Abstract
This report will discuss autism, its characteristics, causes, diagnosis, and management. Autism refers to developmental disorder that impedes a person’s ability to communicate and relate to other people. An individual with autism exhibits repetitive behaviors. The condition is noticed at an early age. However, it is difficult to diagnose autism until the symptoms become apparent. Even though one can inherit autism, research shows that the condition comes as a result of genetic and environmental factors. Physicians encounter challenges in diagnosing autism. They have to interact with a kid and observe its behaviors. Alternatively, they interview the child’s parents and evaluate the kid’s developmental history. Autism has no cure. Doctors use educational programs and antipsychotic drugs to manage the condition. The drugs are meant to control repetitive behaviors and petulance.
Introduction
Autism refers to “a neurodevelopmental disorder that impacts a person’s ability to interact and communicate” (Shattuck et al., 2009, p. 1738). An individual with autism exhibits repetitive behaviors. The disease is detected in the early life of a child. Shattuck et al. (2009) allege that the symptoms of autism develop increasingly. Shattuck et al. (2009) maintain, “The diagnostic criteria require that symptoms become apparent in early childhood, typically before age three” (p. 1739). In spite of the disease being extremely heritable, studies identify genetic and environmental factors as the primary causes of autism.
In atypical cases, the disease is linked to factors that contribute to congenital disabilities. Medical professionals are yet to agree on the environmental factors that cause autism. The disease “affects information processing in the brain by altering how nerve cells and their synapses connect and organize” (Shattuck et al., 2009, p. 1741). “Behavioral and early speech interventions can enable a kid with autism to acquire communication and social skills” (Shattuck et al., 2009, p. 1741). Currently, there is no cure for autism. The disease has contributed to the emergence of an autistic culture. Some researchers are in the process of looking for a cure for the disease. On the other hand, some scholars argue that the condition should not be considered as a disorder. Instead, people should view autistic kids as gifted differently. The condition is prevalent amid boys.
Characteristics of Autism
According to Sicile-Kira (2012), autism is an extremely unpredictable neurodevelopmental disorder which first arises during infancy, and usually follows a steady course without diminution. McConachie and Diggle (2010) argue, “Individuals with autism may be severely impaired in some respects but normal or even superior in others” (p. 123). Blatant signs slowly start to materialize after six months. The signs are sufficiently perceptible at the age of three. A single sign does not identify the condition. Instead, medical staff uses numerous signs to distinguish autism. They include repetitive behavior, difficulties in communication and social interaction, and restricted interests. Another condition attributed to autism is unusual eating. Nevertheless, the state does not facilitate diagnosis of the disease.
Social Development
McConachie and Diggle (2010) posit, “Social deficits help to differentiate autism from other developmental challenges” (p. 121). Individuals with the condition have social impairments. McConachie and Diggle (2010) maintain that a person with autism is unable to communicate with ordinary citizens. Challenges in social development become apparent at an early age. A child with autism pays limited interest to social incentives. The child does not smile or respond whenever its name is mentioned. Shattuck et al. (2009) maintain that autistic kids do not maintain eye contact. Besides, they are unable to apply straightforward gestures to articulate themselves. Five-year-old children who have autism do not demonstrate social understanding. They fail to interact with others. Moreover, the kids do not copy or react to emotions. Nonetheless, they develop a strong attachment to their parents. Many people assume that kids with autism prefer to stay isolated. However, studies show that the children suffer from severe and recurrent loneliness. Individuals with autism have problems making or retaining friends. McConachie and Diggle (2010) argue that children with autism are quite aggressive.
Communication
Many people who suffer from autism do not “develop adequate natural speech to satisfy their everyday communication needs” (Silverman, 2008, p. 327). Sicile-Kira (2012) claims, “Differences in communication may be present from the first year of life, and can include delayed onset of babbling, unusual gestures, diminished responsiveness, and unsynchronized vocal patterns” (p. 34). At the age of three, a kid with autism has less miscellaneous babbling. Besides, the child hardly combines gestures with words. According to Silverman (2008), children with autism rarely share experiences or request for something. They only repeat what their colleagues say. Additionally, they have challenges in using signs to develop language.
Repetitive Behaviors
Autistic persons exhibit numerous kinds of rhythmic or controlled behaviors. Silverman (2008) claims that they display stereotyped behaviors. The behaviors include rhythmic movements like head rolling, hand flapping, and body rocking. Besides, the individuals reveal compulsive behaviors. They engage in time-wasting activities aimed at minimizing nervousness. For instance, a person with autism may take a lot of time arranging objects or washing hands. An autistic individual is opposed to change. For example, a person may resist reorganization of furniture and other objects in a room. McConachie and Diggle (2010) posit that individuals with autism display ritualistic behaviors. They observe a monotonous model of daily actions.
Causes of Autism
Silverman (2008) holds, “It has long been presumed that there is a common cause at the genetic, cognitive, and neural levels for autism’s characteristic triad of symptoms” (p. 328). Nevertheless, doctors claim that autism is an intricate disorder whose primary features have discrete causes that habitually co-occur. Dawson (2011) holds that genetic factors cause autism. Nonetheless, the genetics of autism are quite multifaceted. Sicile-Kira (2012) argues that it is not known if autism comes as a result of atypical mutations with significant effects. Epigenetic factors coupled with interactions amid environmental conditions and multiple genes make it hard for doctors to determine the real cause of autism. Research shows that 0.7 percent of people with autism inherit it from their parents. Siblings of individuals with autism are at a high chance of suffering from the disorder. However, medical personnel are yet to categorize the mutations that contribute to autism. Dawson (2011) posits, “Autism cannot be traced to a single-gene mutation or a distinct chromosome abnormality” (p. 779). Besides, doctors have not found any correlations between autism and the genetic conditions attributed to autism spectrum disorders (ASDs).
Many physicians claim that autism occurs as a result of synaptic dysfunction. Various atypical mutations interfere with synaptic conduits like the ones that facilitate cell adhesion leading to autism. An experiment conducted on rats revealed a strong correlation between autistic signs and the afterward developmental phases associated with synapses. A pregnant woman is at a risk of giving birth to an autistic child if she is exposed to environmental pollution, particularly heavy metals. McPartland, Reichow, and Volkmar (2012) claim that communicable diseases, phenols and phthalates found in plastic goods, solvents, pesticides, alcohol, and prenatal stress cause autism. Mostly, parents notice that their kids have autism when they take them for vaccination. Consequently, there are unconfirmed claims that some vaccines cause autism.
Diagnosis
As per McPartland et al. (2012), doctors assess behaviors to diagnose autism. The persistent dearth in social interaction and communication and repetitive and controlled behaviors characterize autism. A child exhibits these signs at an early age. According to Sicile-Kira (2012), doctors use observation and interviews as the diagnostic tools for autism. They may interview the parents of the affected child or interact with the kid and observe his/her behaviors. After watching the child, doctors use Childhood Autism Rating Scale to gauge the severity of the condition. Sicile-Kira (2012) holds that pediatricians physically examine a child and evaluate developmental history to know its status. Diagnosis of autism should be carried out with the assistance of ASD experts. They have skills in assessing communication, cognitive and other factors that signify autism. At times, a pediatric neuropsychologist may be requested to evaluate the character and cognitive skills of a child to determine if it suffers from autism.
Management
Autism has no cure. Doctors try to manage the condition to enable the child to live an independent life and relief the family from autism-associated distresses. Kids with high intelligence quotients respond quickly to treatment. Silverman (2008) avers that no single remedy is regarded as effective. Instead, doctors modify the treatment based on the needs of individual kids. Educational system and families play significant roles in the management of autism. McPartland et al. (2012) maintain that educational interventions help to manage autism in many children. Sicile-Kira (2012) maintains, “Teacher-implemented intervention that utilizes applied behavior analysis combined with a developmental social-pragmatic approach contributes to enhancing communication skills in young children” (p. 43).
Doctors use different medications to treat signs attributed to autism spectrum disorders. In the United States, doctors recommend psychoactive drugs to children diagnosed with autism. Besides, some doctors use anticonvulsants to manage autism. Dawson (2011) holds that the most common drug categories used to treat autism include stimulants, antidepressants, and antipsychotics. Antipsychotic drugs like aripiprazole and risperidone help to manage repetitive behaviors and petulance. Nevertheless, it is imperative to consider the side effects of the drugs before administering them to children. No studies have confirmed the effectiveness of medicines in treating autism in teenagers and adults.
Besides, there are no medications that treat social and communication challenges attributed to autism. Research is underway to develop drugs that can treat atypical mutations believed to cause autism. Silverman (2008) alleges that there exist substitute interventions and therapies for autism. Nonetheless, scientific studies do not support a majority of the alternatives. Failure to use recommended treatment procedures may subject an autistic child to an enormous threat. Research conducted in 2008 found that autistic children have weak bones (Silverman, 2008). Thus, it is imperative to handle the kids with care not to fracture their bones. Silverman (2008) posits, “A gluten-free diet is used as an alternative remedy to autism” (p. 332). Nevertheless, no research has proved that gluten-free diet helps to control autistic behaviors.
Conclusion
Autism is a neurodevelopmental disorder. Challenges in social interaction, communication, and repetitive behaviors characterize autism. Autism occurs at an early age. However, the condition is noticeable at the age of three. There are unsubstantiated claims that autism arises due to environmental and genetic factors. The condition is diagnosed by interacting and observing the behaviors of a child. Autism has no cure. However, doctors use various interventions to contain the condition. Some physicians use antipsychotic drugs like aripiprazole and risperidone to manage repetitive behaviors.
References
Dawson, G. (2011). Early behavioral intervention, brain plasticity, and the prevention of autism spectrum disorder. Development and Psychopathology, 20(3), 775-803.
McConachie, H., & Diggle, T. (2010). Parent implemented early intervention for young children with autism spectrum disorder: A systematic review. International Journal of Public Health Policy and Health Services Research, 13(1), 120-129.
McPartland, J., Reichow, B., & Volkmar, F. (2012). Sensitivity and specificity of proposed DSM-5 diagnostic criteria for autism spectrum disorder. Journal of the American Academy of Child & Adolescent Psychiatry, 51(4), 368-383.
Shattuck, P., Seltzer, M., Greenberg, J., Orsmond, G., Bolt, D., Kring, S., Lounds, J., & Lord, C. (2009). Change in autism symptoms and maladaptive behaviors in adolescents and adults with an autism spectrum disorder. Journal of Autism and Developmental Disorders, 37(9), 1735-1747.
Sicile-Kira, C. (2012). Autism spectrum disorder: the complete guide to understanding autism. New York, NY: Perigee.
Silverman, C. (2008). Fieldwork on another planet: Social science perspectives on the autism spectrum. BioSocieties, 3(3), 325-341.