AUTISM:
AN OVERVIEW
A PRESENTATION BY ZACHARY CARR
DECEMBER 12, 1999
for Kind
Tree Productions, Inc.
AUTISM IS A LIFE-LONG DEVELOPMENTAL
DISABILITY.
AUTISM 15 A PHYSICAL DISORDER AFFECTING
THE
BRAIN THAT PREVENTS INDIVIDUALS FROM PROPERLY
PROCESSING AND INTEGRATING INFORMATION FROM
THEIR SENSES AND SURROUNDINGS.
THE BRAIN DISORDER MAY CAUSE SEVERE
PROBLEMS IN LEARNING, COMMUNICATION, SOCIAL
RELATIONSHIPS, COGNITIVE FUNCTIONING, SENSORY
PROCESSING AND BEHAVIOR.
AUTISM IS A SPECTRUM DISORDER. THE SYMPTOMS
RANGE FROM VERY MILD TO SEVERE AND CAN OCCUR
IN DIFFERENT COMBINATIONS FROM ONE INDIVIDUAL
TO THE NEXT.
AUTISM USUALLY BECOMES APPARENT IN TUE FIRST
THREE
YEARS OF LIFE BUT CAN BE IDENTIFIED AT ANY POINT
IN LIFE.
AUTISM CAN OCCUR WITH OTHER DISABILITIES.
A
SIGNIFICANT PERCENTAGE OF PEOPLE WITH AUTISM
HAVE
MENTAL RETARDATION.
AUTISM DOES NOT PREVENT LEARNING. PEOPLE
WITH
AUTISM GROW, CHANGE, LEARN AND ACQUIRE NEW SKILLS
THROUGHOUT THEIR LIVES.
LANGUAGE AND COMMUNICATION DIFFICULTIES.
SOCIAL JUDGMENT AND RELATING ISSUES.
RESTRICTED REPERTOIRE OF BEHAVIOR/NEED FOR SAMENESS.
SENSORY AND PERCEPTION ISSUES.
UNEVEN PATTERNS OF DEVELOPMENT.
ORGANIZATION AND SEQUENCING DIFFlCULTIES
COGNITIVE AND ABSTRACT THINKING DIFFICULTIES
IMPAIRED VERBAL/NONVERBAL LANGUAGE OR SOCIAL
COMMUNICATION SKlLLS.
IMPAIRED ABILITY TO RELATE TO PEOPLE OR
THE
ENVIRONMENT.
EXHIBITS OR PREVIOUSLY EXHIBITED UNUSUAL
RESPONSES TO SENSORY INFORMATION
EXHIBITS OR PREVIOUSLY EXHIBITED
INCONSISTENCIES OR DISCREPANCIES IN THE
DEVELOPMENT OF PHYSICAL, LANGUAGE, SOCIAL OR
COGNITIVE SKILLS.
THERE ARE SEVERAL KNOWN CAUSES FOR
AUTISM BUT NO KNOWN SINGLE CAUSE.
GENETIC-TWIN STUDIES HAVE SHOWN A
CONCORDANCE RATE FOR AUTISM TO BE
GREATER THAN 50%.
INFECTIOUS DISEASES- RUBELLA HAS BEEN LINKED
TO THE
DIAGNOSIS OF AUTISM.
METABOLIC DISORDERS- PKU AND CELIACS
DISEASE HAVE BEEN IMPLICATED AS THE CAUSE
FOR SOME PEOPLE WITH AUTISM.
STRUCTURAL ABNORMALITIES- HYDROCEPHALUS
HAS
BEEN DETERMINED AS A CAUSE. UNDER DEVELOPMENT
OF
THE CEREBELLUM MAY BE ANOTHER.
AUTISM EFFECTS APPROXIMATELY 1 IN 1000
LIVE BIRTHS.
IT OCCURS IN A RATIO OF APPROXIMATELY 3.5
BOYS
TO EVERY 1 GIRL.
AS HIGH AS 70% OF PEOPLE WITH AUTISM ALSO
HAVE
MENTAL RETARDATION.
20-65% OF PEOPLE WITH AUTISM SHOW
ABNORMALITIES ON EEGs.
25-33% OF PEOPLE WITH AUTISM DEVELOP SEIZURE
DISORDERS BEFORE OR DURING ADOLESCENCE.
AUTISM IS EQUALLY DISTRIBUTED OF THE SOCIAL
CLASSES,
CULTURAL AND NATIONALITIES.
EXCELLENT MEMORY, ESPECIALLY FOR DETAIL
ABILITY TO FOLLOW ROUTINES
APPRECIATION FOR PRECISION AND ACCURACY
STRONG VISUAL SKILLS
ABILITY TO MAKE ASSOCIATIONS QUICKLY
MANY PEOPLE WITH AUTISM ALSO DISPLAY
SPECIALIZED TALENTS (E.G., SIGHT READING
MUSIC, SELF TAUGHT READERS, DRAWING, AND
ABILITY TO CALCULATE NUMBERS)
Teaching strategies of verbal and imitation not
effective
Learn best through visual structure and routine
Need to learn power of communication
SYMPTOMS
Problems understanding commands
Limited topics
Does not communicate own needs
Delayed processing or refuse things does not
want
Understanding based on context
Concrete
Asks lots of questions
COMMUNICATION AND LANGUAGE PROBLEMS
IMPLICATIONS FOR TREATMENT
Example 2
Extreme problems with generalization - need to
teach in each new
situation, new people, new materials
Utilize strategies to minimize problems with judgement
Give extra time
Highlight important information
Symptoms
Concrete, literal
Focus on detail
Can't tell relevant from irrelevant
Can't tell clean from dirty
Slow to process information
Slow pace
Trouble with choices
Indecision
COGNITIVE PROBLEMS
DIFFICULTY WITH MEANING
PROBLEMS WITH ABSTRACT THINKING,
JUDGMENT AND INTEGRATING IDEAS
IMPLICATIONS FOR TREATMENT
Example 3
Main motivation of social reinforcement or timeout
does not work
Does not learn from watching
SYMPTOMS
Poor eye contact
Difficulty modulating behavior to setting
Peculiar affect
Lack of response to others emotions
Difficulty taking another person's perspective
Affect not consistent with contact
Problems with imitation
Limited play and social interactions
SOCIAL JUDGMENT
SOCIAL RELATING
IMPLICATIONS FOR TREATMENT
Example 4
Individualized approach
Must assess full range of skills and strategies
Can't assume skills in one area based on another
area
SYMPTOMS
Often good at numbers, rote memory tasks and music
Problems with language and abstract reasoning
Some can read but can't talk
UNEVEN PATTERNS
OF DEVELOPMENT
IMPLICATIONS FOR TREATMENT
Example 5
Work easier than play
Can learn things positive
Need predictability
Routines that we develop
SYMPTOMS
Upset easily by changes in environment -
holidays, new clothes, new foods, moving, staff
changes
Free time difficult
Memorize the world
Easily upset and confused
Elaborate rituals
RESTRICTED REPERTOIRE
OF BEHAVIORS
FOCUS ON SAMENESS
AND RITUALISTIC BEHAVIORS
IMPLICATIONS FOR TREATMENT
Example 6
Emphasize visual clarity and systematic
or routine ways of doing things
SYMPTOMS
Do not know where to start,
what's next,
and when to finish
ORGANIZATION
AND SEQUENCING PROBLEMS
IMPLICATIONS FOR TREATMENT
Example 7
Minimize distractions
Highlight important elements of environment
SYMPTOMS
Inconsistent response to sounds
Distractable
Over or under reactive
Dislikes certain textures
Stares at lights
No pain response
Licks and smells things
SENSORY AND
PERCEPTION PROBLEMS
THE PLAN OF TREATMENT NEEDS TO BE INDIVIDUALIZED.
LEARNING STYLES SHOULD ALWAYS BE ASSESSED.
ANY PAST HISTORY OF ISSUES OR EXPERIENCES
THAT
THE INDIVIDUAL HAS AN AVERSION TO NEEDS TO BE
AVOIDED.
USING DIFFERENT APPROACHES TO TEACH DIFFERENT
SKILLS MAY BE NECESSARY.
IT IS ALWAYS BEST TO HAVE AN UNDERSTANDING
OF
THE VARIETY OF THEORIES FOR TEACHING PEOPLE WITH
AUTISM. (SUGGESTED READING THE AUTISM TREATMENT
GUIDE BY ELIZABETH GERLACH.)
EVALUATE OPINIONS FROM MULTIPLE PROFESSIONALS
AND THEN DECIDE ON THE GOODNESS OF FIT FOR YOUR
CHILD.
Although each family is different, the supports
many families need include:
INFORMATION AND KNOWLEDGE ABOUT AUTISM.
SKILLED RESPITE CARE: ALL PARENTS NEED A BREAK.
PRACTICAL, EXPERT HELP TO ORGANIZE DAILY
LIVING
FOR THE CHILD WITH AUTISM AND TEACH SELF CARE
SKILLS IN THE HONIE.
EFFECTIVE STRATEGIES FOR DEALING WITH DIFFICULT
BEHAVIORS.
HELP IN FINDING AND ACCESSING SERVICES AND
RESOURCES IN THE COMMUNITY.
SUPPORT AND UNDERSTANDING FROM FAMILY, FRIENDS,
AND NEIGHBORS.
CONTACTS AND FRIENDSHIPS WITH OTHER FAMILIES
WHO
HAVE CHILDREN WITH AUTISM.
Autism is a developmental disability caused
by a neurological dysfunction and characterized by
difficulties and abnormalities in several areas.
These areas include communlcation skills, social
relationships, cognitive functioning, sensory
processing, and behavior. Autism prevents people from
properly processing and integrating information
from their senses and environment. Autism effect
approximately I per 1000 live births. It occurs
in males more frequently than in females. The ratio is approximately 3.5
to 1. That does correlate with other commonly diagnosed disabilities. Symptoms
range from very mild to severe and can often be paired with mental retardation.
Approximately 25-35% of people with autism function in the range of borderline
to mild mental retardation, 50-65% are moderately to profoundly mentally
retarded and 10-15% have average to above average intelligence. Autism
is a life long disability and no cure has been found date. Autism is commonly
diagnosed before the third year of life. Autism can be diagnosed both medically
or educationally. The medical diagnosis for autism, as listed in the American
Psychiatric Association's Diagnostic and Statistical Manual (DSM-IV), typically
includes these characteristics:
Language and Communication Difficulties
Social Judgment and Relating Issues
Restricted Repertoire of Behavior- Need for Sameness
Sensory and Perception Issues
Uneven Patterns of Development
Organization and Sequencing Difficulties
Cognitive and Abstract Thinking Difficulties.
The educational diagnosis is used to determine
eligibility for special education services and can be
performed by an autism specialist or school psychologist
with input from the educational team, which
includes the guardians. The disability must have
a negative impact on student's educational performance
and the individual must be determined to dispIay
these four characteristics:
Impaired verbal/nonverbal language or social communication skills
Impaired ability to relate to people or the environment
Exhibits or previously exhibited unusual responses to sensory information
Exhibits or previously exhibited inconsistencies
or discrepancies in the development
of physical, language, social or cognitive skills.
Ii has been determined that approximately 50%
of people with autism never develop meaningful
communicative language and most people have difficulties
with other forms
of communication as well. Although many people
with autism display ecolalic speech, repetitive or
stereotypic language based on past auditory experiences,
it often does not become a functional option.
Language for people with autism is often based
on gestures, sign language or picture systems. As long as the form of communication
used meets the needs for both receptive, what one understands, and
expressive, what one can communicate to others,
then it is a functional means of communication.
Leo Kanner first used the word "Autism" when he
described the syndrome in 1943. He also pointed out
certain bio-behavioral patterns in addition to
the multiple cognitive deficits:
Strong Impulses
Excessive Anxiety
Sensory and Perceptual Abnormalities
It is generally understood that autism has
several known causes. The most common is genetic although the exact transmission
is not known It has been shown through twin studies that if one twin displays
the
characteristics of autism, the other twin is
likely to display them also by greater than 50%. other causes of autism
include infectious diseases, metabolic disorders and structural abnormalities
Examples include
Rubella, PKU, Celiacs Disease and hydrocephalus.
Experts have determined that autism is a brain
disorder, but they haven't determined exactly
how and why the brain doesn't work properly.
People with autism typicaily display strengths as well as deficits. . Most people with autism display superior strengths. Often in aspects of memory, visual perception, or specialized talents (e.g., sight reading music, self taught reader, drawing.) Some of the more common strengths include:
excellent memory, especially for detail
ability to follow routines
appreciation for precision and accuracy
strong visual skills
ability to make associations quickly
There are a variety of treatments that are
available to people with autism. These include behavioral
interventions (based on learning theory), therapies,
dietary treatments and medications. Because autism
effects each individual in a unique way, it is
strongly suggested that whatever treatment or treatments
chosen be individualized to the person and their
environment Their learning styles should always be considered in the decision
as well as their past experiences and anxieties. For the family or professional
seeking a general overview of treatment options, The Autism Treatment Guide
by Elizabeth (Gerlach is not only a great resource. She's an Oregon parent
of a child with autism.)
autism@kindtree.org
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"Autism Rocks"
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