Social Work – Autism Research, Research Paper Example

The topic of autism has received much media attention and popular interest in the last several decades. Although a great deal about the condition is understood, many gaps remain in the knowledge base held by the general public as well as parents, teachers, and loved ones of children and adults with this condition. In fact, the majority of research done on autism has been based on basic behaviors and genetics rather than establishing standards of care. Since 1994, fewer than 150 peer-reviewed journal articles about autism research have looked into issues such as anxiety or depression, peer victimization, romantic relationships, and employment (Van Pelt, 2008.) As a result of the dramatically increasing numbers of children diagnosed with disorders in the autism spectrum, there is a tremendous demand for appropriately-trained social workers to work with such clients and their families.

Parents of older children and adults with autism are in need of guidance in the areas of transitioning to adulthood, daily living, and social relationships as well as educational and employment opportunities, areas in which social workers are well-positioned to assist. Because adults with autism often are confronted with discrimination that children with the disorder do not, social workers can play a crucial role in educating family members as well as the public in order to expand acceptance, community understanding, and supportive services. All too frequently, autism is seen only as an illness that results in an extremely disabling condition, a perception that people living with autism and the healthcare providers who work with them are determined to change. These misperceptions frequently result in underestimating the potential of people diagnosed with autism, and in the worst case scenarios, mistreatment and even abuse of the child or adult. Social workers who are working with this population need to become skilled in differential diagnosis, especially in relation to pervasive developmental disorders and co-occurring conditions, since the condition is often misdiagnosed as ADHD, learning disabilities, and anxiety. When social workers are intervening with children or adults with those diagnoses, and over time, see no improvement, it is important that they refer their client for assessment to determine whether that individual may have a developmental disorders such as those included in the autism spectrum (Ibid.)

In addition to providing evaluations to individuals, social workers can also provide benefits to people with autism by acting as case managers as well as liaisons between their clients and other healthcare professionals and systems, such as the school, employers, and extended family members. If the person with autism is having difficulty with parents who do not understand their child’s behavior, the social worker can serve as a mediator to help educate the parents and mediate conflicts. If a person with autism experiences discrimination in academic settings or regarding employment, a social worker can assist in seeking legal advice through organizations like the ACLU. In addition, they can further enhance the services they provide by clarifying the myths versus realities of autism; there is a surprising lack of information, as well as and abundance of misconceptions about autism. Some of these include:

• Myth: children with autism are capable of engaging in astounding mental activities, such as memorizing the telephone book, or performing complex mathematical equations instantly; Fact: A very small number of children with autism have extremely high IQs, and can perform miraculous mental challenges, but the majority do not (Needleman.)
• Myth: Autism is caused by an aloof, distant mother; Fact: The cause of autism is a biologically-driven brain disorder.
• Myth: Children along the autism spectrum will never be able to talk. Reality: Early diagnosis results in more than three quarters of children who are diagnosed with autism acquire spoken language.
• Myth: Autism can be caused by vaccinations. Fact: While this remains a controversial issue, two large studies looking for a causal connection between autism and vaccination concluded that there was no evidence to support that claim.
• Myth: Children with autism cannot develop any human relationships. Fact: While not necessarily typical relationships, children with autism do develop interpersonal relationships. A child with autism loves his parents, but may not like being touched or being hugged by them (Needleman.)

Children diagnosed with autism are often stigmatized twice: they are often viewed as low functioning or mentally retarded, or conversely, when they display extraordinary talents, they become upgraded to “idiot savants.” In the latter case, their incredible abilities are regarded as the aberrations of their higher order cognitive deficits (Erwin, 2007.) Nevertheless, this feedback, covert or overt, from the world at large often results in significant stress for the person diagnosed with autism, a condition in which the individual becomes overwhelmed with too much sensory stimulation to begin with. Because the ability to cope with stress involves many different cognitive functions of the brain, being on the autism spectrum can make it very difficult to balance all of these processes to manage the stress (Autism Spectrum Disorders Fact Sheet.)

There are four specific skills necessary to manage stress for a person with autism: awareness skills, or developing a better understanding of a situation and how it impacts the individual; acceptance, or acknowledging the stressful situation and being realistic about what may be possible about it to control or not; coping, or learning to develop strategies that will reduce or eliminate the stressors; and action skills that will enable the person to alter the situation in ways that will reduce the stress level (Ibid.) Stress management for a person with autism can be addressed in various ways, including progressive muscle relaxation, slow breathing exercises, and visualization, all of which can significantly minimize the level of anxiety being experienced.

Given the level of attention that autism and the autism spectrum disorders have attracted in the last decades, there are many resources available to individuals, families and parents, teachers and other caregivers. In Denver, Colorado, some of the resources available to people diagnosed with autism from the age of three through adulthood, as well as their families, are: Special Education Services Unit, c/o Department of Education; Department Of Education/Prevention Initiatives (for children ages 3 to 5); Early Childhood Initiatives (birth through 2); Developmental Disabilities Planning Council; and The Division of Vocational Rehabilitation (Colorado Autism Resources.)

References:

Autistic Spectrum Disorder Fact Sheet. (n.d.). Retrieved February 18, 2012, from Stress and Autism Spectrum Disorders: http://www.medicalnewstoday.com/releases/78795.php

Colorado Autism Resources. (n.d.). Retrieved February 18, 2012, from Autism Awareness: http://www.autismawarenessonline.com/resources/States/colorado.htm

Erwin, J. (2007, August 7). The Stigma of Autism and a Fluid Intelligence Study. Retrieved February 18, 2012, from Medical News Today: http://www.medicalnewstoday.com/releases/78795.php

Needleman, R. (n.d.). Misconceptions about Autism. Retrieved February 17, 2012, from Autism Research Foundation: http://www.socialworktoday.com/archive/090208p12.shtml

Pelt, J. V. (2008, September/October). Autism into Adulthood–Making the Transition. Retrieved February 17, 2012, from Social Work Today: http://www.socialworktoday.com/archive/090208p12.shtml