metabolism of gluten and casein pass through an abnormally permeable intestinal membrane and then proceed to exert an effect on neurotransmission through binding with opioid receptors. It is believed by advocates of this hypothesis that autistic children are unusually sensitive to gluten, which results in small bowel inflammation in these children, which in turn allows these opioid peptides to enter the brain.
Nicole Rinehart is a Professor in Clinical Psychology, Director of the Deakin Child Study Centre (DCSC) and Director of Clinical and Community Partnerships at Deakin University. She established the Deakin Child Study Centre in 2013 to create a new platform in the community for researchers and industry to come together and make a real difference in the lives of children who face developmental challenges. She is located in Victoria, Australia.
Sensory processing disorder is a condition where multisensory integration is not adequately processed in order to provide appropriate responses to the demands of the environment. Sensory processing disorder is present in almost all people with autism spectrum disorders.
References
- 1 2 Stephenson, J; Carter, M (January 2009). "The use of weighted vests with children with autism spectrum disorders and other disabilities". Journal of Autism and Developmental Disorders. 39 (1): 105–14. doi:10.1007/s10803-008-0605-3. PMID 18592366.
- 1 2 Case-Smith, J; Weaver, LL; Fristad, MA (February 2015). "A systematic review of sensory processing interventions for children with autism spectrum disorders". Autism. 19 (2): 133–48. doi:10.1177/1362361313517762. PMID 24477447.
- 1 2 3 Connolly, Kate; Devlin, Hannah (20 January 2018). "Use of sand vests to calm children with ADHD sparks concern". The Guardian. Retrieved 20 January 2018.
- ↑ Fritzen, Florentine; Wyssuwa, Matthias (18 December 2017). "Sandwesten für Schüler: Auf Sand vertraut". Frankfurter Allgemeine Zeitung (in German). Retrieved 20 January 2018.