Autism spectrum disorders, abbreviated ASDs refer to a group of disabilities that occur during development causing a significant communication, social and behavioral challenges. People suffering from ASDs manage information in the brain in a different way than how other people manage the information (Lord, Cook, Leventhal, & Amaral, 2000). The ASDs are classified into three different types of autistic disorder, Asperger syndrome and pervasive development disorder.
The autistic disorder is the most common and most people relate the word autism with this disorder. People having the disorder in most cases have delays in language, communication and social challenges as well as unusual interests and behaviors. Most patients also show disabilities intellectually. The Asperger syndrome patients experience less severe symptoms than those having autistic disorder. The patients may experience social challenges as well as unusual interests and behaviors. However, there is no challenge in language or intellectual disability (CDC, 2012). The pervasive developmental disorder refers to those who meet a part some of the Asperger syndrome criteria or autistic disorder though not all of them. The patients experience only a mild and fewer symptoms that the autistic disorder patients and the symptoms may lead to only communication and social challenges (CDC, 2012).
In about 88 children, one of them has been identified to suffer from ASDs. The conditions are known to occur across all the races, ethnic as well as socioeconomic groups and occur 5 times in boys than it does in girls (CDC, 2012). In a family with a case of autism, the risk of the case recurring is estimated to be 6%–8%, which is 200 times more at risk of having ASDs than the general population. Concerning the genetic factors that are involved in autism, there has been no proper definition on the phenotypes to be used in genetic studies. Through a number of twin and family studies that have been done, there have been suggestions that a phenotype of behavior that has qualitative similarity to those that define autism occur in relatives of an individual with autism than in the normal population. In a study on the first twin who had autism, a high concordance rate reported as well as pair wise rate of concordance for autism of 36% in 11 monozygotic pairs (Piven, Palmer, Jacobi, Childress, & Arndt, 1997).
Individuals who know about autism are the ones who in most cases diagnose autism. Specialists such as the speech-language pathologists or SLPs are a part of a big team who may diagnose autism. Other specialists who may diagnose autism include occupational therapists, pediatricians, physical therapists, neurologists, and developmental specialists. SLPs are essential in the diagnoses process since some of the first symptoms that appear are the social skills and communication problems. A number of tests, as well as, observational checklists are used in the evaluation of the child having with developmental problems. However, much of the important information comes from those around the child like the parents. This is because they are the ones who know the child well and can provide useful information on the behavior of the child (NIMH, 2011).
When the ASDs cases are not managed there are problems relating to social skills, communication, and the way the child reacts to the surrounding world. In some cases, some behaviors do not appear while in others, most of the behaviors do appear. Possible signs and symptoms in communication are loss of words that the child was able to say previously, poor development of vocabularies, failure to speak or having limited speech, difficulty in expressing basic need and wants. Difficulty in following directions or getting objects being named, repeating some of the words that are said and problems while answering a question are among the communication signs and symptoms.
Signs and symptoms that are associated with social skills include poor eye contact with objects and people, poor skills for playing, problems with making new friends, having an excessive focus on a single topic or even objects that are of interest to the kid. The child may cry, be angry, laugh or giggle for no known reason and/or at the wrong time and they do not like being touched or held (ASLHA, 2013). Signs and symptoms relating to the way the affected child relates to the world around include hand flapping, rocking or other movements that are self-stimulating, failure to pay attention to items that attract children and problems dealing with routine change. The child may also show unusual attachment to items, no fear to frightening objects, or lack of sensitivity or excessive sensitivity to light, sound or sound. Other symptoms include feeding difficulties and sleep problems (CDC, 2012).
Currently, there is no cure for autism that is known. In some incidents, dietary restrictions as well as medication may help in controlling ASDs symptoms. Interventions to manage the condition should begin early when the child is still young. An evaluation test by an SLP is necessary in order to determine communication and social skill that the child needs. After the evaluation, an appropriate treatment plan can be set that will serve the needs of both the child and family. Treatment may entail a combination of speech and language approaches, alternative and augmentative communication as well as behavioral interventions. An evaluation on the hearing ability of the child is important to rule out that the child has no hearing problems (NIMH, 2011).
Reference List
ASLHA. (2013). Autism (Autism Spectrum Disorders). Retrieved March 3, 2013, from American Speech-Language-Hearing Association: American Speech-Language-Hearing Association
CDC. (2012). Autism Spectrum Disorders (ASDs). Retrieved March 3, 2013, from http://www.cdc.gov/ncbddd/autism/facts.html
Lord, C., Cook, E. H., Leventhal, B. L., & Amaral, D. G. (2000). Autism Spectrum Disorders: Review. Neuron, 28, 355–363.
NIMH. (2011). Autism Spectrum Disorders (Pervasive Developmental Disorders). Retrieved March 3, 2013, from http://www.nimh.nih.gov/health/publications/a-parents-guide-to-autism-spectrum-disorder/how-is-asd-diagnosed.shtml
Piven, J., Palmer, P., Jacobi, D., Childress, D., & Arndt, S. (1997). Broader Autism Phenotype: Evidence from a Family History Study of Multiple-Incidence Autism Families. American Journal of Psychiatry, 154, 185–190.
