The Current View On The Autism - Essay Example

The Current View On The Autism Autism is a mental disability characterized by social relations deficit that includes difficulties in understanding informal use of language, manifestations of unusual behaviors and mannerisms, and even restrictions in activity interests in some other affected children (Rady Children's Hospital, 2010). Modern understanding in social and medical sciences associates autism with complex combination of factors such as genetic predisposition, environmental conditions, and presence of co- morbid diseases. In particular, hereditary map- outs are developed by geneticists to establish a direct chromosomal link that precipitates the expression of autism in an individual (Kim et al., 2008). Developmental psychologists continue to explore the role of the social environment, including food, shelter, education, and economic status, in the development of autism. Modern interventions are continuously modified to adapt to the rapidly changing needs of the special population. In this paper, relevant information about autism will be discussed covering its incidence, psychosocial challenges, research, community- based programs and interventions to reduce the impact of the condition. Incidence Currently, autism can be clinically appreciated among children before the age of three because of unusual behaviors and clinical manifestations commonly associated with the disorder as noted in the Diagnostic and Statistical Manual (DSM- IV). Autistic disorder is the Autism Spectrum Disorder (ASD) along with Asperger's syndrome and Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS) (Rady Children's Hospital, 2010). Recent epidemiological data suggest that autism affects approximately 1 in every 110 children in the United States, occurring four times more frequent in boys than girls (Lord & Bishop, 2010). This number implies a rapid exponential growth since the last decades when autism was traditionally viewed only as a severe mental disability. Social scientists and psychiatrists propose that subtypes of ASD be removed in the latest DSM edition and the diagnosis will be solely based on individual manifestations and comorbid disability. Psychosocial Challenges Autism is a major psychosocial disorder that affects an individual’s communication and social skills. When studied in a developmental perspective, people with autism initially show disparities in communication and language at the early years of life when language starts to expand. Toddlers with ASD manifest self- injurious behaviors especially during temper tantrums. These sudden outbursts of emotions and behaviors appear when their routines are disrupted. For example, autistic toddlers may bump their head on the wall repeatedly when a certain day activity is not followed that could result to serious complications from the head injury. In more severe cases, autistic children are unaware of safety issues at home like handling electrical cords and plugs that pose danger to the entire household. Because of this, family members become annoyed and irritated of the behaviors of their mentally- challenged member. In turn, the families constantly feel the burden and stress of caring for their autistic child. Furthermore, the transition of these children into adulthood also pose significant further decline in their socialization capabilities. According to White et al. (2007), when the children reach the age of feeling the need to be associated with peer groups, autistic children are challenged and often ridiculed for not being companionable. On the other hand, not all children diagnosed as having ASD are completely unable to communicate effectively. Some high- functioning children with ASD achieve a certain level of socialization with their peers that they strive to be treated as a member of a certain group. However, there is a compounded risk of being rejected when they try to. People with ASD have difficulties in understanding the informal use of language. Each sentence is understood in a literal sense and that they frequently encounter problems in understanding metaphors and exaggerated expressions. This makes them further susceptible to feel is different from the others and suffer discrimination and rejection from groups and social circles. At the contrary, there are studies showing that people with ASD can be trained and educated along with the typical individuals. The greatest impediments to their full functioning are the false and stereotyped judgments tagged in their diagnosis. Employers hesitate in hiring individuals with known mental challenges. Some communication challenges apparent include the inability to listen, impaired insight, and difficulty expressing emotions and understanding others. Related Research Modern researchers in autism are focused on intervention analysis to promote assisted living for the special population. Most of the interventions are based on the principles of applied behavioral analysis (White et al, 2007) and social skills interventions (Rao et al., 2008). Social Skills Training (SST) involves the teaching of social skills necessary to maintain an effective communication with a normal person. Communication skills such as eye- contact, initiation, and maintenance of conversation, and appropriate responding to verbal and non- verbal cues, are innate with the typical but not with the autistic people. In an intervention analysis research by White et al. (2007), SST proved to be beneficial in improving the communication and societal adaptation of autistic children especially when the interventions are performed in a group setting wherein practice and role- play are the essential part of the learning activities. Several research data that include randomized controlled trials were compiled and studied. Results were measured using a structured reporting scales answered by the parents, therapists, and children themselves, as well as direct observations of these behaviors. Indeed, the findings proved rationally persuasive evidence about the effectiveness of SST in promoting the societal integration of children with ASD. Furthermore, the direct results of the intervention analysis became the basis of community- based programs specific to the population. In another related study by Owens et al. (2008), children with ASD were provided interventions in randomized controlled groups using LEGO therapy and Social Use of Language Programme (SULP) separately. LEGO therapy involves the use of small blocks that could be assembled to form larger structures. This is based on the principle of the necessity of effective communication to create a coordinated environment to perform tasks as planned. To create larger structures, the participants need to talk with each other regarding the roles to play and rules to follow. In this way, participants are motivated to communicate with the others about their ideas about the project. On the other hand, SULP is a combination of activities that directly teach communication skills to the participants in a creative way appropriate for their age. For instance, characters in storytelling can be monsters, villains, and heroes that teach about good and bad habits essential to be productive citizens of the state. The importance of listening and responding are resourcefully taught in the fictional stories, but with realistic themes. Results are consistent with the positive effect of LEGO therapy and SULP in improving the communication skills of the participants in the treatment groups compared with the control groups. While there can be limitations in the scope of this research, the therapies can be considered to be adapted to community- based programs to give a natural ambiance. Nevertheless, improvements in research findings regarding psychopharmacological interventions are remarkable in the past decades. Generally, medical researchers are designed at establishing a direct link between chemical brain mediators and autism. A deviation from the normal range of values for the specific chemical mediator in the nervous system seen among autistic individuals is the foundation of choosing the pharmacokinetic agent. The use of drugs gained acceptance in the mental health discrepancies since the advent of psychoactive medications for schizophrenia, mood disorders, and anxiety. In a comprehensive evaluative research by Rogers and Vismara et al. (2008), these psychoactive medications have been tested among older children with ASD. The results were inconsistent, and several issues arise regarding its dosage safety when used with very young children. Moreover, the goal of psychopharmacology is to reduce some core symptoms associated with ASD as manifested by each client. For example, antipsychotics are studied for their efficacy in reducing self- injurious behaviors typical among ASD and antidepressants for adults with ASD presenting depressive disorders. The use of stimulants is also controversial in ASD with hyperactivity syndromes (Rogers & Vismara et al., 2008). There have been significant contradictions among scientists whether or not the therapeutic effect of stimulants increases the concentration abilities of autistic children, thereby shifting their focus to non- destructive behaviors and temper tantrums. Community-based programs The advent of newer interventions has paved the way to the community- based programs to reduce the cost of clinic visits, improve client- outcomes by taking in a therapeutic natural setting, and enhance participation of parents and other family members. Currently, there is a substantial increase in research data supporting the comparative efficiency of community- based programs specific to the promotion of social integration and capability- the building of children and adults with ASD (Brookman- Frazee et al., 2010). Community day care centers are considered to be ideal settings to implement interventions validated by social science researchers. For example, the state of Connecticut sponsored a two- year pilot program for young adults with Autism Spectrum Disorders (ASD) specifically focused on enhancing the quality of life and their functionality in the community where they live (Thomson Healthcare, 2007). It is based on the primary requisite that high- functioning ASD adults capable to perform some vocational functions in the society are not given the chance to do so. The program aimed to evaluate the efficiency of psychiatric interventions implemented in the local community setting and assist high- functioning adults in capitalizing their vocational capabilities. To maximize the end- results of the program, external and internal networks were established such that the University of Connecticut Center on Aging (UCCON) performed the evaluation process. Essentially, the program started in October 2006 providing service package and special education curriculum to participants. However, enrolment was unexpectedly sluggish at the onset of the program. In fact, participants from other areas were recruited to ensure that treatment and controlled group slots are adequately filled- in. Furthermore, another community- based program for autistic individuals is the Community Services for Autistic Adults and Children (CSAAC, 2011). CSAAC is a non- profit organization committed to providing suitable community- based program for individuals diagnosed with ASD. It is basically funded by the state of Maryland for its operating expenses and private organizations for the improvement of facilities and resources. Currently, the program has over 350 participants housed in their different support homes based on the service they are enrolled. The age of the participants varies widely. Participants in the residential support and vocational services are adults who need to enhance their overall personalities to keep fit for the societal expectations of physically and mentally- able workers. Younger children, age 2 to 5 years old, are enrolled in early intervention programs, while educational services admit students at 7 to 21 years old. Nevertheless, family support services focus on family training on the appropriate ways of handling a member with ASD. Interventions to reduce the impact of the condition As of this time, there is no wonder drug for autism to reverse its manifestations. Apart from the interventions modified by researchers, good parenting is always an essential part of the process. Good parenting involves the genuine concern for the safety and well- being of the autistic child in the home environment. Thus, the primordial intervention for people with ASD is acceptance from family members and significant others. When the special population is accepted in the community, proposed interventions have the increased likelihood of being effective. Their inappropriate behaviors need not be accepted though, but their existence as a person needs to be showed explicitly. Social support is also a vital part of every intervention geared towards helping people with ASD. Other people in the community need to be well- informed that adults can highly- function as normal individuals. Hence, they can be trained vocationally to maximize their potential capacities. Often it is necessary that people with ASD wear identification bracelet to allow others to recognize them. In this way, other people can assist them in adjusting to community norms such as traffic regulations and waste disposal policies. Indeed, it is an established fact that people with mental disabilities are often misjudged and considered to be insignificant members of the society. With the advancement in research, the manifestations and psychosocial consequences are now understood. Hopefully, medical science will be able to formulate drugs that could cure the condition. For the meantime, genuine understanding, acceptance, and empathy are the best tools to manage this special population. References Brookman- Frazee, L.I., Taylor, R. & Garland, A.F. (2010). Characterizing community- based mental health services for children with Autism Spectrum Disorders and Disruptive Behavior Problems. Journal of Autism Development Disorder, 40, pp. 1188- 1201. doi 10.1007/s10803-010-0976-0 Community Services for Autistic Adults and Children (2011). What is CSAAC? CSAAC Newsletter. Available from Kim, H., Kishikawa, S., Higgins, A.W., ..., Gusella, J.F. (2008). Disruption of Neurexin 1 Associated with Autism Spectrum Disorder. The American Journal of Human Genetics, 82, pp. 199–207. doi 10.1016 Lord, C. & Bishop, S.L. (2010). Social policy report. Society for Research in Child Development, 24(2), pp. 1-27. Owens, G., Granader, Y., Humphrey, A. & Baron- Cohen, S. (2008). LEGO therapy and the social use of language programme: An evaluation of two social skills interventions for children with high- funcitoning autism and Asperger syndrome. Journal of Autism Development Disorder, 38, pp. 1944- 1957. doi 10.1007/s10803-008-0590-6 Rady Children's Hospital (2010). The Autism Spectrum Disorder resource guide. San Diego: Autism Society. Rao, P.A., Beidel, D.C. & Murray, M.J. (2007). Social skills interventions for children with Asperger's syndrome or high- functioning autism: A review and recommendations. Journal of Autism Development Disorder, 38, pp. 353- 361. doi 10.1007/s10803-007-0402-4 Rogers, S.J. & Vismara, L.A. (2008). Evidence- based comprehensive treatments for early autism. Journal of Clinical Child and Adolescent Psychology, 37(1), pp. 8-38. doi 10.1080/15374410701817808 Thomson Healthcare (2007). Connecticut- Pilot program for young adults with Autism Spectrum Disorders. U.S. Centers for Medicare & Medicaid Services (CMS). White, S.W., Keonig, K. & Scahill, L. (2007). Social skills development in children with autism spectrum disorders: A review of the intervention research. Journal of Autism Development Disorder, 37, pp. 1858- 1868. doi 10.1007/s10803-006-0320-x Read More