Autism

Autism is a disorder of brain function that normally appears early in life, before the age of three. It is classified as a pervasive developmental disorder and is actually one of five disorders that share varying degrees of impairment across three different domains. The domains that children with the disorder have are, problems with social interaction, communication, imagination and behavior. Children with autism have a narrow and repetitive pattern of behavior. The other four disorders that may share similar characteristics to autism are: Asperger’s Disorder, Rett’s Disorder, childhood disintegrative disorder (CDD) and pervasive developmental disorder-not otherwise specified (PDD-NOS). Although by definition autism is a description of symptoms and this makes autism a syndrome not a disease in the traditional sense of the word. Although autism is defined and assessed by observing behavioral characteristics, it is not considered a behavior, an emotion, a conduct disorder, or a mental illness (Schopler & Mesibov, 1988). The DSM IV and IDEA (Individuals with Disabilities Education Act) have listed the following criterion to identify or properly diagnose a child with Autism.

Autism is defined in the DSM-IV under the area of social interaction as a developmental disability significantly affecting social interaction. The characteristics or symptoms that are present in a child with autism are the following: Marked impairment in the use of multiple nonverbal behaviors, such as eye-to-eye gaze, facial expression, body postures and gestures to regulate social interaction, Failure to develop peer relationships appropriate to developmental level and a lack of spontaneous seeking to share enjoyment, interests, or achievements with other people (e.g. by a lack of showing, bringing) or lack of social or emotional reciprocity.

The diagnosis criteria for autism in the area of communication is the following: Qualitative impairments in communication as manifested by at least one of the following: (a) delay in, or total lack of, the development of spoken language (not accompanied by an attempt to compensate through alternative modes of communication such as gesture or mime). In individuals with adequate speech, marked impairment in the ability to initiate or sustain a conversation with others. The other criterion under the DSM-IV is stereotyped and repetitive use of language or idiosyncratic language.

The diagnosis criteria for autism under the behavioral variability category is, encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus, apparently inflexible adherence to specific, nonfunctional rituals, stereotyped and repetitive motor mannerisms (e.g. hand or finger flapping or twisting, or complex whole-body movements).

The etiology of autism is not really clear to date there are no definitive causes as to why a child gets autism. Nature and nurture both can play a role into why a child may be diagnosed with autism. Nature plays a role because there has been a strong genetic link to autism. Researchers have not yet pinpointed individual genes contributing to autism. One authority estimates that 5 to 14% of persons with the symptoms of autism have a separate, known genetic disorder. The most commonly associated genetic disorders are conditions most people have probably never heard of: Fragile X syndrome Tuberous sclerosis, duplications of part of the long arm of chromosome, or untreated phenylketonuria (www.webmd.com, 2002). Unfortunately, scientists do not know how these other conditions lead to the development of autism.

Nurture or environment can play a role in the cause of autism because autism can result from certain events before or shortly after birth. These include infection of the brain with herpes virus and infection of the pregnant mother with rubella virus ("German measles"). Large-scale problems with brain structure are also associated with autism, including hydrocephalus (also known as "water on the brain") and, very rarely, a brain tumor. These are not classic environmental agents in the manner of radiation or toxins, but they form part of the brain's environment (www.webmd.com, 2002).

Intervention is very important for children with autism so that they can be given the opportunity to live as normal a life as possible and to be able to succeed in life. Some behavioral strategies that have been developed to assist an individual with autism but that are not contingent on just specific behavior problems are the following strategies: Differential Reinforcement of Appropriate Behavior (DRA) where the person receives attention to an appropriate behavior (determined in advance). For example if a person works on a specific task for a certain amount of time and does not engage in the behavior problem then he/she is given positive attention. Differential Reinforcement of Other Behavior (DRO) is when attention is provided to the person for any appropriate behavior. For example, if the person acts in general, appropriately during a certain period of time and does not engage in the behavior problem, then he/she is given positive attention. Differential Reinforcement of Incompatible Behavior (DRI) is when attention is given to behaviors that are incompatible with the behavior problem. For example, if the person, who is know to have tantrums, sits quietly for a certain amount of time, then he/she is given positive attention (Edelson, 2002).

Another important area of intervention is allergies and food sensitivities. People with autism are more susceptible to allergies and food sensitivities than the average person and this is likely due to their impaired immune system (Edelson, 2002). Researchers have found that people with autism are more sensitive to the following foods; grains, (e.g., wheat, rye, oats) and dairy products (e.g., milk, cheese, whey). Other foods that can cause problems are strawberries and citrus fruit. Food sensitivities may be responsible for numerous physical and behavioral problems, such as headaches, stomachaches, feeling of nausea, bed-wetting, appearing incontinent, stuttering, excessive whining and crying, sleeping problems, hyperactivity, aggression, sound sensitivity, temper tantrums, fatigue, depression, intestinal problems (i.e., gas, diarrhea, constipation) muscle aches in the legs, ear infections, and possibly seizures (Edelson, 2002). Based on this research we would conclude that it would be very important that a parent or guardian of a child with autism carefully monitor the types of food that the child is consuming.

Autistic traits persist into adulthood, but vary in severity. Some adults with autism can function very well and others may not. Some adults with autism

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