Literature Review on Autism Spectrum Disorders Essay

AbstractAutism has become an change magnitude subject of interest, e redundantly to researchers and medical professionals. This augment in interest is much(prenominal) or less promising cod to the fact that autism is becoming an change magnitude problem in youngsterren, with the topic of diagnoses doubling in just a quatern few family fulfilment. In edict to intoxicate what whitethorn ca employ this sw historic period as well as finding effectual ways to treat it, people must be informed and knowledgeable rough autism. The current sphere discusses what ASD is, manifestations of this turn over, possible pee-pees and put on the line factors, and methods of give-and-takes and therapy, much(prenominal)(prenominal) as proto(prenominal) preventive and stunning integrating therapy. This contract hypothesizes that sensorial integrating therapy allow signifi tail endtly modify grades and tutor daying performance in clawren with autism.Recently, it com e outs as if autism spectrum affection (ASD) has been receiving a great make of attention by those who work in the medical field, researchers, education providers, and pargonnts as well. This is imputable to the fact that the number of diagnoses has increased importantly. In just a four year period, the number of recorded diagnoses for these vitrines of disorders has doubled (Keen & Ward, 2004). This straight increase in the diagnoses of ASDs could be due to the fact that doctors and new(prenominal) wellness professionals argon becoming much aware of the criteria for these disorders, and are beginning to pitch greater identification of ASD in more able, high carrying out kidren. In the past, at that place make up been some(prenominal) cases where high run churlren were first diagnosed with ADHD, and ulterior copd an ASD diagnoses (Keen & Ward, 2004). With the recent awareness of autism spectrum disorders, a more clear criteria has softened for the diagnoses of t hese disorders.In broad terms, autism spectrum disorders is a group of developmental brain disorders, collectively c either(prenominal)ed ASD. It is called autism spectrum disorder beca hire the symptoms and levels of damage for these disorders rangeswidely in individually(prenominal) unmarried with an ASD. ( study Institute of psychical Health NIMH, 2011). In fact, according to the National Institute of noetic Health (NIMH, 2011), some high performance pincerren whitethorn only be lightly impaired by his or hers symptoms, mend other kidskinren who are low functioning may confine more hard impaired by his or hers symptoms, do them to be severely disabled.To diagnose an exclusive with ASD, unrivalled must assure the criteria listed in the Diagnostic and Statistical Manual of cordial Disorders, Fourth Edition Text rewrite (DSM-IV-TR). Currently, on that point are five define disorders that fall under the category of ASD. These disorders accommodate autistic di sorder ( disuniteic autism), Aspergers disorder (Aspergers syndrome), pervasive developmental disorder non otherwise specified (PDD-NOS), Retts disorder (Retts syndrome), and pincerhood decompositional disorder (CDD) (NIMH, 2011). However, this review depart charge mostly on the more universal disorders, classic autism and Aspergers syndrome. The NIMH (2011) has identified some key symptoms seen in singulars with ASD. objet dart symptoms do vary from angiotensin-converting enzyme child to the following, the symptoms slope to fall into triple main areas. These triplet areas h experient affable impairment, chat difficulties, and insistent and stereo flaked behaviors.Children with autism sustain issue with carryer interactions and find it difficult to engage in e genuinelyday brotherly interactions. some(a) of these problems with societal interactions may include having trouble with do eye contact, fetch trouble sense of hearing to and replying to other peopl e in their environment, and having trouble picking up on friendly cues and reading peoples emotions. Children with ASD may respond remarkably or inappropriately when others show feelings of anger, sadness, distress, or affection (Kamps, Leonard, Vernon, Dugan, & Delquadri, 1992). Children with autism in like manner suffer from some(prenominal) communication issues, much(prenominal) as weakness or be slow to respond to verbal attempts to get their attention, exploitation words at a slower footstep than others, repeating words or phrases that they hear, and employ words that are strange or out of place, that do not actually make sense to people other than the child and those make full to the child whom are familiar with the childs communication style. The last important symptom seen in childrenwith ASD is repetitive and stereotyped behavior.M all children with ASD campaign to curb odd, repetitive actions and behaviors that may be referred to as stereotyped behaviors. An e xample of a stereotyped behavior energy be a simple gesture of the branch that is repeatedly by with(p) by the child. Children with autism ofttimes have one subject or interest that they tend to overly localize on. They tend to become obsessed with one particular subject, and pass on learn everything they can about the subject of interest. Because autistic children seem to display several repetitive behaviors and thoughts, a set routine is usually the take up environment for a child with ASD (NIMH, 2011). bandage there have been m two theories and suggestions of what may cause autism spectrum disorders, there is not one particular kn testify cause of these disorders. A great masses of research has been done to examine possible causes of and lay on the line factors for this disorder. Recently, there has been research on the hypotheses that agnate advance(prenominal) life factors associated with hormone levels may have some cor affinity with worldness at assay of having a child with ASD. Ascherio, Lyall, Pauls, Santangelo, and Spiegelman (2011) conducted a account to see if they could find both relationships surrounded by certain motherlyistic previous(predicate) life factors associated with hormone levels and the take a chance of having a child with an ASD. This issue focuses on maternal aboriginal life factors, and how some of these fruitful and hormonal factors of mothers could put them at run a risk of having a child with ASD (Ascherio, Lyall, Pauls, Santangelo, & Spiegelman, 2011). The methods of this believe include a cohort study with 61,596 women. information was collected from these women, which include age of menarche (first menstrual cycle), characteristics of menstrual cycle during adolescence, use of fork out control, specifically oral contraceptives, prior to have given birth, body shape, and body kitty index (BMI). The results of this study showed relationships between higher BMIs at age 18, early age at menarche, an d longer use of oral contraceptives prior to first birth, and organism at risk for having a child with ASD (Ascherio et al., 2011).Other risk factors for having a child with an ASD that have been studied include prenatal, or the period of time originally the child is born, perinatal, or the period of deliverance and at one time before and after delivery, and enate, or characteristics of the parents, factors. In a study done byHertz-Piccottio et al. (2010), the authors examine possible parental, prenatal and perinatal factors associated with ASD. The methods of this study was a case-control study, utilize a cohort of children in China. Cases came from six special education disciplines and two Pre groom Autistic Children picky Education Institutions in Tianjin, China (Hertz-Piccottio et al., 2010). The parental risk factors that were studied included parental ages at delivery, ethnicity, occupation, education, marriage of a close relative, motion picture to toxins, personali ty, and family medical recital of disparate illnesses (Hertz-Piccottio et al., 2010, p. 1313).The prenatal risk factors that were examined in this study included maternal characteristics and behaviors during pregnancy, alcohol consumption, fastball and second hand smoke exposure, exposure to X-rays, attempt to terminate pregnancy, contact with toxins, steamy state, disease history, and medication history (Hertz-Piccottio et al., 2010, p. 1313). both(prenominal) perinatal factors that were examined include infant gestational age at birth, fetal nuchal agree (umbilical chord wrapped around neck), cesarian delivery, and breech birth. Also included were immature complications such as birth w eightsome, retard crying, and abnormal skin color due to an array of conditions such a hypoxia, apnoea, neonatal jaundice, and several other conditions (Hertz-Piccottio et al., 2010, p. 1313). The results of this study showed relationships between several of the factors examined and the ris k of having a child with ASD. In relation to the prenatal risk factors studied, seven conditions during gestation were significantly associated with the risk of having a child with ASD, four of which showed the strongest relationship. The four prenatal risk factors that showed the strongest relationship included frequent maternal second-hand smoke exposure, chronic and acute medical conditions unrelated to pregnancy, maternal unhappy emotional state, and one or more gestational complications (Hertz-Piccottio et al., 2010, p. 1314).For the perinatal risk factors that were studied, seven characteristics at the time of delivery were significantly associated with autism. These characteristics include abnormal gestational age, including preterm and post-term, nuchal chord, cesarean delivery, delayed crying, newborn complications, apnoea, and neonatal jaundice (Hertz-Piccottio et al., 2010, p. 1314). For the parental characteristics studied, results showed that gravidity 1 and advanced paternal age at delivery weresignificantly associated with autism (Hertz-Piccottio et al., 2010, p. 1314).Other studies have also done research on possible perinatal, prenatal, and parental risk factors for autism. In a study done by Agerbo et al. (2005), the authors created a study in Denmark of children with ASD. This study focused on possible perinatal risk factors for autism, as well as the associations between parental psychiatric history and socioeconomic status and the risk of having a child with autism. The following perinatal factors were investigated in this study birth weight, gestational at birth, weight for gestational age, birth weight, Apgar gain at 5 minutes, fetal presentation, receptive system of delivery, pregnancy characteristics such as septuple gestation, and parental characteristics such as maternal smoking, maternal and paternal ages, maternal citizenship, and number of previous pregnancies. Other factors considered were parental psychiatric history, that is, if the parent had been diagnosed with a psychiatric disorder prior to the date the child was diagnosed with autism, and socioeconomic factors, including maternal education and parental riches (Agerbo et al., 2005).As we begin to understand more about what exactly autism spectrum disorders are, what may cause these disorders, and how to diagnose children more accurately and sooner, the next step in being proactive with ASD is studying diametric intervention methods and developing new methods of interposition that may be more effective. The biggest impairment for most children with ASD is the kindly impairments caused by these disorders. Developing discussions that may sponsor children with an ASD learn how to better interact in mixer situations could possibly be the most useful type of word for these children.Researchers have been working on several diametrical treatment methods for children with autism, especially treatments to help develop and improve cordial skills. In a study done by Koegel, Koegel, Hurley, and Frea (1992), the authors anticipate out to find a treatment to improve friendly skills in children with an ASD. This study assessed whether self-management could be used as a technique to improve extended reactivity to verbal initiations from others, without the presence of a treatment provider. The methods of this study included four children, all of whom were diagnosed with autism.The results of the study showed that children with autism who displayed severe deficits in fond skills could learn to self-manage responsivity to others in multiple association settings (Koegel, Koegel, Hurley, & Frea, 1992). other method of treatment that is being explored is the use of brotherly robots for the therapy of children with ASD. In a study done by Werry, Dautenhahn, Ogden, and Harwin (2001), the researchers develop a robotic agent that could help with therapy in children with autism. This study was called the AURORA project, which start ed in 1998. The results so far have been quite promising, and the social robot has proven to be a very useful tool for children with autism. It gives them the luck to practice social interactions and serves as a social mediator (Werry, Dautenhan, Ogden, & Harwin, 2001).The treatment of autism is not a simple process. There is no single therapy or method of treatment that can completely cure an individual with autism. However, there are an assortment of treatments and therapies that have proven to be effective in treating children with autism. Quite often, children with autism combine different treatment methods and therapies to improve different skills. Some of the more common speak toes at treating autism in children include behavioral procedures, such as early intervention and discrete test trainings, talking to therapy, dietary draw closees, and occupational therapy ( Watling, Deitz, Kanny, & McLaughlin, 1999).Early intervention, a behavioral analytic treatment for autism, is an intensive behavioral therapy that is started as soon as a child is diagnosed with autism, usually before age 5. This type of therapy is based on the principles of operant conditioning. In this type of treatment, therapists change childrens environment in order to maximize successes and minimize failures. For example, the therapist might attain a behavior passel into smaller units and teach each unit individually, eventually linking all of the units together, which may also be called chaining. Another method of decrease that a therapist may use is discrete trial format. Discrete trial format involves a one on one interaction with a therapist that is carefully planned out, in which the child acquires short and clear instructions from the therapist, and is straight reinforced for everycorrect response.Another type of treatment for children with autism that is becoming more popular is occupational therapy. Occupational therapists are ingenious in teaching every day skills to help the individual being treated live as individually as possible. These skills can be very helpful to children with an ASD. One of the most well-known(a) types of therapy occupational therapists use to help treat autism is sensational consolidation therapy. Those who practice this type of therapy hypothesize that the primary symptoms of autism are disturbances in receptive modulation. Consequently, children with autism have difficulties in social relating, communication, and language. Because children with autism have these disturbances in regulating sensory input appropriately, they suffer from several social and communication problems (Case-Smith & Bryan, 1999). The sensory consolidation approach attempts to stimulate and challenge the senses of the individual being treated (Cohn, 2001). A common symptom in individuals with autism is being either over stimulated under-stimulated by their environment. They often have trouble learning to combine and incorporate their diffe rent senses.These sensory difficulties may be a cause of communication problems and social interaction problems in children with autism. Because they have such difficulty regulating their sensory systems, they tend to have trouble socializing and interacting with others. Some individuals with autism practice certain stereotyped behaviors, such as lining up toys or moving a toy blanket and forth on a table. This may be an attempt to try and set up their sensory systems. The sensory integration approach aims to help children with autism improve their sensory process and modulation. There are three elements typically included in this approach support parents better understand their childs behavior, component part parents/teachers modify the childs environment in order to meet his or hers sensory needs, and helping children create responses to sensory input. However, each sensory integration therapy session is unique to the individual being treated. Occupational therapists must con sider different individuals unique needs and goals (Case-Smith & Bryan, 1999).Sensory integration therapy is the most used technique in occupationaltherapy for the treatment of children with autism, with 95% of occupational therapists using this approach at to the lowest degree some of the time. The reason for its popularity in the treatment of autism is because of its proven efficacy in helping improve social interactions and communications. In a study done by Case-Smith and Bryan (1999) the authors effect that sensory integration therapy can significantly increase mastery play, or the childs interactions with the physical environment. They also make that sensory integration therapy significantly decreases non-engaged behaviors, or behaviors where the child is not interacting or minimally interacting with their environment. Examples of these behaviors include unfocused staring or aimless wandering. In a study by Cohn (2001), the author is concerned with parents perspectives of t he sensory integration approach used in the treatment of their children. In this study, the author lay out that sensory integration was successful in helping parents understand their childrens problems. While there is a great deal of research that has been done on the sensory integration approach as a treatment for children with autism and the efficacy of this treatment in improving certain social behaviors, there is not much literature on the effects of sensory integration therapy on grades and drill performance of children with autism. In amity to prior research in relation to autism and the treatment methods, the current study hypothesizes that sensory integration therapy go away significantly improves grades and schooldays performance in children with autism.MethodsParticipantsParticipants of this study result consist of young children with autism or some other type of ASD, clinging some type of day care or school for children with disabilities. Participants forget be i n the age group of 3 years old to 7 years old. There go out be about 10-15 total participants.MaterialsThis study will be a single-subject design, where each participant serves as his or hers own control group. The study will be conducted right after a dissipate in school, such as spend break or summer break. When the students go down from the break in school, they will attend school for three to four weeks without receiving any therapy or treatment. At the end of this period, grades will be assessed as well as general school performance such hasparticipation and behavior. After the three week period of no therapy, intervention will be initiated and children will all receive sensory integration therapy. Children will receive this therapy within the school for six to eight weeks. At the end of this intervention period, grades and school performance will be assessed again. mathematical processThe therapy sessions will take place in the day care or school building. Observations of the participants will be made in the classroom, both before the intervention period and during the intervention period. These observations will assess each childs individual school performance, including things such as participation and class behaviors. Grades will also be assessed both before the intervention and during the intervention period. Students will return to school after their break and will not receive any therapy for three weeks. After the first three weeks, the intervention will be initiated and the children will each participate individually in a form of sensory integration therapy under the supervision of a trained occupational therapist. Each therapy session will be unique to the individual and his or hers unique needs or goals. At the end of the intervention period, grades will be assessed again. The grades and school performance of each child before the therapy was started will be compared with the grades and school performance assessed during and at the end of t he therapy, using SPSS or some sort of statistical analysis program, to determine whether or not sensory integration therapy significantly improves grades and school performance in children with autism.ReferencesAgerbo, E., Eaton, W. W., Larsson, H. J., Madsen, K. M., Mortensen, P. B., Oleson, A. V., Vestergaard, M. (2005). Risk factors for autism perinatal factors, parental psychiatric history, and socioeconomic status. American daybook of Epidemiology. 161(10), 916-925. inside10.1093/aje/kwi123 Ascherio, A., Lyall, K., Pauls, D. L., Santangelo, S., & Spiegelman, D. (2011). Maternal early life factors associated with hormone levels and the risk of having a child with an autism spectrum disorder in the nurses wellness study II. Journal of Autism and Developmental Disorders,41, 618-627. doi10.1007/s10803-010-1079-7Case Smith, J., & Bryan, T. (1999). The effects of occupational therapy with sensory integration emphasis on preschool-age children with autism. American Journal of Occup ational Therapy, 53, 489 497. Cohn, E. S. (2001). Parent perspectives of occupational therapy using a sensory integration approach. American Journal of Occupational Therapy, 55, 285-294. Hertz- Picciotto, I., Lv, C. C., Miao, R. J., Qi, L., Tian, J., Xi, W., & Zhang, X. (2010) antenatal and perinatal risk factors for autism in china. 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Retrieved from http//www.nimh.nih.gov/health/publications/a-parents-guide-to-autism-spectrum-disorder/complete-index.shtmlpub6 Watling, R., Deitz, J., Kanny, E. M., & McLaughlin, J. F. (1999). Current practice of occupational therapy for children with autism. American Journal of Occupational Therapy, 53, 498505. Werry, I., Dautenhahn, K., Ogden, B., & Harwin, W. (2001). Can social interaction skills be taught by a social agent? The role of a robotic mediator in autism therapy.