Introduction
Scholars, practitioners and mainstream commentators acknowledge that the number of children diagnosed with an Autism Spectrum Disorder (ASD) in the United States has increased substantially in the last two decades, with latest statistics demonstrating that one in every 91 children in the country has been diagnosed with an ASD (Solomon & Chung, 2012).
In its entirety, autism remains an intricate, energy-draining and often upsetting disorder for both the person affected and his or her immediate family, in large part due to the disorder’s capacity to influence normal developmental processes of individuals and hence increasing caregiver burden (Lui, 2011). The etiology, symptoms, beliefs and management of autism will be illuminated within the context of this informational speech.
Definition, Cause, Symptoms, Beliefs & Management of Autism
The Center for Disease Control (CDC) defines ASDs “as developmental disabilities comprising not only classic autism, but also Asperger’s disorder and a cluster of other conditions grouped under the rubric of pervasive development disorder – not otherwise specified (PDDNOS)” (Berg, 2009 p. 14). Individuals diagnosed with autism-related disabilities are noticeably an enigmatic and demanding group to deal with not only because of their diverse and multifaceted requirements, but also due to their exceptional and idiosyncratic characteristics (Lee et al., 2007).
To date, debate on the cause or etiology of autism still remains divided, with extant literature demonstrating that “although many hypotheses have been proposed, a singular or specific combination of causes has yet to be identified” (Lui, 2011 p. 4). The psychodynamic theory holds the view that parents of individuals with autism are the main source of the problem, while the genetic and pattern of inheritance theory (GPIT) opines that ASDs are essentially hereditable disorders. However, evidence or scientific rigor of these explanations still remains lacking (Lui, 2011).
Autism-related disabilities are associated with a range of symptoms, which include:
- social interaction excesses and deficits,
- speech, language, and communication challenges, and
- a range of behavior anomalies such as fearfulness, withdrawal and rigid or repetitive behaviors (Berg, 2009; Lui, 2011).
It is important to note that an individual may not demonstrate all of the symptoms for him or her to be diagnosed with autism (Solomon & Chung, 2012).
ASDs are associated with multiple adverse beliefs that are often fueled by lack of adequate knowledge and proper understanding of the disorders. For example, autism in many third world countries is associated with witchcraft or bad omen, thus children with the disorder are isolated from the mainstream society. In the same breadth, some parents of children with autism believe that there is no importance in educating them due to their pervasive developmental challenges.
This is a negative belief as the “prevailing tendency in the education community lately indicates that children with disabilities, particularly pervasive developmental disorders, join general (mainstream) educational classrooms” (Syriopoulou-Delli et al., 2012, p. 756). These beliefs negatively influence proper management of the disorders.
In management, extant literature demonstrates that the diverse and often intricate needs and characteristics demonstrated by people with autism demand customized and efficacious intervention approaches (Syriopoulou-Delli et al., 2012).
Owing to the fact that there is no single way that can be adequate in the management of ASDs, Lee at al (2007) argue that “any autism intervention method should be effective, practical, and transportable; should lead to substantial collateral gains in multiple areas of development; and should facilitate generalization and spontaneous use of acquired skills” (p. 2). Individuals with autism should also be encouraged to undertake self-monitoring and self-reinforcement.
Conclusion
This information serves as an eye-opener for children who may be interested in knowing the facts about autism. Consequently, internalizing this information will go a long way in assisting children to understand and interact with their counterparts with autism in a mutually beneficial way which supports individual and collective growth and development.
References
Berg, R. (2009). Autism – An environmental health issue after all? Journal of Environmental Health, 71(10), 14-18.
Lee, S.H., Simpson, R.L., & Shogren, K.A. (2007). Effects and implications of self-management for students with autism: A meta-analysis. Focus on Autism and other Developmental Disabilities, 22(1), 2-13.
Lui, M.J. (2011). Parental attitudes and beliefs about autism and their child’s behavioral intervention. Web.
Solomon, A.H., & Chung, B. (2012). Understanding autism: How family therapists can support parents of children with autism spectrum disorders. Family Process, 51(2), 250-264.
Syriopoulou-Delli, C.K., Cassimos, D.C., Tripsianis, G.I., & Polychronopoulou, S.A. (2012). Teachers’ perceptions regarding the management of children with autism spectrum disorders. Journal of Autism & Developmental Disorders, 42(5), 755-768.