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Autism is a lifelong
developmental condition that affects the way a person
communicates and relates to other people. More recently, a wide
range of associated conditions have been linked with autism
leading to the rise of the terms Autistic Spectrum Disorders
(ASD)and Autistic Continuum. However, all those
affected do tend to show three common characteristics (known as
the Triad of Impairments) :-
 | Difficulties
with Speech, Language and Nonverbal Communication
- The main problem is not that the child cannot talk
(although a small proportion never develop speech) but that
they have difficulties in communicating. In otherwords, even
people who have relatively normal language development can
find it difficult to initiate conversations, reply
appropriately and volunteer information. A child can often
repeat perfectly what has been said (known as echolalia)
but cannot use the same words in another situation (either
immediately or later) to request something. The same sort of
problem also exists with physical responses (known as echopraxia).
| Difficulties
with Social Interaction - People (particularly
children) with autism often have difficulties initiating and
sustaining relationships with their peers. It is often the
case that children with autism can relate well to their
parents and carers but not to other children. This is
because, as adults, we can usually anticipate the needs of a
child. Since other children do not have this ability, the
autistic child struggles to interact with his/her peers. It
is not that autistic children cannot make friends but often
just do not know how. Teaching an autistic child social
skills is critical to their development.
| Difficulties
with imagination and inner language - Imaginary
play (such as pretending a doll is a baby or a toy car is a
real car) is a very important part of a child's development.
Children with autism rarely show such imaginary play thus
their development is hindered. People with autism also tend
to have problems in understanding how other people are
feeling or interpreting facial expressions.
(The above text was
partly taken from Dr. B.J. Freeman's descriptions. Further
information was supplied by Dr Ken Aitken).
A number of terms and labels
are used for children and adults who fall within the
autistic spectrum (such as Pervasive Developmental Disorder,
Asperger's Syndrome, Autism, Heller's Syndrome and
Semantic-Pragmatic Disorder) and a wide range of apparently
related medical conditions. There is currently a divergence
of opinion concerning whether these associated medical
conditions are different causes of autism, as argued by
Gillberg & Coleman, or are parallel phenomena to a
common core genetic mechanism as has been advocated by the
Institute of Psychiatry group in London.
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Aspergers Syndrome is a form of autism and is
placed at the higher end of the spectrum. Children with AS tend
not to get diagnosed at the same early age because many aspects
of their development is normal or above average. AS children are
often diagnosed once they have started school (as a result of
difficult or unusual behaviour). Although development in many
areas is good (such as language, maths and reading), social
skills tend to be a problem.
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Classical autism is a rare
condition. It is generally agreed that core-autism occurs in
approximately 4.5 per 10,000 people (Aitken & Trevarthen),
Aspergers Syndrome occurs in approximately 26 per 10,000 people
(Ehlers and Gillberg) and that 56 per 10,000 are affected
by a disorder in the autistic spectrum (NAS). However,
during the 1990's the rates of children being diagnosed with ASD
has risen significantly with particular areas of the UK and the
USA recording rates as high as 1 in 150-200 children.
Differences of opinion still exist as to whether this is solely
down to improved diagnosis techniques or whether a new form of
autism now exists.
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The cause or causes of autism
remain unknown although it is generally agreed that it is
related to problems with brain development. This can be caused
before, during or after birth. It is also generally agreed that
classical autism has a genetic basis. The dramatic increases in
rates of ASD has led to research which points to a new form of
autism. This is known as regressive or aquired autism. The main
difference is that children with this new form have developed
normally (or are above average) before the regression kicks in.
Unlike classical autism, regressive autism can kick in at a
later stage in development (i.e. well after 18 months to 2 years
of age). For this reason, the DSM IV criteria (which is used to
classify a diagnosis of autism in the USA) may well be altered
at some stage. At the moment the autism must present before
three years of age.
A cure for autism is not
currently known thus it is not surprising that a wide range of
therapies and treatments have been developed (these are
discussed later in this document).
Although these treatments and therapies are not cures, they can
help improve the standard of life for a person with autism.
During the 1990's research into the biomedical side of autism
has given rise to exciting medical interventions which can help
ASD children considerably. Given the correct support, treatment
and education, people with autism can lead a happy and
productive life. l
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| Autism is 4 times more likely
to occur in boys than girls
| autism have what's
termed an islet of ability, ie. a special talent.
| 75% of children with autism
have a learning difficulty.
| Research has shown that autism
is not more likely to occur in any particular race,
religious or social group. |
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Landau-Kleffner
syndrome
Landau-Kleffner syndrome (LKS), also
called acquired epileptiform aphasia, is a rare, childhood neurological
disorder characterized by the sudden or gradual development of aphasia
(loss of language) and an abnormal electro-encephalogram (EEG). LKS
affects the parts of the brain that control speech and comprehension.
The disorder usually occurs in children between the ages of 3 and 7.
Typically, these children develop normally and then, for no apparent
reason, they lose the ability to understand others and to speak. While
many of the affected individuals have seizures, some do not. The
disorder is difficult to diagnose and may be misdiagnosed as autism,
pervasive developmental disorder, hearing impairment, learning
disability, auditory/verbal processing disorder, attention deficit
disorder, mental retardation, childhood schizophrenia, or emotional/behavioral
problems.
* http://www.bobjanet.co.uk/lks/home.html
* http://www.concentric.net/~Norih/lks.htm
* www.nidcd.nih.gov
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