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Perspectives on autism spectrum disorders

By on December 6, 2012 in Autism

Often, when reading blogs about autism spectrum disorders, I find sentences complaining about the impaired social skills; what should their kids become when it has impaired social skills? Likewise, the lack of or developmental delay in language in some kids, the lack of toilet training in some kids and further on make similar questions; what should it become of my kid? The standard solution posed has been diverse behavioral and educational therapies and pedagogics; the focus has been on training the kid to be as normal as he can be. If it works, the research still tell us little about. In any case, it confirm the view many have about autism spectrum disorders; something wrong with the kid which has to be somewhat fixed.

What, in reading such blogs, surprise me is the lack of question to the medical discourse which  lay the foundation for such a perspective on autism spectrum disorders. Being genetics as it is said, the world must have gone through a very fast and overwhelming phase of genetic change in the 1920’s if the diagnosis genetic statement is true. I find the genetic statement to be true, but I don’t find it to be true that the diagnosis necessarily raised in the 1920’s. I find it probable that it was first in the 1920’s the foundation existed to make this kind of identity to be converted into a diagnosis, and this conversion; from personality to pathology, is in need of reflection. If autism spectrum disorders once was a trait of personality, not posing any trouble but contributing to diversity, why is it today such a problem with it? Why is impaired social skills, lack of or developmental delay in language, lack of basic skills like toilet training and so on a problem?

The answer lies all in our perspectives on autism spectrum disorders. Confronted with the ever demanding western world we often jump on the barricades to be as prepared as we can in meeting it. Good social skills, we think (automatically often) are needed for making networks; both personal and economical, being included and not teased by others and so on; it is as it is our glue in the society, making the fundamental bond between us. Lack of language and toilet training, we think as well make a problem in relationships and it also must be a pain for the kid; because it is a pain for the parents to communicate with a kid without language and changing diapers the whole life. But the biggest case is that the kid bear the label of autism; a label called an epidemic and made as worse as cancer, a sickness which the kid manifest to such a degree that it can’t be any good to it other than its medical discourse. In this perspective we miss some fundamental questions, and that is questions about the terms itself: What does social mean? What does lack of or developmental delay in language mean and what consequences do it have for the kid seen from the kids perspective? And is lack of toilet training as worse as it is pictured?

The french philosopher Michael Foucault called empathy a sort of relational power, the german philosopher Ludwig Wittgenstein made social skills into a game mechanism and the german philosopher Jürgen Habermas divided the social world from the natural world. Jean-Jacques Rousseau, a french educational philosopher, proposed to say that a kid should not have social contact before the age of 16 since social contact before would coloring the kid so much that it lost himself completely. The french philosopher Henri Bergson concluded that social skills are the solution to the question of free will as it removes it. Many more philosophers has had something to say on the question of social skills; theories which are important to consider when the negative thought who say that impaired social skills are a disaster come up. The background for this thought may find it way back to the antiquity, where both Plato and Aristotle reflected on how to be good; how to do the right things in life. Plato found this to be a part of the true nature and something which all humans had as part of themself, but as something which needed educational training to be revealed. Aristotle on the other hand found not the case that all humans have it, as all humans are unique, but also he concluded that education may learn the human how to be good. In that time of age social skills was what made human doing the right thing. The glue of the network was in that time of age love. Today social skills has converted to both be a question of moral and ethics, and the glue of the network, and love has transformed into a sexual value.

Regarding language skills, which both philosophy of language and linguistic has its primary area, one could have done the same kind of philosophical journey and concluded with it both as bad and as good. Language could have been posed to being the borders which don’t make us in touch with neither nature nor God, and it could have been posed as the skill who make us human. And as well with other basic skills; in the way of philosophy and history human skills may come up as both negative and positive skills, and that is important to take into account.

The autistic person is very found to be under the influence of others; yet their will to original experience would have an influence of their choice. If only negative labels are posed on their traits, they also will become negative to it because no other alternatives to choose from will exist. This negative perspective on themself may be an obstacle in life; making it harder to get a job and a independent life as it in the same time make them more susceptible to treatment. A positive perspective on the other hand, where the traits are posed as unique skills and independence, will make a kid with autism spectrum disorder strong, he may make success in work life and he will be independent. He will also be more inclusive and caring, but he may not be very susceptible for treatment and a disaster to all health personals. The perspectives on autism spectrum disorders make the way for the autistic; impaired social skills, lack of language and basic skills do not need to be an obstacle; it does not need to be a pain for the autistic, it has all to do with the perspectives the autistic itself has on it, and that perspective has the environment a responsibility for.

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When a child with autism first starts to recognize bullying

By on December 3, 2012 in Autism

I find that movies are great ground breakers for my son Cameron as he tries to learn and understand social situations. We try to point out who is sad, who is happy and why.

ParanormanThis week, we watched ParaNorman for the first time. It’s a fun animated ghost movie where Norman, a quiet little boy, is able to see and talk to the dead.

This causes him all sorts of grief as the adults shake their head when he walks by and other children call him “freak” and laugh at him.

Near the beginning, introducing the main character and his life, he gets caught up in what the dead are doing, completely missing what his teacher is saying and the other children laugh at him. Other accidents happen, they laugh some more and it ends with him sulking away from his locker that says “freak” on it, for the second time that day.

It was at this point that Cameron, completely on his own, said “aww… poor kid.”

Now, I’m not going to get into the whole “do children with autism lack empathy” thing because, they don’t. However, one aspect that is quite common is the difficulty in being able to look at a situation from another person’s perspective. This is something that is difficult for all children. It’s just more so with autism.

When a child sees another child do something funny, they laugh. They don’t recognize if it’s embarrassing, hurtful or mean.
When a child sees another child as strange, odd or bizarre, they treat them as such.

Many times, it’s fully intentional and they truly are a bully. But sometimes it’s simply a lack of understanding that what they say and do is so hurtful.

I find, the best way to teach Cameron that what he says and does, while funny to him, could hurt someone else, is to show him from an entirely fresh perspective, as a 3rd party.

And that usually works to a point. He sees it, recognizes it… doesn’t truly understand it.

So when this part in the movie came on and he not only recognized the bullying but expressed his emotions about it, I was a bit shocked.

Of course this sparked a whole conversation with him about bullying and how bad someone can feel when you call them names or laugh at them but not as a lecture but rather, as something he was starting to understand and even explain back to me.

For any child, this is a great step. For a big brother, this is a momentous occasion, especially for his little brother. And for a child with autism… this is huge.

He gets it. And he expressed it.

I’m very proud of my boy.

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Making the best of it

By on November 23, 2012 in Autism, Parenting

For a long time in my life, I was very depressed. I wasn’t going anywhere, doing anything, I had no goals and worst of all, I felt that my life simply had no chance of ever getting better than what it was at the time.

Then I got married.

Strange huh? To go from depressed to married. Well, there was a lot that happened in between but those stories aren’t what’s important right now.

What is important is the vow I made. You know, the vows we all make through marriage… “good times and in bad, in sickness and in health”… I took those vows seriously. More so than that, I paraphrased them and made them my own new life motto: “Make the best of it.”

When my son was diagnosed with autism, I made the best of it. When my wife was pregnant with our second child and had to spend 6 months of it on bed rest, I made the best of it. When my wife was diagnosed with fibromyalgia and could barely get off the couch, I made the best of it.

People told me I would crack, have a nervous breakdown or worse, leave… I didn’t. When people asked how I handle the stress, I told them that I just take one day at a time and I, of course, make the best of it.

Now those days are behind me and my wife is gone. Our children are being split between us 50/50 where I get them for one week and she gets them for one week.

I’ve been with my kids almost every day since their birth and even more so in the last 5 months. With their mother working extra hard, my boys and I were glued together (other than school) every single day.

And after 5 months of that, they’re gone for the week. And this house feels ever so quiet now. No wife. No kids. Not even the dog.

So what do I do?

shrimp

Shrimp = Great snack food!

Well, I’ve been eating some foods that I haven’t had in years, due to the wife’s healthy diet, my son’s gluten free diet and our lack of budget. I’ve been watching movies I have been dying to see. I’ve been playing video games that I haven’t touched in almost a year. I’ve been reading and learning new skills in my field of expertise to better myself.

I posted some pictures on Facebook to which one person replied “you’re not supposed to be enjoying this! lol”

And I got to thinking.

She’s right. I’m not supposed to be enjoying this. What I’m supposed to do is feel alone and quiet and maybe even sad. After all, I do miss my boys tremendously right now. My wife too, but more so my boys since we were together so often for the last 5 months… just the 3 of us.

But why? Why do to that to myself just because I’m “supposed to?”

I thought back to the bed rest, the diagnosis, the struggles with money, the decisions and sacrifices we’ve made and I thought to myself… no, I’m not going to do what I’m supposed to do.

I’m going to make the best of it.

I have the house to myself, I’m going to keep myself busy in the best way I know how and when the week is up, my boys will come back to me. And again, during that short week that I get them… I’m going to make the best of it again.

happy cat

My cat – making the best of an empty house

The way I see it is, when times get hard or life throws mud in your face, you have 2 choices:
1. Do what you’re supposed to do and let it get you down.
2. Make the best of it.

It’s kind of like that whole “when life gives you lemons…” cliché, except, I’m going to make myself a steak and watch a good movie with my lemonade.

Because life is to short to do what you’re supposed to.

Instead, make the best of it.

One day you’ll look back on your life and be glad that you did.

 

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What are the Recommended Therapies for Autism?

By on November 15, 2012 in Autism

Autism is a neurodevelopmental disorder that can affect social and communication skills in children. The onset of autism is at birth or in infancy and symptoms usually appear before the age of three. Children with autism are mostly unable to form normal social interactions, show delays in communication and language, and have repetitive behaviors such as rocking, hand flapping and spinning. Often, they isolate themselves from others and act in an unusual manner. As the child grows older, the patterns of autism also change. Experts suggest that autism may have biological causes including genetics, heredity, infections, and complications during pregnancy, or at birth.

therapies for autism

Association with Other Disorders

The following disorders can occur with Autism.

Mental Retardation

About 75 to 80 percent of people with autism are mentally retarded.

Seizures

Seizures are a result of abnormal, electrical brain activity. Almost one third of people with autism experience seizures; onset is usually between early childhood and adolescence.

Fragile X Syndrome

Fragile X Syndrome is a genetic disorder caused by a defective area of the X chromosome. It occurs in about 10 percent of people with autism – most of them are male.

Diagnosis of Autism

There is no specific diagnostic procedure for autism. In arriving at this diagnosis, specialists, such as pediatric psychiatrists, neurologists or child psychologists, may use the following methods of evaluation.

Medical History

In a medical history, the doctor obtains a detailed history of all family members’ health conditions, including the history of the mother’s health during pregnancy.

Observation

Over a period, doctors observe the development of the child’s social ability, behavior, and motor and language skills.

Assessment Examination

The doctor may administer an examination to evaluate the child’s development in areas such as speech, language and social behavior.

DSM

The American Psychiatric Association publishes the Diagnostic and Statistical Manual of Mental Disorders (DSM); it gives standard criteria for classifying mental disorders, including autism.

What are the recommended therapies for Autism?

Over decades, different approaches have been developed to deliver more effective treatment programs.

Occupational Therapy

Occupational Therapy assists people with autism to become independent in all aspects of life, by learning to accomplish common and necessary tasks. Therapists modify tasks to make them more manageable for the individual. Activities include handwriting, tying shoelaces, and buttoning clothes. Another function of Occupational Therapy is to provide people with autism with the skills necessary for work, social life and leisure.

Physical Therapy

Nearly 80 percent of people with autism exhibit decreased muscle tone and impaired motor planning. Physical Therapy provides activities that promote muscle strength, coordination and motor skills (including basic skills such as: standing, rolling and sitting).

Speech Therapy

Speech Therapy aims to treat problems with speech and communication, using a variety methods and interventions such as: formal assessment, play-like therapy and speech training. Non-verbal communication also forms part of this therapy and can include gestural communication, and the use of picture exchange cards or electronic talking equipment. This therapy must be performed by a licensed speech and language pathologist.

Social Skills Therapy

Social Skills Therapy achieves effective communication with others and increases social competence by improving verbal and non-verbal behavior.

Cognitive Behavior Therapy

Cognitive Behavior Therapy focuses on the relationship between thoughts, emotions and behavior. It is a very useful method for managing the symptoms of this disorder. Through Cognitive Behavior Therapy, people with autism learn techniques for coping with, and managing, their emotions in stressful situations.

This post is contributed by Ellen Park, a travel occupational therapist. She previously worked as an occupational therapist at a rehabilitation center and found the benefits of becoming a travel therapist after looking into Travel Therapy Jobs at Advanced Medical.

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Casein and Gluten Free Diet May Not Be Effective in Improving Autism Symptoms

By on November 5, 2012 in Autism, Research

A study conducted in Rochester, New York reveals doubts over the effectiveness of casein free and gluten free diets on improving the symptoms of autism. According to the study, there are no demonstrable improvements in the small group of children studied following the autism diet.

A Look at the Autism Diet

Impaired communication, social interaction and restrictions on activities, due to repetitive behavior, are some of the characteristics of autism spectrum disorder. The condition also involves gastrointestinal conditions such as celiac disease (a disease where the small intestine becomes damaged when gluten is consumed). The cause is a complex combination of factors and how they co occur still remains a mystery.

Autism can be a debilitating condition and treatment usually focuses on lessening the symptoms by managing every aspect of the child’s life. Diet is one of them. Managing autism through dietary intervention is based on two hypotheses: the first one states that allergies in food can exacerbate the symptoms of autism, second one states that vitamin and mineral insufficiency may cause some of the symptoms.

The autism diet involves choosing foods that are gluten free and casein free. Gluten is found in foods such as wheat, barley, rye and oat, while casein is the major protein found in milk. 27% of parents with autism claim that following this diet is helpful.

What Research Says?

A small study done by an associate professor of pediatrics at the Golisano Children’s Hospital in New York reveals otherwise. The study involved 22 children with autism spectrum disorder. 14 of the children went on the study. All the participants were placed under strict gluten free and casein free diet for a span of four weeks. After undergoing the strict autism diet, the children were given a challenge snack of either: wheat flour, evaporated milk, both or placebo.

The practice continued until all children received a snack three times for 12 weeks. Children’s behavior, sleeping pattern, bowel movement, socialization and communication skills were observed before and after the snack challenges and they found no difference between those given the snacks and those given just placebos.

Though the results show no significant difference, the researchers still recommend further studies on the aspect of diet and autism symptoms be conducted. Another co-researcher also suggests that a study that is more inclusive, or those including children with apparent GI issues should be done.

What Other Researchers Suggest?

While the New York study suggests that the autism diet may not be as effective, other studies reveal that there are certain diets that might work. Research is taking an interest in autism diets that have been popular among parents for a long time. This is according to the Center of Autism Research in Philadelphia.

In an effort to improve their child’s condition, parents are going beyond medical management and are beginning to explore alternative and complementary medicine. Some researchers say that the scientific community tends to ignore what parents actually use to lessen their child’s symptoms.

The length of the clinical trials and the studies involving diet and autism patients might also be an issue. 18 weeks of study, according to critics, may not be enough to produce real results. This is compared to six months and even one year of experience of parents with a certain dietary intervention, and some parents suggest it takes this much time to see results.

Despite the studies casting doubts on the effects of the autism diet, some experts still suggest to try it, though parents are advised to approach it with skepticism.

Guest Author Bio:

Alapati Amarendra is a doctor and he blogs about recipes, conditions like autism. He is a middle eastern recipes lover and he recently browsed an awesome website which contains various diet recipes.

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