What is Autism?

Autism is a complex developmental disability that is typically diagnosed during the first three years of life.  The result of a neurological disorder that affects the functioning of the brain, autism and its associated disorders have been estimated to occur in as many as 1 in 110 individuals. Autism is four times more prevalent in boys than girls and knows no racial, ethnic, or social boundaries. There are approximately 200,000 on the ASD spectrum in Canada and over 67 Million World Wide. Family income, lifestyle, and education levels do not affect the chance of autism's occurrence.

Autism impacts the normal development of the brain in the areas of social interaction and communication skills. Children and adults with autism typically have difficulties in verbal (expressive) and non-verbal (receptive) communication, social interactions, and often engage in repetitive patterns of behaviour.  The disorder makes it hard for them to communicate with others and relate to the outside world. In some cases, aggressive and/or self-injurious behavior may be present. People with autism may exhibit repeated body movements (hand flapping, rocking), unusual responses to people or attachments to objects and resistance to changes in routines. Individuals may also experience sensitivities in the five senses of sight, hearing, touch, smell, and taste.

Its prevalence rate makes autism one of the most common developmental disabilities. Yet most of the public, including many professionals in the medical, educational, and vocational fields, are still unaware of how autism affects people and how they can effectively work with individuals with autism. As a person with autism, children can learn and function productively and show gains from appropriate education and treatment.

More children will be diagnosed with autism this year than with cancer, AIDS and diabetes combined. Approximately 25-30 % may develop a seizure pattern at some period during life. Every 20 minutes someone is being diagnosed with a form of ASD.

What are People with Autism Like?

Autism is known as a triad of features that affects the day to day functioning of those with the disorder.  The following areas are among those that are generally affected by autism:

Language and Communication Skills:

          Deficits in language can affect both comprehension and expression. 

          There is always difficulty with using language for social

          communication purposes.  Language may develop slowly or not at all;

          they may use words without attaching the usual meaning to them; or

           communicate with gestures instead of words;

Social Skills:

          Individuals with Autism do not learn social skills incidentally like their

          neurotypical peers would.  They need to be systematically taught

          skills such as turn-taking, waiting, interacting with others.   Some

          individuals may prefer to spend time alone rather than with others;

          may show little interest in making friends; and may be less

          responsive to social cues such as eye contact or smiles;

           * The communication and social deficits generally continue in some                form throughout life.

Patterns of Behaviour:

          It is best to understand behaviour as a response to the

          environment.  Behaviour is really the result of the lack of

          communication and social skills.  However, individuals may present

          with unusual or repetitive patterns of behaviours, interests and/or

          activities; preoccupations with specific themes or objects; they may

          get upset with changes in routine or schedules; or have unusual

          responses to sensory stimuli.

There are also two common associated features:

Sensory:

          may be hyper-sensitive (overly reactive) or hypo-sensitive (under

          reactive) to the areas of sight, hearing, touch, smell, and taste.

          Sometimes the touch or closeness of others may be painful to a

          person with autism, resulting in withdrawal even from family

          members.

Anxiety:

          need for control and predictability, that can have an effect on daily

          life and interactions. Familiarity usually lessens anxiety.  However, if

          not appropriately addressed can lead to depression in adolescence.

What Do They Think Causes Autism?

There are no known causes of autism.  There are however a number of studies being conducted into possible neurological, genetic and environmental causes of autism.  Some combination of genetic, biological, environmental or other factors are believed to contribute to autism. Researchers are exploring several genes, which are believed to contribute to the disorder, and several brain regions that have shown abnormalities. Abnormal brain development during the first months of life is being studied to determine if structural abnormalities, such as in the mirror neuron systems, may be caused by genetic and/or environmental factors. Researchers are also exploring the effects of genetic imprinting in which a gene’s expression is determined by which parent donates the gene copy.

Is There A Cure?

There is no cure, but there are a variety of interventions and treatments for the associated disorders available for Autism Spectrum Disorders. It is widely accepted that early interventions allow the best outcomes.  Interventions and treatments generally address both cognitive and behavioural functioning. They may include a combination of medications (for challenging behaviours or anxiety), behaviour therapy, psycho-education therapy, family support groups, educational interventions, speech and language therapy, occupational therapy, and specialized training to develop and improve acquisition of necessary skills.

Applied Behaviour Analysis (ABA) may be an effective intervention in increasing desirable behaviours and reducing undesirable behaviours. Other work focuses on improving social communication in children with autism. Some have found that structured multidisciplinary behaviour programs are more successful. Parental involvement, a predictable schedule, regular behaviour reinforcement, and active engagement of attention in highly structured activities to enhance a strength or ability may all contribute to creating an effective intervention program

People with autism process and respond to information in unique ways. Educators and other service providers must consider the unique pattern of learning strengths and difficulties in the individual with autism when assessing learning and behaviour to ensure effective intervention. Individuals with autism can learn when information about their unique styles of receiving and expressing information is addressed and implemented in their programs. The abilities of an individual with autism may fluctuate from day to day due to difficulties in concentration, processing, or anxiety.

Contrary to popular understanding, many children and adults with autism may make eye contact, show affection, smile and laugh, and demonstrate a variety of other emotions, although in varying degrees. Like other children, they respond to their environment in both positive and negative ways.

Every person with autism is an individual, and like all individuals, has a unique personality and combination of characteristics.