Autism Module 10 PDF

AUTISM Module 10 Physiological psychology Learning Objectives At the end of the lesson, students will be able to: Define Autism Learn the factors of autism What is Autism? It is defined by the presence of abnormal and or impaired development that is manifest before the age of 3 years...

AUTISM Module 10 Physiological psychology Learning Objectives At the end of the lesson, students will be able to: Define Autism Learn the factors of autism What is Autism? It is defined by the presence of abnormal and or impaired development that is manifest before the age of 3 years, characterized by abnormalities of social development, communication and a restriction of behavior and interest. What is Autism? Autism is a developmental disorders that appears in the first 3 years of life, and affects the brain’s normal development of social and communication skills. Autism Today, autism is a severe form of a broader group of disorders These are referred to as pervasive developmental disorders (later) Typically appears during the first 3 years of life What is Autism? Autism Spectrum (AS) affect around 1 in every 100-110 people and impact on an individual’s ability to communicate, socialize, and think imaginatively. These figures are quite significant and the growing population of children with autism have huge implications for all schools and teachers because almost all schools will come to face to face with this issue. What is Autism? Autism Spectrum (AS) is developmental condition which affects three main abilities in each individual. The ability: 1. To communicate 2. To socialize, and 3. To think flexibly What is Autism Spectrum Disorder? Autism Spectrum Disorder (ASD) are a group of disorders with common disabilities in three key areas”: 1. Social awareness and interactions 2. Language and other communication skills 3. Imaginative play (variable interest and behaviors) Autistic Disorder? Impairment in social interaction, communication, and imaginative play. Apparent before age 3 Also includes stereotype behaviors, interests, and activities. What is Autism Spectrum Disorder? Autism consists of disorders of developmental of brain functions Causes are not yet known for sure Autism affects FAMILIES in all races, cultures all around the world.  Even though individuals with AS have difficulties in the areas of communication, socialization, and imagination or flexibility of thought, each is at a different point on the spectrum and so may seem quite different. Some people with an AS will be able to live independent lives while others will always need to assistance and support.  Many have unique talents and abilities that the Autism masks and it is here where I believe educators need to discover the potential in all students who have autism.  Reuters (2012) in New York recently reported that about one in 88 children in the US have Autism or a related disorder, the highest estimate to date. This is increasing the debate on 1) what is causing the increase and whether there is a need for a cure and 2) how can governments and services provide better resources to assist parents and caregivers who have children diagnosed with Autism. According to Autism Speaks, one of the leading advocacy, funding and research organizations, we still are unsure of what cause Autism, but we do know that there is no one cause of Autism and also not one type of Autism, but we do know that there is no one cause of Autism and also not one type of Autism. Scientists over the last few years have identified some genetic identifiers linked to Autism but it is still believed that there are also environmental factors that may influence early brain development. We are still along way from really understanding Autism and research on causes and cures can take a very long time, so I believe it is more imperative that we focus on services and how we can assist families and children affected by this condition. It is view of many researchers and experts such as Simon Baron-Cohen (2005) and Temple Grandin (2010) that Autism is not so much a disorder but indeed a difference in learning styles or in the way the brain functions. Therefore, rather than trying to find a way to ‘fix’ or ‘cure’ these children it is more important to understand them and cater to their differences. Etiology Factors of Autism 1. Genetic factors 2. Biochemical factors 3. Medical factors 4. Perinatal Factors 5. Parenting Influence and social environmental factors 1) Genetic Factors More in monozygotic twins than dizygotic twins Siblings of autistic children shows a prevalence of autistic disorder of 2% 2) Biochemical Factors 1/3 of clients with autistic disorder have elevated plasma serotonin 3) Medical Factors Post natal neurological infections Fragile X chromosome syndrome 4) Perinatal Factors Maternal bleeding after 1st trimester and meconium in amniotic fluid. 5) Parenting Influence and social environmental factors Parental rejection Family break up Family stress Faulty communication patterns Experiencing the world for an individual who is on the Autism Spectrum Individuals with AS feel like they are bombarded with sensations. They are often very visual and learn in different ways to others. Their difficulties with communication mean that they often miss nuances and jokes and take what people say very literally. 10 Early Signs of Autism https://youtu.be/z7NeBs5wNOA?si=p85_BwYLXR6NThwZ  Key Facts Autism – also referred as autism-spectrum disorder – constitutes a diverse group of conditions related to development of the brain. About 1 in 100 children of autism Characteristics may be detected in early childhood, but autism is often not diagnosed until much later. The abilities and needs of autistic people very and can evolve over time. While some people with autism can live independently, others have severe disabilities and require life-long care and support. Evidence-based psychosocial interventions can improve communication and social skills, with a positive impact on the well-being and quality of life of both autistic people and their caregivers. Care for people with autism needs to be accompanied by actions at community and societal levels for greater accessibility, inclusivity and support.  Overview Autism spectrum disorders (ASD) are a diverse group of conditions. They are characterized by some degree of difficulty with social interaction and communication. Other characteristics are atypical patterns of activities and behaviors, such as difficulty with transition from one activity to another, a focus on details and unusual reactions to sensations. The abilities and needs of autistic people vary and can evolve over time. While some people with autism can live independently, others have severe disabilities and require life-long care and support. Autism often has an impact on education and employment opportunities. In addition, the demands on families providing care and support can be significant. Societal attitudes and the level of support provided by local and national authorities are important factors determining the quality of life of people with autism. Characteristics of autism may be detected in early childhood, but autism is often not diagnosed until much later. People with autism often have co-occurring conditions, including epilepsy, depression, anxiety and attention deficit hyperactivity disorder as well as challenging behaviours such as difficulty sleeping and self-injury. The level of intellectual functioning among autistic people varies widely, extending from profound impairment to superior levels.  Epidemiology It is estimated that worldwide about 1 in 100 children has autism (1). This estimate represents an average figure, and reported prevalence varies substantially across studies. Some well-controlled studies have, however, reported figures that are substantially higher. The prevalence of autism in many low- and middle-income countries is unknown.  Causes Available scientific evidence suggests that there are probably many factors that make a child more likely to have autism, including environmental and genetic factors. Extensive research using a variety of different methods and conducted over many years has demonstrated that the measles, mumps and rubella vaccine does not cause autism. Studies that were interpreted as indicating any such link were flawed, and some of the authors had undeclared biases that influenced what they reported about their research (2,3,4). Evidence also shows that other childhood vaccines do not increase the risk of autism. Extensive research into the preservative thiomersal and the additive aluminium that are contained in some inactivated vaccines strongly concluded that these constituents in childhood vaccines do not increase the risk of autism. Assessment and Care A broad range of interventions, from early childhood and across the life span, can optimize the development, health, well-being and quality of life of autistic people. Timely access to early evidence-based psychosocial interventions can improve the ability of autistic children to communicate effectively and interact socially. The monitoring of child development as part of routine maternal and child health care is recommended. It is important that, once autism has been diagnosed, children, adolescents and adults with autism and their carers are offered relevant information, services, referrals, and practical support, in accordance with their individual and evolving needs and preferences. The health-care needs of people with autism are complex and require a range of integrated services, that include health promotion, care and rehabilitation. Collaboration between the health sector and other sectors, particularly education, employment and social care, is important. Interventions for people with autism and other developmental disabilities need to be designed and delivered with the participation of people living with these conditions. Care needs to be accompanied by actions at community and societal levels for greater accessibility, inclusivity and support. Human rights All people, including people with autism, have the right to the enjoyment of the highest attainable standard of physical and mental health. And yet, autistic people are often subject to stigma and discrimination, including unjust deprivation of health care, education and opportunities to engage and participate in their communities. People with autism have the same health problems as the general population. However, they may, in addition, have specific health-care needs related to autism or other co- occurring conditions. They may be more vulnerable to developing chronic no communicable conditions because of behavioral risk factors such as physical inactivity and poor dietary preferences, and are at greater risk of violence, injury and abuse. People with autism require accessible health services for general health-care needs like the rest of the population, including promotive and preventive services and treatment of acute and chronic illness. Nevertheless, autistic people have higher rates of unmet health-care needs compared with the general population. They are also more vulnerable during humanitarian emergencies. A common barrier is created by health-care providers’ inadequate knowledge and understanding of autism. WHO resolution on autism spectrum disorders In May 2014, the Sixty-seventh World Health Assembly adopted a resolution entitled Comprehensive and coordinated efforts for the management of autism spectrum disorders, which was supported by more than 60 countries. The resolution urges WHO to collaborate with Member States and partner agencies to strengthen national capacities to address ASD and other developmental disabilities. WHO response WHO and partners recognize the need to strengthen countries' abilities to promote the optimal health and well-being of all people with autism. WHO's efforts focus on: increasing the commitment of governments to taking action to improve the quality of life of people with autism; providing guidance on policies and action plans that address autism within the broader framework of health, mental and brain health and disabilities; contributing to strengthening the ability of the health workforce to provide appropriate and effective care and promote optimal standards of health and well-being for people with autism; and promoting inclusive and enabling environments for people with autism and other developmental disabilities and providing support to their caregivers. WHO response WHO Comprehensive mental health action plan 2013–2030 and World Health Assembly Resolution WHA73.10 for “global actions on epilepsy and other neurological disorders” calls on countries to address the current significant gaps in early detection, care, treatment and rehabilitation for mental and neurodevelopmental conditions, which include autism. It also calls for counties to address the social, economic, educational and inclusion needs of people living with mental and neurological disorders, and their families, and to improve surveillance and relevant research. References 1. Global prevalence of autism: A systematic review update. Zeidan J et al. Autism Research 2022 March. 2. Wakefield's affair: 12 years of uncertainty whereas no link between autism and MMR vaccine has been proved. Maisonneuve H, Floret D. Presse Med. 2012 Sep; French (https://www.ncbi.nlm.nih.gov/pubmed/22748860). 3. Lancet retracts Wakefield’s MMR paper. Dyer C. BMJ 2010;340:c696. 2 February 2010 (https://pubmed.ncbi.nlm.nih.gov/20124366/) 4. Kmietowicz Z. Wakefield is struck off for the “serious and wide-ranging findings against him” BMJ 2010; 340 :c2803 doi:10.1136/bmj.c2803 (https://www.bmj.com/content/340/bmj.c2803)