Autism Spectrum Disorder And Their Effects On Children (Coursework Sample)

Autism Spectrum Disorder
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Introduction and Main Cause of ASD
Autism spectrum disorders are neurodevelopmental defect that usually develop in the early childhood of a person especially within 36 month onset. It is usually characterized by impairment in communication skills both verbal and nonverbal, impairment in social interaction and also makes one to have stereotyped interests, activities and behaviors. According to the research conducted by Centre for Disease Control, it shows that one in every one hundred and ten children suffer from autism spectrum disorder, although there is no clear answer on what causes it. The term ‘spectrum’ is used to describe a variety of severity and range people with ASD suffer from. The terms that were previously used to describe ASD include Asperger’s disorder, Austin disorder and pervasive developmental disorder. ASD mostly appears within the first three years of a child which makes a child to develop abnormality in brain development (Lord, C., Cook, E. H., Leventhal, 2013).
The main cause of Austin spectrum disorder is not known currently. However, recent studies has shown that genetic factors may be one of the causes of ASD. Different types of genes may play a role in ASD development in a child, although the specific genes that causes ASD are yet to be identified. Also, a range of studies that has so far been conducted shows that 10 percent to 37 percent of cases of ASD is associated with some form of medical conditions such as tuberous sclerosis among others. Diagnosis for ASD is based on the observation of behavioral patterns that a child may develop. There is no diagnostic laboratory and genetic screening for ASD patients (Lord, C., Cook, E. H., Leventhal, 2013).
Symptoms of Autism Spectrum Disorder
Impairment of social interaction may be one of the symptom of ASD. Such impairment may include aloofness and inability to create friendship, ability to engage socially with others despite looking for People Company, being avoidant especially when maintaining eye contact and having difficulty in comprehending social rules such as making comments that are embarrassing. Also, one may develop repetitive interaction while engaging with others(Pilarski, A, 2015).
Impairment of communication and play may be another symptom. A child may develop abnormal development and delay of speech. He/she may not even show nonverbal communication such as use of gestures and mime. Also, difficulty in starting and maintaining communication, lack of imitating others and stereotype use of language may be symptom that one suffering from ASD may develop.
Repetitive or restricted activities and interest may also be a symptom of ASD. A child may develop interests that are unusual, excessively intense and narrow. He/she may adhere to rigid routine and may develop intolerance of change. Also, frequent preoccupation with unwanted objects may be the repetitive symptom. Development of stereotyped motor mannerism such as continuous hand clapping may be a sign of such symptom. (Pilarski, A, 2015).
Borderline or normal intellectual ability may also be one of the symptom of ASD. This may be associated by clumsiness, lack of use of common sense, anxiety and precocious speech development. Also one may develop better verbal that lacks any form of nonverbal skills.
Other commonly associated symptoms include intellectual disability which occur in almost 70 percent of people suffering from ASD. Epilepsy is usually common and can develop at any stage of growth of a person with ASD. One can also develop unusual sensory responses such as tactile sensation, fascination with rotating objects and intolerance to foodstuffs. They may also develop disorders to do with their behaviors such as angry outbursts, interact well with only those they know well, sleep problems and anxiety due to overstimulation(Pilarski, A, 2015).
Diagnosis
The diagnosis of ASD is very essential especially to the child that is developing and growing. This makes it easy for early intervention and educational programs to be planned. Also, early diagnosis makes a person to be facilitated with support services and get access to specialist.
ASD is diagnosed using an easement that comprises of meeting and regular observation with the person, their family and other service providers. Data is gathered on individual’s difficulties and strengths especially in areas of communication and social interaction, and finally repetitive and restricted interests, behaviors and activities. Information can be obtained from the use of questionnaires and through administering standardized tests. ASD is often diagnosed in the early stage of a child but assessments can be conducted at any stage. Psychologists, pediatricians and psychologists with qualified experience are the one who are commonly used to asses and diagnose people with ASD (Pilarski, A, 2015).
It has been found out that children suffering from ASD can be diagnosed as early as two years since they can develop symptoms that can be seen in their first year of development. The average set year for diagnosis is usually three years. The assessment can be conducted by use of either American Psychiatric Association Manual IV, Autism Diagnostic Observation Schedule used in Australia, the World Health Organization International Classification of Diseases WHO ICD-10 criteria are commonly used methods. Diagnosis process usually involves identifying either one or more defects across the areas of development. In order for a child to qualify for ASD diagnosis, he/she must meet not less than two criteria in social reciprocity, that is, one in communication, and repetitive and restricted interests and behaviors and satisfy six or more criteria across the three areas (Pilarski, A, 2015).
Specifiers- the severity of specifiers may be applied to describe succinctly the symptom tomato logy currently experienced with an ASD patient, with recognition that severity vary from one person to another and often fluctuate with time. Severity of repetitive behaviors, communication difficulties and restrictions should be rated separately (Pilarski, A, 2015).
Deficits in using nonverbal communication are clearly seen by atypical, reduced or absent use of eye contact, body orientation, gestures, speech among others. This sign can be used to diagnose an ASD person.
Also, deficits in maintaining, developing and understanding relations should always be judged against gender, culture and age for ASD persons. For instant, an ASD person may develop rejection of other people, choose to prefer one gender or people of specific age(Pilarski, A, 2015).
Apart from that, deficits in socio-emotional ferocity are seen clearly in young children with ASD. They may seem to show negligible or no any social interaction with others and they may also tend to show no sharing emotions. (Pilarski, A, 2015).
Impacts of ASD
Impact on Parents and Families
Inadequate support system are common to families that have an ASD patient. Families with people of ASD often report feeling of depression, anxiety, social isolation, hopelessness and loneliness. Parents face difficulty when it comes to accepting people with ASD, difficulty to adjust to them, time management conflicts, limited information on treatment and limited access to services that are available. A study that was conducted by Queensland that interviewed parents and families with ASD shows that parents and families believed that they have been eluded from normal life. They felt that they were disrupted form activities such as socializing, emotional interaction within the family and they tend to think other families were disrupted by what their ASD child was engaging in, especially unusual activities such as instant outbursts(Manning-Courtney, P., Murray, D., Currans, K., Johnson, H., Bing, N., Kroeger-Geoppinger, K., & Messerschmidt, 2013).
Stigmatization of People with Autism Spectrum Disorder
People with ASD usually experience stigmatization in the society. There is commonly negative interaction with other people as they can bully them or discriminate against them. One form of bullying that affect people of ASD is fear of being laughed at. In a study conducted, with 40 ASD and 83 people without ASD, it shows that people with ASD recall being laughed at more frequently than those without. 45 percent people with ASD reported that were afraid of being laughed at with only 6 percent of people without reporting they were afraid of the latter (Manning-Courtney, P., Murray, D., Currans, K., Johnson, H., Bing, N., Kroeger-Geoppinger, K., & Messerschmidt, 2013).
How ASD Affects Learning and Development
People with ASD usually develop at different rate than those with no ASD and does not develop required skill like other normal people. For instance, an ASD child might not have an explosion of communication and language like other children, only being limited to learning fewer words within a longer period compared to a normal child (Manning-Courtney, P., Murray, D., Currans, K., Johnson, H., Bing, N., Kroeger-Geoppinger, K., & Messerschmidt, 2013).
ASD may also affect attention and interaction making learning difficult for a person with ASD. ASD individuals do not tune with other persons in the way other normal people do. For instance, a person with ASD might not have the ability to make eye contact, respond to their name or wave to others. They may not also be able to employ nonverbal communication skills such as gestures in their communication.
ASD also affects one’s understanding of other people’s perspective. A child with ASD will find it hard to view things from other person’s perspectives. They might have problems in comprehending tha...