The autism spectrum disorders (pervasive developmental disorders)
Back to introduction
The diagnosis of autism spectrum disorders
While there are many concerns about labeling a child with ASD, the earlier the diagnosis of ASD is made, the earlier needed interventions can begin. The evidence of the past 15 years shows that intensive early intervention in optimal educational settings for at least two years during the preschool years results in improved in most young children with ASD. 2
When evaluating a child, clinicians rely on behavioral characteristics to make a diagnosis. Certain behavior characteristics of ASD in the first months of a child to appear, or may occur at any time during the first year. For the diagnosis, problems in at least one of the areas of communication socialization or restricted behavior must be present before 3 years of diagnosis requires a two-step process. The first step is the evaluation of the development during "and" child study; The second step is a comprehensive evaluation by a multidisciplinary team. 7
Shielding
Check "and child" should include the development of tests. If your child's pediatrician is not routinely check your child with such a test, get it done. Your own observations and concerns about your child's development will be crucial to help track your child. 7 Review of videotapes of family photos and baby albums can help parents remember when each behavior is noticed and when the child reached certain developmental milestones.
Several screening tools have been developed to quickly gather information on the social and communicative development of children in the medical community. Among them are the Checklist of Autism in Toddlers (chat), 8 Checklist for Autism in Toddlers modified (M-CHAT), 9 detection tool for autism in two years (STAT), 10 and Social Communication Questionnaire (SCQ) 11 (for children 4 years).
Some screening instruments rely solely on parent responses to a questionnaire, and some rely on a combination of parent report and observation. The main features of these instruments to distinguish for children with autism from other groups before and 2 appear to do so, include game show. Not to allow screening instruments an individual diagnosis but serve to assess the need for possible diagnosis of ASD. These detection methods may not identify children with mild ASD, such as people with high functioning autism or Asperger syndrome.
In recent years, the detection devices have been developed to detect the Asperger syndrome or autism higher operation. Screening questionnaire autism spectrum (HCCS), 12 Australian scale for the syndrome, 13 and most recently, Asperger's Syndrome Children Test (CAST) Asperger -uns 14 are some instruments for the identification of children aged are reliable school with Asperger syndrome or high-functioning autism operation. These tools focus on social and behavioral disorders in children without nennens language delay.
If after the selection process, or during a "well-child" check-up, your child's doctor sees one of the possible indicators of ASD, further evaluation displayed.
Complete diagnostics
The second phase of the analysis should be to eliminate or exclude exact ASD or other developmental problem can be integrated. This assessment can by a multidisciplinary team consisting of a psychologist, neurologist, psychiatrist, therapist, or other professionals, the children are done with ASD diagnosis.
Since ASD are included complex disease and other neurological or genetic problems, a comprehensive assessment of neurological and genetic assessment and cognitive and linguistic depth tests should be performed. 7 In addition, measures that are specific for the diagnosis of autism used often developed. These include the Autism Diagnostic Interview-Revised (ADI-R) 15 and the Autism Diagnostic Observation Schedule (ADOS-G) .16 The ADI-R is a structured interview that contains over 100 articles and is conducted with a caregiver. It consists of four main factors in the communication of the child, social interaction, repetitive behaviors and symptoms in the age of onset. The ADOS-G is an observational measure "press" the socio-communicative behaviors that are often delayed, abnormal or absent in children with ASD used.
Another instrument, is often used by professionals who Childhood Autism Rating Scale (CARS) is 0.17 Helps assess body movement of the child's adaptation to change, listening response, verbal communication and relationship people. It is suitable for use with children over 2 years. The examiner observes the child and also obtains relevant information from the parents. The child's behavior is rated on a scale based on deviation from the typical behavior of children of the same age.
Two other tests that should be used to evaluate a child with a developmental delay are a formal hearing audiological evaluation and a lead screening. Although some hearing loss can co-occur with ASD, some children with ASD may be incorrectly assumed that exhibit a loss. Also, if the child suffered ear infection, can cause transient hearing loss. First screening is important for children. For a long time in the mouth-engine in which everyone gets and everything to stay in the mouth Children with autism often have high concentrations of lead in the blood. 7
Normally responsibility of a computer diagnostic expert carefully evaluate your child, assessing the child's strengths and weaknesses, and determining a formal diagnosis. The team is together with the parents to explain the results of the evaluation.
Although parents have been aware that something was not "quite right" with your child, if the diagnosis is made, it is a devastating blow. At this point, it's hard to stay focused on issues. But while the members of the evaluation team are together is the best opportunity for parents to ask questions and get recommendations for further action to take her son. Learn as much as possible at this meeting is very important, but it is helpful to leave this meeting with the name or names of professionals who can be contacted if parents have questions.
Help is available
If your child has been evaluated and diagnosed with an autism spectrum disorder, you may feel inadequate to help your child to develop to the maximum of their ability. When you start to look at treatment options and the type of help for a child with a disability is available, you will discover that there is help for you. It will be difficult to learn and remember everything you need to know about the resources that will be very useful. Write it all down. When a laptop is on hold, you have a foolproof method to retrieve information. Keep track of the medical reports and the evaluation your child has been given to their suitability for special programs will be documented. Learn everything you can about special programs for your child; The more you know, the more effectively you can advocate.
For each eligible child in special programs, people with Disabilities Education Act (IDEA) guarantees every state special education and related services.'s A program that provides federally mandated free appropriate public education for children with diagnosed learning deficits. As a rule, they will be put in public schools and the school district pays for all necessary services. These include, where appropriate, the social services of a speech therapist, occupational therapist, school psychologist, assistant, school nurse or help.
By law, public schools must prepare and implement a set of educational goals or specific skills for each child in a special education program. Skills list is as Individualized Education Program (IEP). The IEP is an agreement between the school and the family in the objectives of the child. If your child IEP is developed, you will be invited to attend the meeting. There will be many people at the meeting, including a special education teacher, a representative of the public schools who is familiar with the program, to be another invited by the school or by you (you can a mother provider care bear children, or a close friend, the knowledgeable support is your child). Parents play an important role in the creation of the program, because they know their children and their needs know better. Once your child's IEP is developed, to meet once a year to check your child's progress and adapt changes to changing needs.
If your child is under 3 years old and has special needs, he or she should be entitled to an early intervention program; This program is available in all states. Each state decides which agency be the lead in the early intervention program. The early intervention are provided by qualified, to provide young children with disabilities and are usually in the home of the child or a familiar place for the child laborers. The services provided are written in an individualized Family Services (IFSP) that is reviewed at least once every 6 months. The plan contains information about the services provided to children available, but also services for the parents to describe, to help in the daily activities with their sons and brothers to stop to help a brother or sister with ASD.
There is a list of resources at the end of the booklet will be helpful to you as you seek programs for their child.
Treatment options
There is no single best treatment package for all children with ASD. One point that most professionals agree that early intervention is important; another is that most individuals with ASD well to highly structured, specialized programs.
Before taking any decision on the treatment of the child, you need to gather information about the different possibilities. Learn as much as you can, look at all options and make a decision about the treatment of your child based on your child's needs. You can visit public schools in your area to see what kind of programs for children with special needs.
Guidelines of the Autism Society of America be used include the following questions parents can ask about potential treatments:
* The treatment harm my child?
* How is the treatment failure in my son and his family?
* It is scientifically validated treatment?
* Are there assessment procedures specified?
* How will the treatment be integrated into the existing program for my child? So in love with a given that functional curriculum, vocational life, and social skills are ignored treatment you will not.
The National Institute of Mental Health suggests a list of questions to ask, the parents can plan your child:
* To what extent the program for the other children has been?
* How many children have gone to placement in a regular school and how have they performed? * The staff are trained and experienced in working with children and young people with autism?
* How are activities planned and organized?
* Are there times and predictable daily routines?
* How much individual attention will my child receive?
* How progress will be measured? If the behavior of my child to be closely monitored and recorded?
* My child is tasks and rewards, get motivate you personally?
* The environment is designed to minimize deflections?
* Does the program prepare me to continue the therapy at home?
* What are the costs, time and place of the program?
Under the treatment and education of people with autism of the many available methods, applied behavior analysis (ABA) has been widely accepted as an effective treatment. Mental Health: A Report of the Surgeon General states, "Thirty years of research demonstrated the effectiveness of the methods in reducing inappropriate behavior and behavior increasing communication, learning and appropriate social behavior." 18 The basic research of Ivar Lovaas and his colleagues at the University of California, Los Angeles, calling for a strong teacher-child interaction in the week one-on-one for 40 hours laid a foundation for other educators and researchers in the search for effective also help early intervention, to reach people with ASD their potential. The goal of management is to reinforce desirable behavior and reduce undesirable behavior. 19, 20
An effective treatment program will build on the child's interests, offer a predictable schedule, teach tasks as a series of simple steps to engage the child's attention in highly structured activities actively and regularly reinforcing the behavior. Parental involvement to an important factor in treatment success. Parents work with teachers and therapists to the behaviors to be changed and identified the skills needed. Recognizing that parents are the first teachers from more programs to train parents to continue the therapy at home.
Once the disability of the child was found teaching should begin. Effective programs early communication and social interaction skills to convey. In children younger than 3 years, appropriate interventions are carried out usually at home or in a daycare. These interventions to specific deficits in learning, language, imitation, attention, motivation, respect and initiative of interaction. Behavioral therapeutic methods, communication, occupational and physical interventions are social games. Often the day is with a physical activity to begin the development of coordination and body awareness; Children string beads, piece puzzles, painting, and participate in other activities traction. As a snack, the teacher encourages social interaction and models how to use language to ask for more juice. Children learn by doing. Working with children are students, behavioral therapists and parents who have received extensive training. In the education of children, positive reinforcement is used. 21
Children older than 3 years are usually separate, special education in the schools. A child can be integrated in a separate room with autistic children or with children without disabilities for at least part of the day class Class. Different locations can use different methods, but all should have a structure that will help children learn social skills and functional communication provides. In these programs, teachers often parents with useful tips on how to help your child with the skills or behaviors learned at school when they are at home. 22
In elementary school the child should receive help in all areas of competition were delayed and at the same time, be encouraged to grow in their areas of strength. Ideally, the program should be adapted to the individual needs of the child. Many schools now have a program of inclusion, in which the child in a regular class for most of the day, with special instruction for part of the day. This statement should such skills as learning how to act in social situations and close friendships. Although high-functioning children may be able to cope with school work, also needs help in organizing tasks and avoid distractions.
During high school and college, start teaching these practices, such as work, community living and recreation tackle problems. This experience should include public transportation, and skills that are important in the life of the learning community. 23
Over the years of your child's school, you want active in your training program. The partnership between parents and educators is essential in evaluating your child's progress.
Youth
Adolescence is a time of stress and confusion; and not least for young people with autism. Like all children, they need help managing their thresholds sexuality. While some behaviors during the teenage years to improve, some get worse. The autistic or aggressive behavior may be one way some teens express their newfound tension and confusion.
Adolescence is also a time when children become more socially sensitive. At the age affected most teenagers with acne, popularity, grades, and dates, teens with autism may become painfully aware that they are different from their peers. You may find that they have no friends. And unlike his classmates who do not plan, or a career. For some, the sadness that comes with the realization that motivates them to learn new behaviors and acquire better social skills.
Dietary measures and other
In an effort to do everything possible to help their children, many parents are constantly looking for new methods of treatment. Some treatments are developed by reputable therapists or parents of a child with Asperger's syndrome. Although treatment can not help a child who may not be beneficial for others. Be accepted as a proven treatment, the treatment should clinical trials, preferably randomized, double-blind subject, so that a comparison between treatment and no treatment. Here are some of the measures that have been reported, has been helpful for some children but whose efficacy or safety has not been proven.
Dietary measures are based on the idea that allergies 1) foods cause symptoms of autism, and 2) the lack of a particular vitamin or mineral can cause autistic symptoms based. If parents choose, for a period of time to try a special diet, you must ensure that nutritional status of the child is carefully measured.
A diet that some parents have helped me, her autistic child found a gluten-free and casein. Gluten is a substance, such as casein, which is found in the seeds of various cereal plants-wheat, oats, rye and barley. Casein is the major protein in the milk. Since gluten and milk are found in most foods that we eat, according to a gluten-free diet and casein, is difficult.
A supplement that some parents feel is beneficial for an autistic child is Vitamin B6, taken with magnesium (which makes the vitamin effective). The result of the studies is mixed; some children respond positively, some negatively, others little or nothing. 4
In the search for a cure for autism, there was talk in recent years usually given on the use of secretin, a substance of the administrative Food and Drug Administration (FDA) for a single dose, to help diagnose approved a stomach -Darm problem. Anecdotal reports have shown improvement in autism symptoms, including sleep patterns, eye contact, language skills and alertness. Receiving a plurality of clinical trials in recent years, no significant improvement of the symptoms in patients secretin and those taking a placebo, is shown. 24
More ... The drugs used in the treatment
