Autism spectrum disorder (ASD) refers to a neurodevelopmental condition that is associated with deficit in general communication and presence of repetitive or constrained activities and interest. According to Hodges et al., in the U.S. and across the globe, there has been increased concern on the elevated incidence of this disability among children (1). Autistic children are likely not to attain similar developmental milestones as their peers and demonstrate a loss of social and language skills (O’Reilly et al. 2). Therefore, it is crucial to understand the diagnosis and treatment of ASD.
Analysis
ASD is a developmental disability associated with variations in the brain. The primary symptoms for ASD include loss of social communication skills, repetitive behavioral changes, and difficulty with interaction. In the U.S., about 1 in 44 children is autistic, and the condition is reported to affect all socioeconomic, ethnic, and racial groups (“Autism Spectrum Disorder Fact Sheet”). Boys are four times more likely to be autistic than girls (Centers for Disease Control and Prevention). According to the Centers for Disease Control and Prevention, among children aged 3 to 17, about 1 in 6 has a developmental disability, including autism, cerebral palsy, and hyperactivity disorder.
The early warning signs for ASD include no babbling, pointing, or single words by age 1, no two-word phrases by age 2, no response to names, loss of previously learned language or social skills, poor eye contact, and lack of social responsiveness. However, these people have different ways of paying attention, moving, and learning. To date, the exact cause of autism is unknown; however, some risk factors include genetic mutations, low birth weight, being born to older parents, and metabolic imbalances. In addition, other risk factors for ASD include a history of the autistic condition in the family, maternal history of viral infections, exposure to environmental toxins, and fetal exposure to Thalomid medications.
Analyze the History of Autism
Psychiatrist Eugen Bleuler coined the phrase “autism” in 1908 (Posar). He used it to describe a patient with schizophrenia who had isolated himself and entered his universe. Hans Asperger and Leo Kanner were forerunners in autism studies (Posar). In the 1940s, they were each working individually. While Kanner depicted children who were seriously afflicted, Asperger described quite intelligent children. For the following three decades, doctors might still benefit from their perspectives. Electroconvulsive therapy (ECT) was one of the first treatments for Autism because of its link to severe psychiatric disorders (ECT) (Hodges et al. 2). Historically a highly aggressive therapeutic strategy, ECT techniques have advanced and are now utilized to treat psychiatric conditions like schizophrenia and bipolar disorder.
When Autism was first discovered in the 1970s, it was still considered a behavioral disorder rather than the complicated genetic and environmental disease it is today (Mandal). Therefore, it was thought that utilizing punitive measures would instruct kids to stop acting out extreme symptoms of the illness, like violence and disassociation. A typical treatment approach at the time for Autism was shock therapy, in which the child would get an electric shock for engaging in undesirable behavior (O’Reilly et al. 2). However, as late as 2016, the U.S. Federal Drug Administration (FDA) suggested banning the procedure due to moral reservations about possible harm to the child.
Families perceive people with ASD as a burden because they consider a child with autism to impact numerous aspects of family lives, such as marital relationships, parents’ mental and emotional health, finances, and housekeeping. In addition, other children’s response to needs within the family is limited, and there are poor sibling associations (O’Reilly et al. 4). ASD severely affects the family’s quality of life and patient. ASD patients pose a serious economic problem for society due to the associated costs required for supported adults who are not independent. Autistic children who grow into adulthood in an environment that include earlier intervention, public awareness, and effective management plans have a better outcome of the condition. From birth to age 18, autistic children must be prepared for the transition process in the classroom. Autistic children receive comprehensive transition services by obtaining the support they need to meet their goals to the best of their abilities. Special education starts early to create an environment that allows the ASD child to improve on skills.
For various reasons, people with Autism frequently interact with police enforcement and emergency personnel. Compared to the general population, they have a five-fold greater chance of being jailed (O’Reilly et al. 2). Due to susceptibility of autistic people in society, many laws have been created to ensure that such people are treated with respect. The Americans with Impairments Act (ADA), which protects the human rights of people with all disabilities, including Autism, is the most critical statute in this regard (Legal). On July 26, 1990, President George H.W. Bush approved the ADA. The ADA guarantees people with Autism the same civil rights protections as those accorded to people based on race, color, sex, national origin, age, and religion. It ensures that people with Autism have equal access to public accommodations, employment opportunities, transportation, local and state government services, and telecommunications.
Specific Strategies in the Classroom and General to Utilize for ASD Individuals
Long-term, substantial educational demands for children with Autism necessitate careful planning by a multidisciplinary team, constant progress monitoring, and various service options. Children with Autism may suffer greatly from a bad learning environment in the school (Snell). Most significantly, it may make it difficult for them to participate in educational activities and manage day-to-day tasks. Furthermore, these problems may affect individuals permanently. That is why a teacher needs to understand the effects of Autism on education and how to use successful autism teaching strategies.
Furthermore, children with Autism frequently find the world perplexing and frightening. They, therefore, find considerable comfort in a consistent and predictable routine. Fortunately, the structure of the school makes this possible, but teachers must find a way to explain their daily schedule to the students. Creating a visual timetable is a successful and popular technique for doing this. To depict the child’s activities and transitions throughout the day, basic phrases and images are placed on a timeline and in chronological sequence. Visual aid serves as a reminder for those who support the youngster while giving them a sense of security.
Following the challenging impact associated with ASD on an individual or family, a family with ASD can refer to an agency like the Asperger/Autism Network (AANE) for assistance. The agency provides professionals, families, and individuals with advocacy, support, community, education, and information regarding the disability.
Conclusion and Overall Summary of Disability Report
ASD is a developmental disability that affects the brain. The primary signs and symptoms of ASD include problems with interaction and social communication and repetitive or restricted behaviors. The disability affects everyone irrespective of socioeconomic, ethnic, and racial groups. Boys have been depicted to be more prevalent in ASD than girls. ASD is associated with several risk factors, including genetic mutations, being born to older parents, and metabolic imbalances. In the U.S., laws such as the ADA protect the human rights of people with all disabilities, including Autism. Several agencies have also been formed to create awareness and support for families and individuals with ASD, such as AANE. The main reason for selecting autism as the topic for research was to have an in-depth understanding of the disability and enrich society to accept our differences.
Works Cited
“Autism Spectrum Disorder Fact Sheet.” National Institute of Neurological Disorders and Stroke, U.S. Department of Health and Human Services. Web.
“Legal.” Autism Society, n.d. Web.
Centers for Disease Control and Prevention. “Data and Statistics on Autism Spectrum Disorder | CDC,” n.d. Web.
Hodges, Holly, Casey Fealko, and Neelkamal Soares. “Autism spectrum disorder: definition, epidemiology, causes, and clinical evaluation.” Translational pediatrics 9. Suppl 1 (2020): S55. Web.
Mandal, Dr. Ananya. “Autism History.” News, 2019. Web.
O’Reilly, Michelle, et al. “Autism in the Twentieth Century: An Evolution of a Controversial Condition.” Healthy Minds in the Twentieth Century, 2019, pp. 137–165. Web.
Posar, Annio. “Long-Term Outcome of Autism Spectrum Disorder.” Türk Pediatri Arşivi, 2019, Web.
Snell, Martha E. “Education of Individuals with Autism – History, Schools’ Responses and Methods of Teaching, Goals, and Purposes of Education.” StateUniversity.com, Web.