The Puzzling World of Autism, Research Paper Example

The concept of autism can be quite confusing. After all, the disorder is rather complex, spanning different types of impairment and calling for various types of treatments and therapies. Additionally, diagnosing autism can be troubling as well, as borderline cases have become controversial for many parents. The present analysis will examine the nature of autism, as well as autism spectrum disorder, focusing on the therapies and treatments used for individuals with autism.

Nature of Autism

Autism is best described, at least in the scheme of related disorders, against the backdrop of the autism spectrum. Sometimes known simply as “the spectrum” by some, the autism spectrum refers to the rage of conditions that are pervasive developmental disorders, as classified in the Diagnostic and Statistic Manual of Mental Disorders (DSM). Including autism, Asperger syndrome, pervasive developmental disorder not otherwise specified, Rett syndrome, and childhood disintegrative disorder, there are a number of pervasive disorders, although it should be noted that only the first three, usually, are considered part of the autism spectrum (Johnson & Myers, 2007).

Symptoms and Characteristics

Part of the puzzling nature of autism is the broad characterization of the disorder. Affecting the brain, autism impacts how nerve cells connect and organize, and this is not understood very well (Levy, Mandell, and Schultz, 2009). One major characteristic of autism is that of social development, which effective separates autism and related autism spectrum disorders from other developmental disorders, according to Rapin and Tuchman (2008). From eye contact to basic social understanding, this is a significant quality found in those that have autism.

Along with social deficits, communication levels and repetitive behaviors are particularly noteworthy behaviors found in autism. The latter item can include something like ritualistic behaviors, or something much more dangerous such as that of self-injury, which reportedly affects approximately 30 percent of children with autism spectrum disorder (Dominick, Davis, Lainhart, Tager-Flusberg, & Folstein, 2007). Of course, there is a range of characteristics present in any person with autism, which can make diagnosis difficult.

Other symptoms can be present in autism, along with social deficits, communication levels, and repetitive behaviors. Unusual eating behaviors is one example of this, which is quite common in children with autism. However popular in media depictions, unusual abilities such as memorization feats and the talented items of autistic savants are found in 0.5 to 10 percent of individuals with autism (Treffert, 2009).

Causes

There are a number of possible causes for autism. Currently, there is no single cause that is accepted, as research is ongoing and not conclusive on the matter. According to Happé and Ronald, growing suspicion points to a complex disorder whose core aspects have distinct causes that often co-occur, instead of long-held views pertaining to cause at the genetic, cognitive, and neural levels of each (2008). At any rate, the strong genetic basis of autism is certainly present, based on a number of studies with particular note to heritability. For instance, siblings of individuals with autism are 25 times more likely to have the disorder (Geschwind, 2009).

Treatments and Therapies

While symptoms, characteristics, and causes of autism and the autism spectrum is only covered in short, the primary focus of the current analysis is on the wide variety of treatments and therapies present in these disorders. Like the symptoms and causes, the present look at treatments and therapies will also be a bit of an overview. This is due to the amazing depth of these subjects, as books have been written on any single subject covered presently. Thus, the following treatments and therapies will take a brief and overarching look at the therapy.

Behavior and Development Programs

Developmental programs centered on the individual’s behavior are a major focus. Applied behavior analysis (ABA) is particularly noteworthy and practiced in the field of autism. Often using one-on-one interactions, such a program focuses on improving negative behaviors and tackling goals to assist in the development of the child.

Behavior and developmental programs are widely seen in the context of autism. They can also incorporate different items, such as the aforementioned ABA or pivotal response therapy (PRT), which targets the child’s development. It is not uncommon for behavior and developmental programs to incorporate other therapies and treatments to be observed in the present analysis.

Occupational Therapy and Sensory Therapies

Another area of treatment is found in that of occupational therapy, which has been applied to the field of autism. Certainly expanding the normal scope of the profession, occupational therapists today can specialize in the disorder and integrate a number of elements into the therapy. Of particular note to this dynamic is that of sensory therapy, which has become a normal part of occupational therapy for autism.

Occupational therapy introduces traditional and more modern methods commonly associate with occupational therapy. Tactile skills, such as those required to tie one’s shoes or button one’s shirt, have been seen in the past. However, recent developments have introduced sensory therapies into the mix. Along with other areas, such as structured play therapies, there certainly are diverse approaches to occupational therapists’ approach to autism treatment. Of course, in most cases there are treatments and approaches borrowed from other programs/viewpoints. They can be used in conjunction for maximum effectiveness.

Other sensory therapies can be utilized, within and outside of the context of occupational therapy. Some methods, such as desensitizing a child that is hypersensitive to touch, are common from all types of therapists. Hyperactivity in children can be countered by spinning in a chair, along with other notable examples (Web MD, n.d.).

PEC Communication System

The Picture Exchange Communication System (PECS) has become another common element in therapy for those with autism. With the lack of ability to communicate with one that has autism, it can be useful to use picture cards to help bridge that gap. As many individuals with autism learn best by means of visualization, communicating with images can certainly be effective.

PECS is a trademarked program from Pyramid Education Products. However, it is also the process of communication that is used, which is important. Arguably, it is even more significant that the presence of the cards (Rudy, 2007). At any rate, the approach utilizes the cards and the process to help the communication gap.

PECS takes a systematic approach that helps prepare and individual to use the system with the prospective client. From figuring out a motivating factor in Phase one, to the final phase (Phase six) that consists of using descriptions on the world, the process can take “weeks, months or years to complete” (2007). The learner can benefit from various settings and partners to stimulate growth.

Diet Education

The subject of diet is an interesting one to autism. There is a great deal of attention that this element has received in the field of autism, with a great deal of research on the effects of gluten and casein (The GFCF Diet for Autism Spectrum Disorders, n.d.). As a result treatments are certainly taking in dietary considerations into use with other therapies.

At the forefront of the matter is the presence of gluten and casein in child’s diets. Despite mixed results, there have studies that demonstrate some improvement in those with autism using the gluten-free, casein-free (GFCF) diet (n.d.). This is very much a subject that will be affected by cutting-edge developments, so to speak.

Many autistic centers incorporate diet and other elements into the treatment for those with autism. As a 2010 study demonstrated benefits for some children with autism, this trend may continue to be the case with regard to the treatment of autism (n.d.). This again reinforces the blend of treatments and therapies that can be incorporated into a program for an individual with autism.

Art and Music Therapy

The benefits of art and music to any child are obvious. From abstract thinking skills to the presence of the imagination, these subjects can certainly have a positive impact on a child. Of course, children with autism can realize the same benefits and take advantage of these in their treatment program.

Art can be seen along these lines. Allowing children with autism to work on imagination and abstract thinking, art can play an important role in one’s development. Physical as well as cognitive skills are also gained, as well as self-expression and the presence of visual-spatial skills that are utilized. Naturally, art therapy can go hand-in-hand with that of music therapy.

Music therapy can have some of the same benefits. Along with art therapy, music therapy doesn’t necessarily require verbal abilities, and it can be tailored to the needs of the individual. Appealing to cognitive and emotional challenges, music can allow a child with autism to realize his or her creativity and logical skills. Simple songs can meet the developmental, clinical, and emotional needs of the individual as well.

Speech/Language Therapy

As covered earlier, speech and language skills are certainly a common area that is important for those with autism. With reference to the rapid pace in which such skills develop in the first three years, it is imperative that these areas of communication are approached. Speech (and language) therapy is a primary therapy that attempts to improve this vital area.

Speech therapy attempts to correct the issues that can manifest in children with autism. As many are either non-verbal or extremely verbal, a speech therapist can work with the individual to work on a number of important skills. Concept and conversational skills, non-verbal communication, and speech pragmatics are a few important areas that a speech therapist will touch on with a person that has autism.

As with any therapy, the therapy can be adjusted to meet the needs of the client. It is interesting to see the personalization that can be implemented in this regard. Also, speech therapy can have a marked impact in other areas, such as with the natural help that being able to express oneself lends to emotional outbursts. For yet another shared trait with other therapies, speech therapy can play a vital part of one’s development at home.

Response Prelinguistic Mileu Teaching

Known as Mileu training for short, this therapy uses items of interest from the child to provide learning opportunities. Able to be based on an item or activity, the method uses questions to help direct the student toward a communication goal, for instance. Mileu training can have positive results in the child’s communication abilities, as well progress in aberrant behavior.

Mileu training embodies a wide range of approaches. As with many other treatments and therapies covered in this analysis, there are manifestations that are seen. Enhanced Mileu Teaching (EMT) is a hybrid approach in this example, which uses both behavioral and social interactionist approaches to language intervention. From various sensory therapies to even that of Mileu training, it is notable to view the niche areas that have caught the attention of many who treat autism.

RDI Training

Relationship Development Intervention (RDI) training is a trademarked, new therapy that does not have a lot of research backing it, due to its age. However, there are studies that demonstrate its effectiveness (Web MD, n.d.). It is believed to be most effective for individuals at a young age, with autism.

Following a professional evaluation, RDI training integrates family early in the program. Using an RDI consultant, the program uses videotaped sessions to mark the progress of the students. The parents serve as the main “coach” of the individual. Using games and activities, the program tracks the individual’s progress in regard to social relationships and other related skills.

Others

Despite the wealth of therapies and treatments covered in the present analysis, there are certainly other standard ones that could be mentioned. However, while those won’t be approached, except for illustrative use later on, it is worth noting that these therapies are far-reaching. For instance, while ABA may be used most commonly across autism-based clinics, there are many occasions in which alternative therapies are explored. It is normal, as it will be seen, to utilize the breadth of treatments and therapies to meet the needs of the child.

Methods of Teaching a Child with Autism

The area of teaching children with autism is not completely separate from those therapies and treatments mentioned prior. In the current analysis, a number of approaches to the field of autism have been noted, which certainly integrate teaching methods as well as therapy/treatment. Thus, such a topic is not novel, in regards to what has been covered.

An example of this is found with Discrete Trial Training (DTT). Teaching individuals one step at a time, it is commonly used in ABA clinics and approaches. Many therapies themselves could be considered methods of teaching a child with the disorder.

Moving on, there are items that could be considered teaching methods on their own. Inclusion, also known as integration or mainstreaming, takes an approach of teaching autism along with children that do not have a disorder. Results can vary in this alternative take on how best to teach a child with autism.

Realistically, though, many therapies can be recognized as a way of teaching individuals with autism skills and items. Also, many of these programs, such as in the obvious case of ABA, use a variety of teaching methods to help the child progress. Of course, this is not always the case, as there could be relegation to behavioral intervention, for instance.

A legal document, an Individualized Education Program (IEP), is an example of an overarching item that can incorporate these features. Such a document could be integral in the behavioral and overall development of a child. Utilizing teaching tools, therapies, and other treatments, this is an important item that can weave together these dynamic elements into a single systematic approach.

Conclusion

Autism certain is a puzzling disorder. From the exact causes, characteristics, and treatments, there is a great deal of confusion in the scientific world concerning these specific points. The precise cause of autism is not known, though there are certainly many areas of note present. A great deal of symptoms and characteristics can be pointed out, though there is controversy surrounding exact items and the topic of misdiagnoses. Finally, there are plenty of treatments and therapies for autism, and only two (ABA and Risperdal) have been approved by the medical mainstream (Rudy, 2009).

The basic nature of autism can thus be a puzzling area, in itself. Today many people are not aware of the difference between autism and the autism spectrum. Of course, and with unfortunate note to the rise in epidemiology over the years, that is changing. However, there is a certain bewilderment that can be found with autism, in relationship to certain issues. A similar quality could be argued for attention deficit disorder (ADD), concerning its character, diagnosis, and so forth in general opinion.

It would be an understatement to attribute several possible treatment approaches to autism. With regard to the therapies that span ABA, occupational therapy, sensory therapies, and other types, there are certainly a wide variety of “primary” therapies that one would expect. However, that is only the start.

There are other additional therapies and approaches that can be used. Either in conjunction with primary therapies, or for perhaps a divergence to seek an alternative growth in development, other therapies have been valuable in certain cases. From RDI to the benefits of art and music therapy, there are plenty of examples that have been integrated into autism-based clinics. They can certainly play an important role and an important part in a child’s development, complementing well with other established therapies.

All of these therapies are importantly customized for the benefit of the student. Often in the form of an IEP, an individual with autism can have a program that can meet his or her individual needs. Utilizing various therapies, practitioners can find one that is adequate for the situation at hand. There is certainly a measure of dynamism in this, as plenty of options are presented for practitioners and families to find development in the individual.

Placing all of these elements together, the approach to autism has been aided by the developments in such areas. Today specialists – from sensory, art, music, speech, and other therapies – can direct their attention to the individual, working towards certain individualized goals. With a systematic approach and strong use of these methods, educational, developmental, and behavioral goals can be reached.

Overall, though, autism still maintains a certain degree of wonder. Perplexing to many is the dynamic nature of the causes, characteristics and symptoms, and the many types of treatments and therapies with autism. Also, the difference between autism and the autism spectrum, and the same bevy of issues add to that mystifying nature. Similar to other items in the medical world, such as noted before with ADD, autism may continue to have a bit of a unique character to it. At any rate, autism is a disorder that is finding attention on practical and scientific/medical levels, which should go a long way towards developments to aid those that have the disorder.

References

Autistism Therapies (n.d.). Web MD. Retrieved from http://www.webmd.com/brain/autism/autism-therapies-aba-rdi-and-sensory-therapies

Dominick, K. C., Davis, N. O., Lainhart, J., Tager-Flusberg, H. & Folstein, S. (2007). Atypical Behaviors in Children with Autism and Children with a History of Language Impairment. Research in Developmental Disabilities, 28 (2), 145-162.

Geschwind, D. H. (2009). Advances in Autism. Annual Review of Medicine, 60, 367-380.

Happé, F. & Ronald, A. (2008). The ‘Fractionable Autism Triad’: A Review of Evidence from Behavioral, Genetic, Cognitive and Neural Research. Neuropsychology Review, 18 (4), 287-304.

Johnson, C. P. & Myers, S. M. (2007). Identification and Evaluation of Children with Autism Spectrum Disorders. Pediatrics, 120 (5), 1183-1215.

Levy, S. E., Mandell, D. S. & Schultz, R. T. (2009). Autism. The Lancet, 374 (9701), 1627-1638.

Rapin, I. & Tuchman, R. F. (2008). Autism: Definition, Neurobiology, Screening, Diagnosis. Pediatric Clinics of North America, 55 (5), 1129-1146.

Rudy, L. J. (2007). Autism and the Picture Exchange Communication System (PECS). About.com. Retrieved from http://autism.about.com/od/treatmentoptions/a/PECS.htm

The GFCF (Gluten-Free, Casein-Free) Diet for Autism Spectrum Disorders (n.d.). AutismWeb. Retrieved from http://www.autismweb.com/diet.htm

Treffert, D. A. (2009). The Savant Syndrome: An Extraordinary Condition. A Synopsis: Past Present, Future. Philosophical Transactions of the Royal Society, 364 (1522), 1351-1357.