Autism
What is autism?
Autism is a complex developmental disability that causes problems with social interaction and communication. Symptoms usually start before age three and can cause delays or problems in many different skills that develop from infancy to adulthood.
What is an autism spectrum disorder?
Different people with autism can have very different symptoms. Health care providers think of autism as a “spectrum” disorder, a group of disorders with similar features. One person may have mild symptoms, while another may have serious symptoms. But they both have an autism spectrum disorder.
Currently, the autism spectrum disorder category includes:
- Autistic disorder (also called “classic” autism)
- Asperger syndrome
- Pervasive Developmental Disorder Not Otherwise Specified (or atypical autism)
What is Asperger’s syndrome?
- Asperger’s syndrome is a type of disablity.There are many types of Asperger’s Syndrome in the world. You cannot tell that someone has Asperger’s syndrome by looking at them.
- People with Asperger’s syndrome find these things difficult.
- They find it difficult to tell people what they need and how they feel.
- They find it difficult to meet other people and make new friends.
- They find it difficult to understand what other people think.
Autism is a severely incapacitating lifelong development disorder that typically occurs in the first three years of life. It causes impairment or disturbance in three main areas Social skills, Communicative (verbal as well as non-verbal) skills and in their repetitive and restricted behaviours. Autistic individuals may show abnormal responses to sensations. Any one or more of the senses may be affected. All these difficulties manifest themselves in behaviours i.e. abnormal ways of relating to people, objects and events in the environment.
Autism is known as a ‘Spectrum disorder’, because the severity of symptoms ranges from a mild learning and social disability to a severe impairment, with multiple problems and highly unusual behaviour. The disorder may occur alone, or with accompanying problems such as mental retardation or seizures. Autism is not a rare disorder, being the third most common developmental disorder, more common than Down’s Syndrome. Typically, about 20 in a population of 10,000 people will be autistic or have autistic symptoms. 80% of those affected by autism are boys. Autism is found throughout the world, in families of all economic, social, and racial backgrounds. Doctors, politicians and rickshaw drivers alike all have autistic children.
Autism Fact
When child is diagnosed with autism it is a bewildering experience to say the least. The most comprehensive definition on autism has been brought out by the Autism Society of America (ASA) In lay terms, it is a neurological disorder that affects the way the child reacts to people and the environment (social bonding), learns language or communicates needs.
The characteristics are generally apparent by age three. Autism is like a designer label, unless all the criteria are not met, professionals hesitate to lable the child as having autism.
If all the shades of autism (spectrum disorders) are included, it is more likely to be one out of 1000. Four times more boys have autism than girls. Genetic research indicates that (shades) of autism runs in families. At this time, we still do not know why autism happens.
Characteristics of Autism
- Difficulty in relating to others
- Resistance to change
- Stereotyped behaviour (motor)
- Attachment to objects rather than humans
- Obsessive & or compulsive behaviours
- Sleep & eating problems
- Poor pretend play & lack of imagination
- Inability to express pain or hurt
- Deficit in Pragmatics (social nuances) of language & communication.
How is autism diagnosed?
There are no medical or genetic tests that can detect autism. These can only rule out other conditions. A diagnosis of autism requires a sensitive & experienced doctor to observe the child very carefully, ask the parents about the development of the child then objectively follow internationally recognized criteria for diagnosis.
What is the cause of autism?
At this point of time we do not know causes it. However, current research indicates that anytime that can produce structural or functional damage to the central nervous system can also produce the condition of Autism. We know that certain viruses & known genetic conditions are associated with Autism. In addition there are families that have more than one child with Autism. At present, it is believed that about 10% of all cases can be accounted for genetically. It is difficult to tell about presents why their child has autism since researchers, believe the problems to be caused by different factors & in most cases the cause of it, is never known.
Can it be prevented? Can it be cured? What is the treatment?
At this point we do not know what causes Autism and so cannot fix (cure) what is wrong in the child’s brain. Many therapies (medications, diets, etc.) are being tried but nothing is proven. Similarly, without knowing the cause of autism, there is no way to prevent it. At present, there is no cure for autism: there is no medication, no pills, no injections which can make the problem go away. The only consistently effective treatment for autism is a structured training program; therefore, a combination of a good school and parent training is the best known treatment. Autistic children can make significant progress if the intervention is appropriate and consistent. Early intervention, before the child is five, is especially crucial to the child’s progress. This is why an early and accurate diagnosis is important. Autistic children grow to become autistic adults, and there is a particular need for meaningful outlets for social interaction and employment where possible.
How is it different from Mental Retardation?
When a person has M. R. there is more or less even impairment in skills in all areas of development. Therefore, if an M.R. child of 8 years has a mental age of 5 then all his skills would be roughly around 5 years (i.e. motor, communication, social, self-help, cognition etc.). In Autism, there is an uneven skill development- in face this is the hallmark of autism. In some areas the child may show age-appropriate skills; in some the skills may be below the development level; and the again there are people with Autism who possess exceptional skills i.e. beyond their age level.
Slow Learners
Who are Slow Learners?
Technically children with an IQ between 70 and 90 are slow learners. They may or may not have an associated disability, like speech perceptual or visual problems. Slow learners are often good at everything except academics, where they are often outpaced by their class or playgroup. They cannot be labeled as mentally retarded nor can they cope up with normal schooling.
As the shades of color black and white the children of yesteryears were termed as normal and mentally retarded. But here we forget that there is a shade of grey in between the two .The same way there is a group of children who are neither normal nor retarded. They are “Slow Learners”. This grey area is today being neglected by society and does not receive the attention and help which are at present extended to group like mentally retarded, spastics etc.
“Slow Learner” is a term used to describe the child whose learning ability in all areas is delayed in comparison with the children of the same chronological age. These children are characterized by the low-normal to borderline intelligence with corresponding slow academic progress. The slow learners are often in need of a modified curriculum and need more individual attention than their non-affected peers.
How to identify Slow Learner?
- These children start showing difficulty in studies after 3rd Standard.
- They have poor memory.
- Inability to cope up with many subjects.
- Inability to write big answers.
- Difficulty in concentrating and
- Lack of Self Confidence.
Characteristics of Slow Learners:
- Functions at ability which is significantly below grade level.
- Is prone to immature interpersonal relationships.
- Has difficulty following multi-step directions.
- Short attention span and poor concentration skills.
- Poor time management skills.
- Has a poor self-image.
- Scores consistently low on achievement tests.
- Works on all tasks slowly.
- Masters skills slowly.
- Easily loses track of time.
- Can’t transfer what they have learned from one task to another.
What can teachers do?
- Student needs 3 to 5 times as much repetition as the typical sudent.
- Concepts need to be reinforced through practical and familiar activities.
- Give shorter class and homework assignments, or break assignments up to avoid overwhelming the student.
- Use demonstration and visual cues. Do not distract with too much verbalization!
- Reduce distractions in working environment.
- Work on material that is challenging but allows success.
- Provide meaningful concrete activities rather than abstract.
- Give short specific directions and have student repeat them back.
- Make learning fun and comfortable… your positive attitude is very important!
ADHD (Attention Deficit Hyperactive Disorder)
Attention deficit hyperactivity disorder (ADHD) is a psychiatric disorder It is characterized by problems paying attention, excessive activity, or difficulty controlling behavior which is not appropriate for a person’s age. The most common ADHD symptom is hyperactivity. Some people with ADHD only have problems with one of the behaviors, while others have both inattention and hyperactivity-impulsivity.Most children have the combined type of ADHD.
Diagnosis of ADHD requires a comprehensive evaluation by a licensed clinician, such as a pediatrician, psychologist, or psychiatrist with expertise in ADHD. ADHD symptoms can appear as early as between the ages of 3 and 6 and can continue through adolescence and adulthood. Symptoms of ADHD can be mistaken for emotional or disciplinary problems or missed entirely in quiet, well-behaved children, leading to a delay in diagnosis. Adults with undiagnosed ADHD may have a history of poor academic performance, problems at work, or difficult or failed relationships.
ADHD symptoms can change over time as a person ages. In young children with ADHD, hyperactivity-impulsivity is the most predominant symptom. As a child reaches elementary school, the symptom of inattention may become more prominent and cause the child to struggle academically. In adolescence, hyperactivity seems to lessen and may show more often as feelings of restlessness or fidgeting, but inattention and impulsivity may remain. Many adolescents with ADHD also struggle with relationships and antisocial behaviors. Inattention, restlessness, and impulsivity tend to persist into adulthood.
Scientists are not sure what causes ADHD. Like many other illnesses, a number of factors can contribute to ADHD, such as:
- Genes
- Cigarette smoking, alcohol use, or drug use during pregnancy
- Exposure to environmental toxins during pregnancy
- Exposure to environmental toxins, such as high levels of lead, at a young age
- Low birth weight
- Brain injuries
ADHD is more common in males than females, and females with ADHD are more likely to have problems primarily with inattention. Other conditions, such as learning disabilities, anxiety disorder, conduct disorder, depression, and substance abuse, are common in people with ADHD.
PDD (Pervasive Development Disorder)
The diagnostic category of Pervasive Developmental Disorders (PDD) refers to a group of disorders characterized by delays in the development of socialization and communication skills. Parents may note symptoms as early as infancy, although the typical age of onset is before 3 years of age.
There is a division among doctors on the use of the term PDD. Many use the term PDD as a short way of saying PDD-NOS. Others use the general category label of PDD because they are hesitant to diagnose very young children with a specific type of PDD, such as autism. Both approaches contribute to confusion about the term, because the term PDD actually refers to a category of disorders and is not a diagnostic label
The pervasive developmental disorders are pervasive developmental disorder not otherwise specified (PDD-NOS), which includes atypical autism and is the most common; autism, the best-known, now understood to be part of a spectrum; Asperger syndrome; Rett syndrome; and childhood disintegrative disorder (CDD). Children with PDD vary widely in abilities, intelligence, and behaviors. Some children do not speak at all, others speak in limited phrases or conversations, and some have relatively normal language development. Repetitive play skills and limited social skills are generally evident. Unusual responses to sensory information, such as loud noises and lights, are also common.
In May 2013, the Diagnostic and Statistical Manual was released, updating the classification for pervasive developmental disorders. The grouping of disorders, including PDD-NOS, Autism, Asperger Syndrome, Rett Syndrome, and CDD, has been removed and replaced with the general term of Autism Spectrum Disorders. The American Psychiatric Association has concluded that using the general diagnosis of ASD supports more accurate diagnoses.
ASD (Asperger’s Syndrome Disorder)
Asperger Syndrome (AS), also known as Aspergers, is a developmental disorder characterized by significant difficulties in social interaction and nonverbal communication, along with restricted and repetitive patterns of behavior and interests . As a milder autism spectrum disorder (ASD), it differs from other ASDs by relatively normal language and intelligence. Although not required for diagnosis, physical clumsiness and unusual use of language are common. Symptoms usually begin before two years old and typically last for a person’s entire life. The syndrome is named after the Austrian pediatrician Hans Asperger who, in 1944, described children in his practice who lacked nonverbal communication, had limited understanding of others’ feelings, and were physically clumsy
As a pervasive developmental disorder, Asperger syndrome is distinguished by a pattern of symptoms rather than a single symptom. People with Asperger syndrome often display restricted or specialized interests. People with Asperger syndrome often display restricted or specialized interests. People with Asperger syndrome display behavior, interests, and activities that are restricted and repetitive and are sometimes abnormally intense or focused. They may stick to inflexible routines, move in stereotyped and repetitive ways, or preoccupy themselves with parts of objects In 2013, Asperger’s was estimated to affect 31 million people globally. The syndrome is named after the Austrian pediatrician Hans Asperger who, in 1944, described children in his practice who lacked nonverbal communication, had limited understanding of others’ feelings, and were physically clumsy
The exact cause of Asperger’s is unknown. While it is likely partly genetic, the underlying genetics not been determined conclusively. Environmental factors are also believed to play a role. The diagnosis of Asperger’s was removed in the 2013 fifth edition of the Diagnostic and Statistical Manual of Mental Disorders and people with these symptoms are now included within the autism spectrum disorder along with autism and pervasive developmental disorder not otherwise specified.
Cerebral Palsy
Cerebral palsy (CP) is a disorder that affects muscle tone, movement, and motor skills (the ability to move in a coordinated and purposeful way. CP usually is caused by brain damage that happens before or during a baby’s birth, or during the first 3 to 5 years of a child’s life. This brain damage also can lead to other health issues, including vision, hearing, and speech problems; and learning disabilities. There is no cure for CP, but treatment, therapy, special equipment,and, in some cases, surgery can help kids who are living with the condition.
Cerebral palsy is one of the most common congenital (existing a tor before birth) disorders of childhood.The are three types of CP which are classified as:
- Spastic Cerebral Palsy– causes stiffness and movement difficulties
- Athetoid Cerebral Palsy– leads to involuntary and uncontrolled movements
- Ataxic Cerebral Palsy– causes a problem with balance and depth perception
Since cerebral palsy affects muscle control and coordination, even simple movements – like standing still – are difficult. Other functions that also involve motor skills and muscles – such as breathing,bladder and bowel control, eating, and talking – also may be affected when a child has CP.
Balance, posture, and coordination can also be affected by Cerebral Palsy. Tasks such as walking, sitting, or tying shoes may be difficult for some, while others might have difficulty grasping objects. Other complications, such as intellectual impairment, seizures, and vision or hearing impairment also commonly accompany Cerebral Palsy.
Every case of cerebral palsy is unique to the individual. One person may have total paralysis and require constant care, while another with partial paralysis might have slight movement tremors but require little assistance. This is due in part by the type of injury and the timing of the injury to the developing brain.
With the exception of children born with a severe case, Cerebral Palsy is considered to be a non-life-threatening condition. Most children with Cerebral Palsy are expected to live well into adulthood. The injury and damage to the brain is permanent. The brain does not “heal” as other parts of the body might. Because of this, the Cerebral Palsy itself will not change for better or worse during a person’s lifetime. On the other hand, associative conditions may improve or worsen over time.