Autism or as it has been
defined as of 2013 in the DSM-5, Autism Spectrum Disorder is persistent
deficits in social communication or interactions across multiple contexts,
either currently or by history; restrictive, repetitive patterns of behavior,
interests, or activities, either currently or by history. (American
Psychiatric Association, May 18, 2013).
Children have different
milestones that are reached at similar ages, they are narrowed down to the
following categories of socializing, language and communication, problem
solving and physical. When one of this milestones is not reached, it is
described as a possible neurodevelopment disorder. Neurodevelopmental disorders
are a group of disorders in which the development of the central nervous system
is disturbed. This can include developmental brain dysfunction, which can
manifest as neuropsychiatric problems or impaired motor function, learning,
language or non-verbal communication. (NatureResearch, 2019) When socializing
and/or language and communication milestones are not reached, this results in
Autism which comes from
auto and self, people who are autistic are generally removed from social
interactions and communication. (Knowledge Diffusion Inc, 2018) Since the
understanding of social and language skills are a requirement to be able to
interact and survive in a human world, people under the ASD endure vast
difficulties understanding and integrating into society.
DEFINITION OF AUTISM SPECTRUM DISORDER
Autism Spectrum Disorder encompasses a spectrum of
characteristics and the diagnosis depends on the severity of each one. This
fall under two main categories: Social Communication and Interactions which
deals with social reciprocity, attention, nonverbal communication, and social
relationships. Restrictive or repetitive behavior which deals with behavioral,
interest, and activities. By categorizing main categories and later adding
subsections to the main categories, reaching a diagnosis that helps identify
where in the spectrum the person falls under has been made simpler for mental
health professionals. As Autism falls within a spectrum, the level of
self-isolation within each category and sub category will vary and therefore
the severity of the disorder will vary from diagnosed person to person.
Social Communication and Interactions:
reciprocity, involves how the person can respond and reciprocate social queues.
attention, Wanting to share interest, a person with ASD who has not undergone
therapy rarely shares interests of things. This is mostly observed with
children playing with toys, a non ASD child will try to get others to join
their game, ASD children will keep to themselves.
verbal communications, an ASD person will not be able to understand facial
expressions, for example a child misbehaved and the mother has a frown, the
child will not understand why the mother has an angry face.
relationships when developing and maintaining friends. In adults, they might be
fond of a person and a friendship may evolved but eventually the non ASD person
might become overwhelmed by not understanding how to deal with the ASD friend.
Restrictive and repetitive behavior examples:
of toys, flapping of hands, imitation of sounds or movements.
on certain routines, for example always wanting to seat in the same place in
the diner table and will refuse to eat if the seating order has changed.
thinking or specific knowledge, for example being very knowledgeable about one
topic but finding it difficult to talk about other things or subjects.
Speech development does suffer regardless of which
category surfaces the most for the person, since in the eyes of children and
non-autism savvy adults, an ASD sufferer can be mistaken for a rude, misbehaved
or antisocial person. Hence causing people to keep their distance from the ASD
sufferer and to a certain extent to self-imposed isolation to avoid being
emotionally hurt by not being understood.
DIAGNOSING AUTISM SPECTRUM DISORDER
In modern times Autism
is generally diagnosed by observing milestones and on the other hand interactions
and behavior, work to treat a possible ASD patient usually begins from as young
as 18 months old, but an actual diagnosis may take several years to be reached,
due to many neurological disorders that can cause developmental milestones not
to be reached. The clinician will need to work on therapy sessions and reports
from the people who spend the most time with the patient. This people are
usually the patient’s parents and teachers, therefore the clinician may ask for
detailed reports from them in order to establish the proper line of treatment
and eventually be able to reach a diagnosis.
As previously mentioned
Autism is a spectrum and some symptoms may be more prevalent than other, so the
diagnosis is done by level of severity and which symptoms are most prevalent in
a patient. They range from level 1 to level 3. For example a level one ASD
person, requires minimal assistance for daily living, the main symptoms may
fall under social communication where they can express themselves properly but
have trouble keeping a fluid conversation or might fall under the repetitive
restrictive where they might have slight difficulties changing activities. Then
up to a level 3 ASD person, which requires a substantial amount of assistance
for their daily living, where in the social interactions the person can only
express a few words and in the restrictive behavior they are extremely
resistive to change in activities to the point that it affects their daily
Diagnosis is reached by
a group Mental health professional working in unison together with parents,
legal guardians and teachers of the potential ASD patient, as for the
categories and sub categories, there are several point systems that vary depending
on the methodology used to reach a diagnosis. Since autism is a spectrum, each
case is different and treatment has to be tailored on a per case basis.
CAUSES OF AUTISM
There has been significant advance in the diagnosis and
treatment of autism, yet the cause of Autism has not been determined. A general
consensus has been formed that there may be a genetic as well as environmental
factors that are the leading cause to autism. One in every Eighty Eight
children are diagnosed with autism, so in the medical community they are
wondering if there is an autism epidemic or as the disorder has been better
defined as time has passed a clear guideline for diagnosis has been
established. (Chung, 2014)
Males are affected four to one in relation to females. (Chung, 2014)
To determine that there is party a genetic factor,
investigators look at the concordance rate, in other words if one sibling has Autism
what is the chance that the other sibling will develop autism. (Chung, 2014) By observing three
types of siblings. Identical twins meaning that they share %100 of the DNA and
the same gestation environment; fraternal twins sharing %50 of their dna and
the same gestation environment; non-twin siblings that share %50 of their dna
but not the same gestation environment. %70 of identical twins, %31 of
fraternal twins and %20 of non-twin siblings will both develop autism. Meaning
there must be a genetic factor, but there is also an environmental factor
because if it was purely genetic then identical twins should both develop
autism %100 of the time. There is some consensus that there might be an
environmental factor, which may cause a gene or genetic mutation, that may lead
to autism in a person.
AUTISM AND SCHOOL
Children and adults who fall under the Autism Spectrum
disorder are fit and capable of learning and adapting with the proper treatment
and good line of communication between school, parents and mental health
professional. Fortunately there has been great strides in understanding Autism
and how people who have ASD can function and be part of a classroom
environment. Though there are many challenges that both parents and teachers
have to tackle to be able to provide a safe environment for the ASD person and
First and foremost, it is the parents or legal guardians
responsibility to inform the school and teachers that there will be a person
with ASD attending class. With help from a report written by the mental health
professional and experience that the parents have had with handling the person,
an action plan should be developed in order to keep the ASD person and school
attendees in a safe environment. Education and information is key to be able to
manage an ASD person as with any other person with a neurological development
The teacher will face many challenges, and getting the
ASD person to follow task and schoolwork. Since ASD person tend to understand
everything in a literal sense there might be times when the educator or
classmates might consider the ASD person is goofing around or misbehaving.
Therefore, it is best for the educator to call the ASD person by name and give
a clear message about what is going on or what is expected of the person.
As the ASD person has difficulty changing task, then at
times, the ASD person may fall behind with their task or outright refuse to do
their task. The educator can try to establish a pattern and provide visual and
audio queues that allow the ASD person to identify a pattern and complete their
Furthermore, the educator together with the parents or
legal guardians of the ASD person, must work on teaching how to identify or
learn how to identify non-verbal communication, as well as try to get the
person to challenge themselves to try to engage in verbal social communication.
This could be tried with visual aids that together with the Educator and
parents both saying in direct language feelings and what was the cause of the
Finally, the main challenge of both the parents and
educators are moments when the usual environment might have some slight changes
that will affect the ASD person. Taking part in a group project, participating in
a school play, decorations due to season or festivities. Sounds, lights and
changes in color can all trigger bad reactions in ASD people, the main
challenge is preparing with due time the ASD person for the upcoming change.
To sumarize Autism Spectrum Disorder
is a neurodevelopment disorder that has not had a specific cause to why the
disorder is develop. There are genetic and enviromental factors that may be the
cause as to why ASD exists. There have been significant strides done in the mental
health areas for developing proper diagnosis tecnics. Since ASD is a spectrum
each case is unique and each treatment has to be develop on a case by case
As ASD affects the development of
socializing, and restricts behavior, without early intervention and treatment
it will have a long lasting and profound negative effect on the development of
proper language comprehencion and speech. Which makes it difficult for the ASD
person to function in society without assistance, and the level of assistance
required depends on the level of ASD that the person has and which spectrum of
ASD the person falls under. Therefore, early diagnosis and appropriate
treatment must be provided to allow for the ASD person to be able to develop
Finally, an ASD person be part of
school and eventually become a profesional. The key is creating a proper
education plan and establishing a good line of communication between parents or
legal guardian, educators and treating mental health profesionals. The school
enviroment in all its levels allows the ASD person to cope and develop
necessary skills to become a functioning adult with the goal to depend on as
little assistance as possible.
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Disorders, Fifth Edition. Arlington: American Psychiatric Association.
ASD info Wales. (3 de February de 2017).
Advice for teachers. Cardiff, WALES, UK.
Chung, W. (28 de April de 2014). Autism: What we know (and what we don’t
Knowledge Diffusion Inc. (9 de January de 2018). Autism Spectrum Disorder
| Clinical Presentation. Baltimore, MD, United States.
NatureResearch. (2019). Neurodevelopmental disorders. New York:
Springer Nature Publishing AG.