Autism: Getting Informed By: Erica Short Marshall University CD 315

What is autism? Autism is pervasive developmental disorder that is characterized by varying degrees of impairment in communication skills, social interaction, and restricted repetitive and stereotyped patterns of behaviors ( Autism is pervasive developmental disorder that is characterized by varying degrees of impairment in communication skills, social interaction, and restricted repetitive and stereotyped patterns of behaviors (

Communication Deficits Characterized by limited communication skills which includes a delay in, or total lack of development of verbal language ( ) Characterized by limited communication skills which includes a delay in, or total lack of development of verbal language ( ) Approximately 50% of people with autism are nonverbal (Zager, 2005). Approximately 50% of people with autism are nonverbal (Zager, 2005) % fail to develop functional speech 35-40% fail to develop functional speech Both speech and nonverbal communication are effected (Shipley & McAfee, 2005) Both speech and nonverbal communication are effected (Shipley & McAfee, 2005) Echolalia, which is repetition of words or phrases usually with little or no comprehension, often occurs in autism. Echolalia may occur in an immediate or delayed fashion. ( Echolalia, which is repetition of words or phrases usually with little or no comprehension, often occurs in autism. Echolalia may occur in an immediate or delayed fashion. (

Communication Deficits Continued Often demonstrates limited communicative functions (Shipley & McAfee, 2005) Often demonstrates limited communicative functions (Shipley & McAfee, 2005) May demonstrate hyperlexia, which is an above normal ability to read words accompanied with difficulty understanding spoken language ( May demonstrate hyperlexia, which is an above normal ability to read words accompanied with difficulty understanding spoken language ( Often exhibits poor eye contact Often exhibits poor eye contact Concrete vocabulary (Shipley & McAfee, 2005) Concrete vocabulary (Shipley & McAfee, 2005) May exhibit issues with prosody such as high- pitched, flat, or robotic-like voice ( May exhibit issues with prosody such as high- pitched, flat, or robotic-like voice ( Often do not understand non literal language ( Often do not understand non literal language (

Social Deficits Often socially withdrawn and would rather isolate themselves from others Often socially withdrawn and would rather isolate themselves from others Lack of interest in peers Lack of interest in peers Very little indication of social awareness Very little indication of social awareness Does not read or respond to social cues Does not read or respond to social cues Poor perceptive taking Poor perceptive taking Often have difficulty with conversing with others (initiating, staying on topic, turn-taking) Often have difficulty with conversing with others (initiating, staying on topic, turn-taking) Impairment in use of eye-to-eye gaze, facial expression, body postures and gestures Impairment in use of eye-to-eye gaze, facial expression, body postures and gestures (Shipley & McAfee, 2005) (Shipley & McAfee, 2005)

Theory of Mind (ToM) ToM- impaired ability to think about thoughts or imagine another individuals state of mind ToM- impaired ability to think about thoughts or imagine another individuals state of mind This theory often interferes with individuals with autism and their ability to interpret and interact with the world. This theory often interferes with individuals with autism and their ability to interpret and interact with the world. (

Repetitive Behaviors Although individuals with autism appear physically normal and with adequate muscle control, unusual repetitive behaviors typically occur. This is also known as self-stimulation or “stimming”, and include behaviors such as: Arm- flapping Arm- flapping Rock body or swinging back and forth motion Rock body or swinging back and forth motion Random outbursts and vocalizations Random outbursts and vocalizations Wiggle toes or fingers Wiggle toes or fingers Lining up or spinning objects and toys Lining up or spinning objects and toys

Routines and Obsessions Many individuals with autism need extreme consistency in their environment. Many individuals with autism need extreme consistency in their environment. Changes in routine may be very frustrating and upsetting to an individual with autism ( Changes in routine may be very frustrating and upsetting to an individual with autism ( Some have obsessions and extreme interests in with certain objects and topics (computers, numbers, symbols, etc.) Some have obsessions and extreme interests in with certain objects and topics (computers, numbers, symbols, etc.) Perseverations is often common and may become apart of a person’s daily routine (perseveration is uncontrollable repetition of a particular response, such as a word, phrase, or gesture). Perseverations is often common and may become apart of a person’s daily routine (perseveration is uncontrollable repetition of a particular response, such as a word, phrase, or gesture). ( (

Cognitive Abilities Cognitive abilities range from low functioning to high functioning. Cognitive abilities range from low functioning to high functioning. Many exhibit mental retardation to expert level of knowledge Many exhibit mental retardation to expert level of knowledge Most individuals will demonstrate difficulty in processing abstract information. Most individuals will demonstrate difficulty in processing abstract information. Many demonstrate difficulties with tasks and functions of the left hemisphere. Many demonstrate difficulties with tasks and functions of the left hemisphere. (Shipley & McAfee, 2004) (Shipley & McAfee, 2004)

Emotional Development May be considered egocentric May be considered egocentric Have reduced emotional expression Have reduced emotional expression Trouble with emotional regulation Trouble with emotional regulation Exaggerated emotional expression Exaggerated emotional expression Emotional disorders (anxiety, mood, depression, over-compulsive) Emotional disorders (anxiety, mood, depression, over-compulsive) (Shipley & McAfee, 2005) (Shipley & McAfee, 2005)

Motor Skills Usually portray normal development of gross motor skills Usually portray normal development of gross motor skills Repetitive stimulatory movements and behaviors Repetitive stimulatory movements and behaviors Fine motor development is usually delayed Fine motor development is usually delayed Usually have late development and poor handwriting skills Usually have late development and poor handwriting skills Lack fear of real danger Lack fear of real danger (Shipley & McAfee, 2005) (Shipley & McAfee, 2005)

Sensory System Many experience problems coping with sensory input, some may actually have a sensory integration dysfunction. Many experience problems coping with sensory input, some may actually have a sensory integration dysfunction. Most people have some degree of sensory integration difficulty. Most people have some degree of sensory integration difficulty. Hypersensitivity or hyposensitivity to touch, movement, sights or sounds (being oversensitive or undersensitive to sensory stimuli). Hypersensitivity or hyposensitivity to touch, movement, sights or sounds (being oversensitive or undersensitive to sensory stimuli). Difficulty with making transitions from one situation to the next. Difficulty with making transitions from one situation to the next. Sensory perception differences Sensory perception differences Overselective to various stimuli Overselective to various stimuli Hypersensitive hearing Hypersensitive hearing ( (

Severity levels Autism ranges from mild to very severe deficits Autism ranges from mild to very severe deficits The low end of the spectrum includes what is referred to as low functioning autism. The low end of the spectrum includes what is referred to as low functioning autism. The high end of the spectrum includes “high functioning autism and Asperger’s syndrome. The high end of the spectrum includes “high functioning autism and Asperger’s syndrome.

Facts Autism is a spectrum disorder that includes: autism, Asperger’s syndrome, childhood disintegrative disorder, Rett syndrome, and pervasive developmental disorder-not otherwise specified (PPD-NOS). Autism is a spectrum disorder that includes: autism, Asperger’s syndrome, childhood disintegrative disorder, Rett syndrome, and pervasive developmental disorder-not otherwise specified (PPD-NOS). This group of spectrum disorders include a range of similar features This group of spectrum disorders include a range of similar features Autism effects approximately one in every 166 children ( Autism effects approximately one in every 166 children ( Boys are four times more likely to get autism than girls. Boys are four times more likely to get autism than girls.

Causes Though current research is being conducted, the cause of autism is still unclear. Though current research is being conducted, the cause of autism is still unclear. Possible causes of autism include: genetic, neurological, infectious, organic, neurobiological, metabolic, vaccines, medical, chemical and environmental factors ( Possible causes of autism include: genetic, neurological, infectious, organic, neurobiological, metabolic, vaccines, medical, chemical and environmental factors (

Onset and diagnosis Autism is usually diagnosed by the age of three. Autism is usually diagnosed by the age of three. Some children are being diagnosed as early as six months of age (Zager, 2005). Some children are being diagnosed as early as six months of age (Zager, 2005). Some caregivers do not like to label there child as “autistic” at such a young age. Some caregivers do not like to label there child as “autistic” at such a young age. However, research shows that early intervention is key to optimal benefits for your child. However, research shows that early intervention is key to optimal benefits for your child.

Early Signs of Autism Does not establish eye contact during interactions Does not establish eye contact during interactions Does not imitate the actions of others Does not imitate the actions of others Does not show interest in other children Does not show interest in other children Does not use gestures to communicate Does not use gestures to communicate Does not understand language or gestures Does not understand language or gestures Does not engage in functional play activities Does not engage in functional play activities Does not engage in imaginative or symbolic play Does not engage in imaginative or symbolic play Does not smile responsively Does not smile responsively (Shipley and McAfee, 2004) (Shipley and McAfee, 2004)

Co-morbid Conditions Other conditions may co-occur with the autism disorder: Other conditions may co-occur with the autism disorder: Approximately 70-75% also have some form of mental retardation Approximately 70-75% also have some form of mental retardation Tourette’s syndrome (motor and phonic tics occur) Tourette’s syndrome (motor and phonic tics occur) Many exhibit signs and symptoms of ADHD Many exhibit signs and symptoms of ADHD Mood changes (depression and bipolar symptoms) Mood changes (depression and bipolar symptoms) Symptoms of anxiety (include panic-like and compulsive-like episodes) Symptoms of anxiety (include panic-like and compulsive-like episodes) Compulsive-like symptoms (ritualistic ordering and intolerance for changes in daily routine) Compulsive-like symptoms (ritualistic ordering and intolerance for changes in daily routine) Seizure disorders (occurs in about 20% of autism cases) Seizure disorders (occurs in about 20% of autism cases) (Zager, 2005) (Zager, 2005)

Therapy and Treatment Options Behavioral therapy ( Applied Behavior Behavioral therapy ( Applied Behavior Analysis- ABA, TEACCH. Tomatis method) Analysis- ABA, TEACCH. Tomatis method) Biomedical therapy (Auditory Integration Training, Secretin, etc) Biomedical therapy (Auditory Integration Training, Secretin, etc) Dietary/Nutritional (Gluten-free diet) Dietary/Nutritional (Gluten-free diet) Occupational therapy (Sensory Integration Therapy) Occupational therapy (Sensory Integration Therapy) Physical therapy Physical therapy Speech therapy (goals for improving speech and language, communication, social skills, etc) Speech therapy (goals for improving speech and language, communication, social skills, etc) (Zager, 2005) (Zager, 2005)

Is There a Cure? Currently autism cannot be prevented or cured. Currently autism cannot be prevented or cured. Autism persists throughout life Autism persists throughout life It can only be managed and improved with the proper therapy options and education It can only be managed and improved with the proper therapy options and education (Zager, 2005) (Zager, 2005)

Prognosis The goal is for early intense intervention and therapy approaches. The goal is for early intense intervention and therapy approaches. Collaboration of a variety or professionals and family is needed in order to have the best outcome for children with autism. Collaboration of a variety or professionals and family is needed in order to have the best outcome for children with autism. With proper education, support, and treatment, hopefully improvements will be made in various areas such as communication and social interaction skills. With proper education, support, and treatment, hopefully improvements will be made in various areas such as communication and social interaction skills.

Resources Autism Speaks. What is Autism? an overview. Retrieved on October 17, 2006 from Autism Speaks. What is Autism? an overview. Retrieved on October 17, 2006 from Medline Plus. (2006). Autism. Retrieved on October 17, 2006 from Medline Plus. (2006). Autism. Retrieved on October 17, 2006 from National Institute of Deafness and other Communication Disorders. (2006). Autism and Communication. Retrieved on October 26, 2006 from National Institute of Deafness and other Communication Disorders. (2006). Autism and Communication. Retrieved on October 26, 2006 from Shipley, K. G., & McAfee, J. G. (2004). Assessment in Speech- Language Pathology: A Resource Manual (3rd ed.). Clifton Park, NY: Delmar Learning. Shipley, K. G., & McAfee, J. G. (2004). Assessment in Speech- Language Pathology: A Resource Manual (3rd ed.). Clifton Park, NY: Delmar Learning. Zager, D. (2005). Autism Spectrum Disorder (3rd ed.). Mahwah, NM: Lawrence Erlbaum Associates. Zager, D. (2005). Autism Spectrum Disorder (3rd ed.). Mahwah, NM: Lawrence Erlbaum Associates. Wikipedia: the free encyclopedia. (2006). Autism. Retrieved on November 5, 2006 from Wikipedia: the free encyclopedia. (2006). Autism. Retrieved on November 5, 2006 from