Effects of Autism on the Successful Achievement of Life Tasks During the Developmental Stages of Lifespan, Research Paper Example

Developmental change may result from genetically-controlled processes called maturation or as a result of learning and environmental factors but mostly involves an interaction between these two factors. There are various definitions given to periods in child development as each period is a continuum affected by individual differences concerning start and ending. Some age-related defined intervals and development periods are: newborn t the ages 0 to 1 month; infant at ages of 1 month to 1 year; preschooler (age’s 4–6years) and adolescent between 13 and 20 years (Kail RE 2006).  However, organizations such as the World Association for Infant Mental Health use the term infant as a broad category to define children from birth to the age of 3 years. The optimal development of children is of great significant to the society and therefore it is vital to understand the cognitive, educational, social and emotional development of children.

Disorders of neural development, is defined as the impairment of growth and development of the central nervous system or the brain. The term is used narrowly to refer to a brain function disorder which affects learning ability, memory and emotion and which manifests as the individual grows (Reynolds and Cecil R. 1999). Disorders considered to have a neurodevelopment  origin or to have consequences on  neural developmental  when they occur at infancy and childhood include autism and autism spectrum disorders like  Asperger syndrome, Rett syndrome,  genetic disorders like fragile-X syndrome,  epilepsy and Down syndrome , learning disorders ,fetal alcohol syndrome, neurological and psychiatric disorders.  The neurodevelopment disorders are widely associated with varying degrees of physical, mental, emotional and economic burden to families, individuals and society in general (Cecil R. and Reynolds 1999).Autism  spectrum disorder (ASD) or classical ASD Autistic disorder or autism is a range of complex disorders which affect  neuron development and is characterized by difficulties in communication, social impairments, and repetitive restricted, as well as   patterns of stereotype behavior. Other rare, very severe disorders that are included in the autism spectrum disorders are Rett syndrome and childhood disintegrative disorder (Powers MD 2000).

Autistic disorder or autism is the most severe form of ASD, with other conditions along the spectrum including a milder form called Asperger syndrome, Rett syndrome which is a rare condition, childhood disintegrative disorder and pervasive developmental disorder in which a child shows symptoms of either of these autistic disorders, but the symptoms do not meet the specific criteria for either and hence it is referred to as pervasive developmental disorder not otherwise specified (PDD-NOS)(Powers MD (2000).

Prevalence

ASD occurs in all ethnic and socioeconomic groups with significant variations in severity and character. The most recent government survey on the rate of autism was in 2007 in which the Centers for Disease Control (CDC) found the rate to be higher than the rates found from studies conducted in early 1990s in the United States. The CDC survey was conducted in 14 communities throughout U.S in which diagnosis of autism spectrum disorder was assigned based on school and health records of 8 year olds. The CDC report also confirms other recent epidemiologic studies which have documented that more children are being diagnosed with ASD than in the past. The rte of SD was found out in data from an earlier report of the CDC’s Atlanta-based program to be 3.4 per 1,000 for children aged between 3 and 10 years .from   Summary of this and several other major studies on the prevalence of autism, CDC estimates that 2-6 per 1,000 children have an ASD with males risk being 3-4 times higher than females (Yeargin-Allsopp M. 2003).

Rett Syndrome

Rett syndrome is severe but relatively rare, affecting females almost exclusively, one out of 10,000 to 15,000.  Autism –like symptoms start appearing after a period of normal development, sometime the period between 6montths and 18 months. The girl’s mental and social development regress end hence she does not respond to her parents anymore and pulls away from all social contacts.  She cannot control her feet; she stops talking and wrings her hands (Yeargin-Allsopp M. 2003). .

Childhood Disintegrative Disorder

The criterion for childhood disintegrative disorder (CDD) is met by very few children with an autism spectrum disorder (ASD).  Estimates have been made from four surveys of ASD and show that less than two children per 100,000 having ASD could fit in the category of those having CDD meaning that CDD is a very rare form of ASD however it still has a strong preponderance to males. Children may show symptoms by age 2, but the onset is between 3 and 4 years on average. Up to this time, the child must have appropriate communication skills and social relationships and it is the long period of   the child’s normal development before regression sets in that helps differentiate CDD from Rett syndrome (Fombonne, E. 2002)..

Causes of Autism

Scientists are not sure about the etiology of ASD, but there is likelihood that both genetics and environment play a role. Several genes associated with this disorder have been identified by researchers.  Studies of people with autistic disorder have shown irregularities in various regions of the brain while other studies suggest there are abnormal levels of neurotransmitters like serotonin and other neurotransmitters in the brain of people with ASD.  Results from recent neuroimaging studies have shown that abnormal brain development in the first months of infancy may greatly contribute to the cause of autism. The” growth irregularity hypothesis” suggests that the anatomical abnormalities observed in autism are as a result of genetic defects in brain growth factors and factors that regulate how brain cells communicate with each other, possibly due to the influence of environmental factors on gene function. Therefore there is a possibility that sudden, rapid growth of head in an infant is an early warning sign of positive diagnosis of autism. Scientists under the sponsorship of the National Institute of Child Health and Human Development have discovered that a mutation in the sequence of a single gene can result into Rett syndrome .MRI and postmortem studies have also shown that majority of the major brain structures are implicated in autism. Such structures include the cerebral cortex, cerebellum, corpus callosum, limbic system, brain stem and corpus basal ganglia. Other research is focusing on the role of neurotransmitters like serotonin, epinephrine and dopamine   .While these findings are intriguing, they are preliminary and require further study ( Akshoomoff N. 2002).

Common Signs of Autism

The main features demonstrated by children with ASD are impaired social interaction which is noticed as early as infancy, repetitive behaviors and problems in non- verbal and verbal communication. In addition these children often respond to sensory experience in an unusual manner for example response to the way objects look or to certain sounds.These symptoms range from mild to severe however they present differently in each individual child. For example some may have extremely poor social interaction but less trouble when learning to read. Each child will individually show social communication and behavioral patterns but all which fit into the overall diagnosis of ASD.

Children with ASD show abnormal patterns of child development while in some children future problem hints may be apparent from birth in most SD cases, the problems in social skills and communication become more noticeable when the child lags further behind others of the same age. In some cases there is leveling of progress such that the difference between normal children and those with SD is noticed at infancy .On the other hand some children may start off well until the age between 12 and 36 months when the differences in their reaction towards people as well as other unusual behaviors become apparent. Reports from some parents claim that the change is sudden and that their children begin to act strangely, reject people and also lose social skills and language they had acquired previously (Powers MD 2000).

Social Symptoms

Typically developing infants exhibit social behavior from the beginning. Early in life infants turn toward voices, gaze t people, smile and even grasp a finger. In contrast, majority of children with ASD exhibit tremendous difficulty learning to engage in everyday human interaction of give-and-take. At infancy a baby with autistic disorder may not respond to people or remain focused intently on one item for long periods of time to the exclusion of others. Children with ASD often will avoid eye conduct with other people and may fail to respond when their names are called out. They find it difficulty to interpret other people’s feelings and thoughts because they can not understand social cues, like facial expressions, tone of voice, and can not even watch faces of other people to get clues about appropriate behavior. They find little meaning in little social cue be it a wink, smile, or a grimace. To such child who lacks the ability to interpret facial expressions and gestures the social world may become bewildering. To add on to the problem, people with autistic disorders have difficulties seeing things from other people’s perspective.  Typical 5-year-olds understand that people have different feelings and goals than they have while a person with ASD may lack this ability and therefore is unable to understand or predict other people’s actions.

They lack empathy and Seem indifferent to people and even seem to prefer being alone.  In addition, they may resist attention or accept cuddling and passively nd later they seldom seek respond or comfort to the display of affection or anger from parents’ in a typical manner. According to some researchers children with ASD have attachment to their parents however they don’t   express this attachment in a usual way and therefore it’s difficult to “read” it. To parents, it may appear as if there is no attachment to their child at all and therefore feel crushed by the lack of normal and expected behavior of attachment. Some people with ASD often have difficulty controlling their emotions. This is seen through “immature” behavior like inappropriate verbal outbursts or crying in class. At times individuals with ASD might physically aggressive and also be disruptive making social relationships more difficult. They tend to “lose control,” especially when they are in an overwhelming or strange environment, or when frustrated or angry. At times they may attack others, break things or harm themselves. In their frustration, some bite their arms, bang their heads or pull their hair (Powers MD 2000).

Communication Difficulties

By the age of 3 years most children have gone predictable milestones on the path to learning language;  By the first birthday, a typical toddler utters words, turns when his name is called, points when he wants a toy, and rebels when offered something distasteful.

Some children diagnosed with ASD do not talk all their lives. Some infants who show signs of ASD later babble and coo during the first few months but soon stop. Others may delay developing language to as late as the age 5 to 9 years. Some may learn to use systems of communication like sign language or pictures.

Those who speak use language in unusual ways often and seem to lack the ability to combine words to make meaningful sentences. Some utter single words only, while others keep repeating the same phrase.  Although many children without ASD pass through a stage of repeating what they hear, it normally passes by the age of 3 but for some with ASD they just parrot what they hear, a condition referred to as echolalia.

Those affected mildly may seem to have precocious, show slight delays in language and  large vocabularies which are not usual  but with  great difficulties  in sustaining a conversation  although they can have a monologue on a favorite subject without allowing  any one else to comment. Another difficulty is their inability to understand tone of voice, body language or “phrases of speech” and their body language is also not easy to understand. They rarely match what they are saying with movements, gestures and facial expression. In addition the tone in their voice does not reflect their feelings but commonly have sing-song, high-pitched, or flat, robot-like voice.

Without meaningful language or gestures to make requests, people with ASD lose the importance of letting others understand what they need and s a result, they may simply grab what they want or just scream unless they are taught better ways to express their need.

Repetitive Behaviors

Although children diagnosed with ASD seem to be physically normal with good muscle control, they have odd repetitive motions which may set them apart from other children. These behaviors might be subtle, highly apparent or extreme. Sometimes the repetitive behavior may be in the form of a persistent, intense preoccupation. For instance, the child might be obsessed with learning about, train schedules, lighthouses or vacuum cleaners .They often show great interest in symbols, numbers or science topics. Some children as well as older individuals spend a lot of time flapping their arms repeatedly or even walking on their toes with some suddenly freezing in position (Powers MD 2000).

Problems That May Accompany ASD

Children with ASD have a higher than normal risk for certain co-occurring conditions which include tuberous sclerosis whereby tumors grow on the brain, epileptic seizures, Fragile X syndrome consequently mental retardation, disabilities in learning, attention deficit disorder and Tourette syndrome  20 to 30 percent of children with ASD my develop epilepsy by the time they reach adulthood (Smalley SI. 2001).

Sensory problems- Children with accurate perceptions can learn from what they feel, see or hear. On the other hand, children with faulty sensory information may experience    a world of confusion. Many children with ASD are highly attuned or are painfully sensitive to textures, sounds, smells and tastes. In ASD, the brain also seems incapable of balancing the senses appropriately and therefore some ASD children are oblivious to extreme pain or cold such children may fall and break an arm, yet not cry. Another may not wince after bashing his head against a wall however a light touch may cause the child to scream with alarm.

Seizures- One in four ASD children develop seizures, often beginning either in early childhood or even in adolescence. ⁵ these seizures can lead to loss of consciousness temporarily, unusual movements, body convulsion or staring spells.

Mental retardation-Many children with ASD have some degree of mental impairment. Test results have shown that some areas of ability are weak while others may be normal this explains why for example, an ASD child may earn low scores when tested on language but do well on parts of the test that measure visual skills. Fragile X syndrome disorder which is the most common form of inherited mental retardation affects 2to 5% of people with SD. It is so named because part of the X chromosome is defective and   appears pinched when observed under a microscope. For reasons not known if child with SD is diagnosed with this syndrome there is high probability that the other male siblings will also have the syndrome and therefore It is crucial to have a ASD child checked for Fragile X, especially if the parents have intentions of getting another child.  a child with CDD my also lose bowel and bladder control and have often seizures and a very low IQ.

Tuberous Sclerosis- This is a rare genetic disorder that causes benign tumors to grow in the brain as well as in other vital organs. It is strongly associated with ASD. One to 4 percent of people with ASD also have tuberous sclerosis (Smalley SI. 2001).

The Adolescent Years

Adolescence is a stage of development crowned by confusion nd stress and it is not different   for autism teenagers. They require help in dealing with their budding sexuality just like all children.  Some behaviors improve during the teenage years while some become worse. Some teens may express their newfound confusion and tension through increased aggressive behavior.

Children also become more sensitive to social issues during the teenage years.  At this age most teenagers get concerned with popularity, grades, dates and acne. Consequently autistic teens may become painfully aware of their difference from their peers. They may realize that they don’t have friends and they are not planning for career or dating like their school mates. For some however the anger that results from such realization my turn out top be   motivation to acquire better social skills and learn new behaviors.

Some adults with ASD, especially those with Asperger syndrome can work successfully in mainstream jobs however social and communication problems re often a burden in many areas of their life and therefore they continually require moral support and encouragement as they struggle for an independent life. To many others with ASD they are capable of working   in workshops that re sheltered under the supervision of personnel trained to work with persons with disabilities (Powers MD 2000).

The Diagnosis of Autism Spectrum Disorders

The autism spectrum disorder can be detected reliably by the age of 3 years however in some cases it can be detected as early as 18 months or even one year (Filipek PA 1999).  If any warning signs of ASD appear then there is need to have a child evaluated by professionals. In most cases parents are usually the first to realize unusual behaviors in their child. In some cases, the baby my show the signs from birth for example focusing intently on one item for long periods of time or being unresponsive to people. The signs of ASD can also occur in children who appeared to have normal development. When an engaging, babbling toddler suddenly becomes withdrawn, silent, indifferent to social overtures, self-abusive then something is wrong.  According to researchers, parents are usually correct about noticing these developmental problems; however they may not know the degree of the problem or even identify the specific nature.

Clinicians rely on behavioral characteristics for their diagnosis. Some of these characteristic behaviors of ASD may manifest in the first few months after birth or they may appear later   during the early years. Problems areas like communication nd socialization must present before the age of 3.  Diagnosis for SD is a two-stage process with the first stage involving developmental screening done during “well child” check-ups and the second stage which entails a comprehensive evaluation of the child by a multidisciplinary team (American psychiatric Association 2000).

Treatment

There is no best treatment package for ASD children and therefore early intervention is very important. A nurturing environment at home, at school, and later in job training and at work, helps persons with ASD continue to learn and to develop throughout their lives Among the many methods available for treating and educating people the most acceptable effective treatment is applied behavior analysis (ABA). Children older than 3 years have school-based, special and individualized education. This may be done by   having the child in a segregated class with other ASD children or have the child integrated with normal children for at least some part of the day. Different people nd localities may use different methods but all should be aimed at providing a structure that will help the children learn functional communication and social skills.  Parents may often be involved in these programs by teachers who give useful advice in how to assist their children use skills or behaviors they learn at school when they get home

Dietary interventions and some medications which treat the specific signs can be of help. the dietary interventions find their  base on the idea that  deficiency of some vitamins and minerals contribute to the symptoms  of autism n also the fact that  food allergies cause symptoms of autism,. Medications are often used for   treating behavioral problems like aggression, severe tantrums and self-injurious behavior. The medications used are those designed for treating similar symptoms in other disorders and many are prescribed without the official approval by the FDA for use in children if the doctor feels they are appropriate for your child (Volkmar FR. 2000).

References

Akshoomoff N (2002). The neurobiological basis of autism from a developmental perspective. Development and Psychopathology

American Psychiatric Association  (2000). Diagnostic and statistical manual of mental disorders:  Washington DC: American Psychiatric Association

Cecil R. and Reynolds (1999). Handbook of neurodevelopment and genetic disorders in children. New York: The Guilford Press.

Filipek PA (1999) .the screening and diagnosis of autism spectrum disorders. Journal of Autism and Developmental Disorders New York: The Guilford Press.

Fombonne, E. (2002). Prevalence of childhood disintegrative disorder. Washington DC: American Psychiatric Association,

Kail RE (2006). Children and TheirDevelopment .  London: Prentice Hall  Press.

Powers MD (2000). What Is Autism?  Children with Autism: A Parent’s Guide. Bethesda, MD: Woodbine House.

Smalley SI. (2001) .Autism and tuberous sclerosis. Journal of Autism and Developmental Disorders. Bethesda, MD: Autism Society of America.

Volkmar FR. (2000). Medical Problems, Treatments, and Professionals.  Bethesda, MD: Woodbine House.

Yeargin-Allsopp M. (2003).Prevalence of Autism in a US Metropolitan Area. The Journal of the American Medical Association. Washington DC: American Psychiatric Association.