Autism 1
Evidence-Based Research
If you or a loved one had a medical condition that required medical interervention, you would hope that the doctors you trusted gained their expertise from accredited training and scientifically reliable sources. You would hope that they did not look for the information they needed on Google or in a book at Chapters. Unfortunately, the public often learns what they know about Autism from such sources.
When you search popular media for information on Autism, whether on the web or at a book store, you are confronted by an avalanche of information that is often unproven. Evidence Based Research is information based on validated science. There are many sources of evidence based research available on the internet.
The Canadian Autism Intervention Research Network (CAIRN) is a consortium of researchers, parents, professionals, and policy makers from across Canada that is dedicated providing such information.
Another landmark of information is
Evidence Based Practices for Children and Adolescents with Autism Spectrum Disorder.
Take some time and familiarize yourself with these sites.
The challenge presented in studying Autism is that popular notions about the disorder are sometimes not supported by evidence-based research. Watch the following video clips to get a sense of one set of differing opinions.
Vaccine Clip 3
Autism Spectrum Disorders (ASD
Hello everyone. I have corresponded with most of you. I hope everything is going well with the course. This topic will begin to begin to explore axactly what Autism is. There is no lack of information on Autism; the challenge is how to choose from the abundance of information that does exist. I have chosen to use Effective Education Practices for Students with Autism Spectrum to organize this course. Marion, one ot the course participants, wants you to know that you can obtain a physical copy of the book at the following address:
Service Ontario Publications will send you a hard copy of the Special Education Resource Document - Effective Practises for Students with ASD. Call 1 800 668 9938Autism Spectrums Disorders (ASD) are complex neurological disorders. They affect the functioning of the brain and the development of various important abilities and skills. “It is typically characterized by impairments in communication and social interaction as well as unusual pattern of behaviours, interests, and activities, the extent of difficulties will vary considerably across individuals and within an individual over time.” (National Research Council, 2001)
I'd like you to take a look at pages 11 to 17 of the resource. These pages look at terms, categories and characteristics.
Myths and Reality
We are exposed to many myths of Autism through movies and televisionand other media.
- "Everyone with Autism is the same."
- Reality - Everyone with ASD is a unique individual with unique skills and challenges. "When you meet one person with Autism, you have met one person with Autism."
- "Autism is a disease that can be cured..
- Reality - Autism is a disorder; not a disease. It cannot be cured; however, with the appropriate support, individuals can grow and progress in their skills and abilities.
- "Autism is caused by inadequate parenting."
- Reality - Parents cannot cause Autism. This myth sounds obvious, but the sad reality is that often parents are blamed for their child's behaviour...particularly if the child "seems normal".
- "Autism is caused by chemicals or pollution."
- Reality -At present medical professionals have found no solid evidence that Autism is caused by the environment;
Facts
- Studies in Canada and United States estimate that 60 of every 10,000 children, or one in 165 have Autism (Fombonne et al., 2006) This number is in flux; there have been reports of higher Autism rates.
- Medical professionals have found no evidence that Autism is caused by the environment; however evidence points to a genetic association.
- It is diagnosed more frequently in males than females; worldwide, males are affected four times as often as females (Chakrabarti & Fombonne, 2005). If you perform some simple calculations you can see that the chance of a boy having Autism is greater than 1 in 100.
The Name Game
The terms of Autism Spectrum Disorder, Autism and Pervasive Developmental Disorder are used interchangeably by parents and professionals within the field.
Autism-The term Autism was coined by psychologist Leo Kanner in 1943 to describe a group of children he studied who all shared similar characteristics.
Pervasive Developmental Disorders is a term that created by the American Psychiatric Association in 1980 that includes several disorders:
Autistic Disorder
Rett's Disorder
Childhood Disintegrative Disorder
Asperger's Disorder
Pervasive Developmental Disorder - Not Otherwise Specified
Autism Spectrum Disorder is a term used by many clinicians to refer three disorders.
- Autism
- Asperger Syndrome
- Pervasive Developmental Disorder - Not Otherwise Specified
Though the term ASD is now commonly used by those in the field yet is not yet a formally diagnosed term. This course will use the term ASD.
What are Autism Spectrum Disorders?
Autism Spectrum Disorders are developmental disorders that affect the way a person communicates and relates to other people. The range and intensity of disability varies widely, but all individuals affected by autism have certain common characteristics.
Before we begin to dig deep into theory it is essential that we are grounded in the reality of real children.
"I sit and watch Stephen play in the afternoon sun outside my window."
It is with this sentence that Dr. Szatmari begins the book, “A Mind Apart”. His choice of how to begin is very telling. A world-renowned authority on Autism, Dr. Szatmari is no stranger to facts and theories yet he begins by recalling his observation of a child. Why? The answer should direct us throughout this entire course.
To have any success understanding and working with children with ASD, any knowledge we learn must always be based on the individual. ASD expresses itself in very unique ways in each individual.
I sit and watch Stephan play in the afternoon sun outside my window. He is nine years old. I have not seen him for some time, and I'm surprised at how much he has grown. It's a warm day in December, but it feels more like spring as an early snowfall melts on the lawn. I work at an old hospital that used to be a tuberculosis sanatorium, and the maintenance staff are putting up the Christmas lights on a very tall pine, as they have done every December for many years.
Stephan runs around the path in circles, paying no attention to the lights going up. His mother keeps a slightly anxious eye on him, he clumps up the stairs, too heavily for so slight a boy. He announces in a loud voice, "I catch wasps!"
"Do you?" I reply, feeling rather taken aback. "That must be dangerous."
But he does not answer. He has a messy crop of blonde hair as well checking out the toys, the books, and the papers on my crowded desk.
He casts an anxious eye back on me and says, " I don't want to grow up!"
I nod sympathetically and try to inquire why, but again he does not answer. He would rather talk about wasps which are his passion. He tells me all about the different kinds of wasps that exist in the world, how he has them encased in epoxy at home and how mad they get when he captures them.
"Why do like wasps so much?" I ask.
"I like the sound they make and how their legs hang when they fly."
How their legs hang? I have never noticed the legs of a wasp, when they fly or otherwise.
When I saw him at three years, Stephan spoke a few words but used them only occasionally to label objects. More often he would yell, cry or protest. He did not compensate for his lack of speech by pointing to things, gesturing, or nodding and shaking his head to indicate "yes" or "no."
Although, for the most part, he seemed to be happy, he would not smile back at his parents when they smiled at him. When his father came home from work, Stephan would not run to the door to greet him but would jump up and down and flap his arms instead. He would not hug or kiss his parents and did not enjoy cuddling. He tolerated being held by them but generally did not reciprocate their affection. He would often run his hands through his mother's hear and sniff them.
From the book, “A Mind Apart - Understanding Children with Autism and
Asperger Syndrome”.
I noted Dr. Szatmari book earlier; this book is very inspirational ot me. Living in Hamilton, I have had attended many presentations by Dr. Szatmari over the years. His insistence on grounding theory in the here and now of real individuals is a challenge that I will try to meet in this course.
Below is the link to buy the book at Amazon
All individuals with Autism Spectrum Disorder have three common characteristics.
1. Difficulties with social interaction. They have difficulty in building social relationships with people. Many prefer to be off on their own and have difficulty with social skills like making eye contact, taking turns and reacting to smiles.
2. Difficulties with communication.
They have difficulty communicating through words, gestures and facial expressions. Many cannot speak at all and many use sign language, gestures and/or pictures to communicate. Others may speak and write well but might have difficulties with conversation skills like starting conversation or changing topics.
3. Unusual patterns of behaviours, interests and activities. "They spend their spare time doing puzzles, watching things, collecting things or being fascinated with specific topics or things." Some people with ASD like order and will line up items. Changes in routines or schedules might cause great anxiety. Some might engage in unusual behaviors like rocking, spinning or hand flapping.
Let's examine some ways that Stephen is affected ASD.
Difficulties with social interaction.
Stephen would not hug his parents. He would not share his interests with others.
Difficulties with communication.
Stephen displayed early developmental language delays. He only used a few words at age three.
Stephen does not follow conversation rules of turn taking about a common subject but only speaks about his interests.
He does not use gestures to enhance what he says.
Unusual patterns of behaviours, interests and activities.
Stephen's preoccupation with wasps.
Stephen's sniffing of his mother's hair.
These three elements are present in some form or another in every individual diagnosed with Autism Spectrum Disorder.
Exploring Videos
With the understanding that all individuals with ASD have three common characteristice, watch these video clips. Note the incredible variation that exists under the ASD umbrella. Note: I am using these links to share videos of children exhibiting aspects of Autism. There are other interesting features of this clips. Some are disturbing and some are inspiring. Some reference other jusisdictions and are very critical of the school system in their area.
(try right clip-open new window for the clips below)
I have included such a wide range of videos to show you the wide cast of the Autism Spectrum.
Things You should Know About Autism Spectrum Disorder
1. ASD knows no boundaries and occurs in all races and cultures.
2. Affects males more than females. (4:1)
3. At least 1 in 165 people have ASD. That amounts to over 80,000 people, four times the number of people at a full house at a Toronto Maple Leaf or Raptor game.
4. It is a Spectrum Disorder Think of a rainbow. When you look at a rainbow all the colours are both distinct yet blend into each other. Purple become blue, blue becomes green and green melds into red. So it is with ASD. It is a Spectrum Disorder. Though all three diagnoses on the spectrum share the triad impairments we have explored in Stephen they differ in extent and severity.
At one end of the spectrum is Autistic Disorder.
<_____________________________________________________________>
Autistic Disorder (Autism) PDD-NOS Asperger Syndrome.
-delays in social skills
-delays in communication skills
-restricted interests and activities
-often delayed intellectually
-50% develop functional speech.
-recognized before age three
At the other end of the spectrum is Asperger Syndrome.
-also show impaired social interaction <______________________________________________________________>
Autistic Disorder (Autism) PDD-NOS Asperger Syndrome
and limited interests and activities
before age three.
-no significant delay in acquiring
mechanics of language.
-no delays in cognitive skills/learning
-restricted interests/activities
-may experience feelings of social
isolation.
-possible depression in adolescence
and later.
Between the two is PDD-NOS
<______________________________________________________________>
Autistic Disorder (Autism) PDD-NOS Asperger Syndrome
Pervasive Developmental Disorder
Not Otherwise Specified.
-often called "atypical autism"
-includes individuals who do not fit
in the Autism or Asperger category.
It's important to remember that we must focus on the individual that we care for and about. The exact definition that captures their status is not as important the always unique qualities that each ndividual possess. Don't think of these diagnoses as air tight boxes that conclusively " contain" an individual. Its possible for one person to have characteristic that fit in differing parts of the curriculum. For an individual with ASD might have social skills that best fit AUTISM yet possess communication skills that seem to be explained by PDD-NOS.
There are exist individuals who could not receive a diagnosis of Aspergers but yet have "Autistic Features."
5. ASD is a Diagnosis of Hope.
Until recently the prognosis of individuals with ASD was negative and very limited - a life with little hope of growth that a high possibility of institutionalization. Fortunately evidence-based research has painted a new picture of the life course of individual's with ASD.
We now know that, as a group, individuals with ASD improve in their skills as they get older. A small but significant number of individuals with Aspergers improve in their skills to the point that they score "average" on social/communication assessments. How each individual grows is particular to the individual. In short, it is impossible to predict how a child will grow into adulthood. What we do know is that they will grow.
posted by Ed Mahony @ 12:42 PM
0 Comments
