Some people with autism
display remarkable abilities. A few demonstrate skills far out
of the ordinary. At a young age, when other children are drawing
straight lines and scribbling, some children with autism are able
to draw detailed, realistic pictures in three-dimensional perspective.
Some toddlers who are autistic are so visually skilled that they
can put complex jigsaw puzzles together. Many begin to read exceptionally
early-sometimes even before they begin to speak. Some who have
a keenly developed sense of hearing can play musical instruments
they have never been taught, play a song accurately after hearing
it once, or name any note they hear. Such skills, however, known
as islets of intelligence or savant skills are rare.
Parents are usually the
first to notice unusual behaviours in their child. In many cases,
their baby seemed "different" from birth-being unresponsive
to people and toys, or focussing intently on one item for long
periods of time. The first signs of autism may also appear in
children who had been developing normally. When an affectionate,
babbling toddler suddenly becomes silent, withdrawn, violent,
or self-abusive, something is wrong.
Even so, years may go by
before the family seeks a diagnosis. Well-meaning friends and
relatives sometimes help parents ignore the problems with reassurances
that "Every child is different," or "He can talk
but he just doesn’t want to!" Unfortunately, this
only delays getting appropriate assessment and treatment for the
child.
To date, there are no medical
tests like x-rays or blood tests that detect autism. And no two
children with the disorder behave the same way. In addition, several
conditions can cause symptoms that resemble those of autism. So
parents and the child’s pediatrician need to rule out other disorders
including hearing loss, speech problems, mental retardation, and
neurological problems. But once these possibilities have been
eliminated, a visit to a professional who specialises in autism
is necessary. Such specialists include people with the professional
titles of child psychiatrist, child psychologist, developmental
pediatrician, or pediatric neurologist.
Autism specialists use
a variety of methods to identify the disorder. Using a standardised
rating scale, the specialist closely observes and evaluates the
child’s language and social behaviour. A structured interview
is also used to elicit information from parents about the child’s
behaviour and early development. Reviewing family videotapes,
photos, and baby albums may help parents recall when each behaviour
first occurred and when the child reached certain developmental
milestones. The specialists may also test for certain genetic
and neurological problems.
Specialists may also consider
other conditions that produce many of the same behaviours and
symptoms as autism, such as Rett’s Disorder or Asperger’s Disorder.
Rett’s Disorder is a progressive brain disease that only affects
girls but, like autism, produces repetitive hand movements and
leads to loss of language and social skills. Children with Asperger’s
Disorder are very like high-functioning children with autism.
Although they have repetitive behaviours, severe social problems,
and clumsy movements, their language and intelligence are usually
intact. Unlike autism, the symptoms of Asperger’s Disorder typically
appear later in childhood.
It is generally accepted that
autism is caused by abnormalities in brain structures or functions.
Using a variety of new research tools to study human and animal
brain growth, scientists are discovering more about normal development
and how abnormalities occur.
Of the problems that can
occur with autism, mental retardation is the most widespread.
Seventy-five to 80 per cent of people with autism are mentally
retarded to some extent. Fifteen to 20 per cent are considered
severely retarded, with IQs below 35. But autism does not necessarily
correspond with mental impairment. More than 10 per cent of people
with autism have an average or above average IQ. A few show exceptional
intelligence.
About one-third of the
children with autism develop seizures, starting either in early
childhood or adolescence. Researchers are trying to learn if there
is any significance to the time of onset, since the seizures often
first appear when certain neurotransmitters become active. Since
seizures range from brief blackouts to full-blown body convulsions,
an electroencephalogram (EEG) can help confirm their presence.
Fortunately, in most cases, seizures can be controlled with medication.
When parents learn that
their child is autistic, most wish they could magically make the
problem go away. They looked forward to having a baby and watching
their child learn and grow. Instead, they must face the fact that
they have a child who may not live up to their dreams and will
daily challenge their patience. Some families deny the problem
or fantasize about an instant cure. They may take the child from
one specialist to another, hoping for a different diagnosis. It
is important for the family to eventually overcome their pain
and deal with the problem, while still cherishing hopes for their
child’s future. Most families realize that their lives can move
on.
Today, more than ever before,
people with autism can be helped. A combination of early intervention,
special education, family support, and in some cases, medication,
is helping increasing numbers of children with autism to live
more normal lives. Special interventions and education programmes
can expand their capacity to learn, communicate, and relate to
others, while reducing the severity and frequency of disruptive
behaviours. Medications can be used to help alleviate certain
symptoms. Older children and adults may also benefit from the
treatments that are available today. So, while no cure is in sight,
it is possible to greatly improve the day-to-day life of children
and adults with autism.
Today, a child who receives
effective therapy and education has every hope of using his or
her unique capacity to learn. Even some who are seriously mentally
retarded can often master many self-help skills like cooking,
dressing, doing laundry, and handling money. For such children,
greater independence and self-care may be the primary training
goals. Other youngsters may go on to learn basic academic skills
like reading, writing, and simple mathematics. Many complete high
school and even earn college degrees. Like anyone else, their
personal interests provide strong incentives to learn. Clearly,
an important factor in developing a child’s long-term potential
for independence and success is early intervention. The sooner
a child begins to receive help, the more opportunity for learning.
Furthermore, because a young child’s brain is still forming, scientists
believe that early intervention gives children the best chance
of developing their full potential. Even so, no matter when the
child is diagnosed, it is never too late to begin treatment. (PIB
Features)
Courtesy:nimh.nih.gov/publicat/autism.cfm
AUTISM – COPING BETTER
WITH THE UNDERSTANDING
