References

Information References:

Miller, J.N. & Ozonoff, S. (2000). The external validity of asperger disorder: Lack of evidence from the domain of Neuropsychology. Journal of Abnormal Psychology. 109(2), pp. 227-238.

Topel, E.M. & Lachmann, F.M. (2008). Life begins on an ant farm for two patients with asperger's syndrome. Psychoanalytic Psychology. 25(4), pp. 602-617.

Disorder Information Sheet: Autistic Disorder (2003). Retrieved from: http://www.psychnet-uk.com/dsm_iv/autistic_disorder.htm

National Institute of Neurological Disorders and Stroke (2010). Autism fact sheet. Retrieved from: http://www.ninds.nih.gov/disorders/autism/detail_autism.htm

Yale School of Medicine (2009). Pervasive developmental disorder - Not otherwise specified. Retrieved from: http://childstudycenter.yale.edu/autism/pddnos.html

International Rett Syndrome Foundation (2008). What is rett syndrome?. Retrieved from: http://www.rettsyndrome.org/%20%20index.php?option=content&task=view&id=16&itemid=1000



**Web links to all pictures and videos used in this presentation have been provided in each specific blog entry, beneath the picture or video itself. The creators of this blog take no credit for the production of these pictures and videos, as they remain the intellectual right of their creators.

You Can Overcome!

The most important factor to know when working with a child suffering from a disorder within the Autistic Spectrum is that with help, that child can still have a successful future. These disorders can be severe, but are rarely fatal (unless tied in with other medical complications). With patience, perseverence, and dedication parents and professionals alike can help these children to fullfill many of their goals in life and live life to the best ability they can. Though these disorders can be difficult for both the child and parent/caregiver, they are not impossible to overcome.

Images taken from: http://helpyourautisticchildblog.com/wp-content/uploads/2008/05/hugging_1.jpg and http://topnews.com.sg/images/Older-Siblings-Autistic.jpg

Resources for Parents and Caregivers

The following is a list of resources avaliable for parents and caregivers, to help answer questions they might have about children with Autistic Spectrum disorders.

1. http://www.nimh.nih.gov/health/publications/autism/complete-index.shtml
- Autism Spectrum Disorders (Pervasive Developmental Disorders)
- This website is run and managed by the National Institute of Mental Health (NIMH), giving a broad overview of the Autistic Spectrum and the various disorders that fall within its boundaries. In addition to including details pertaining to each specific disorder, this site offers commentary on diagnoses, avaliable treatment options, clinical case studies, and a list of other helpful references.

2. http://www.mayoclinic.com/health/aspergers-syndrome/DS00551/DSECTION=treatments-and-drugs
- Asperger's Syndrome: Treatment and Drugs
- This is an informational website provided by the Mayo Clinic Health Center which lists different treatment options for individuals with Asperger's Syndrome. Included in this overview are possible options pertaining to prescription medications and theraputical treatment. In addition, Mayo Clinic offers similar overviews for other disorders within the Autistic Spectrum.

3. http://www.autism-help.org/
- Help with Autism, Asperger's Syndrome, & Related Disorders
- This website is listed as a guide to help parents learn to best care for a child suffering from a disorder within the Autistic Spectrum. While the site's information mainly focuses on Autism and Asperger's Syndrome, many of the other disorders are discussed in some detail as well.
The information provided here focuses on helping parents formulate a plan to ensure their son or daughter's success, gives resources and information to help them cope with any difficulties associated with the disorder, and helps them to make important decisions related to their child's future.

4. http://www.autismtreatmentcenter.org/
- The Autism Treatment Center of America
- This particular website is managed by the Autism Treatment Center of America, one of many clinics in the United States that focuses on the treatment of children suffering from disorders within the Autistic Spectrum. Included on this site are references and suggestions for treatment, links to help parents contact a doctor, and references for other reliable clinics that a parent or caregiver can use.

Autism Checklist for Parents and Caregivers

The following is a checklist for parents who are concerned about their child's risk of having a disorder that lies within the Autistic Spectrum. Included on this checklist are references to other resources and materials that a parent may find beneficial.

Image taken from: http://www.mja.com.au/public/issues/182_07_040405/wra10330_fm-2.gif

Rett Syndrome

Like Childhood Disintegrative Disorder, Rett Syndrome also appears after a period of time where childhood development appears normal; slowly degenerating certain skills and learned techniques. Unlike Childhood Disintegrative Disorder though, Rett Syndrome is most commonly seen with young girls and rarely with boys (International Rett Syndrome Foundation [IRSF], 2008).

In addition, Rett Syndrome also more severely impairs physical motor movements (with hands, arms, etc) than Childhood Disintegrative Disorder does and may also include bizarre breathing patterns and an increased risk for seizures (IRSF, 2008).

Unlike some of the other disorders in the Autistic Spectrum, Rett Syndrome can be more easily diagosed and recognized. According to the International Rett Syndrome Foundation (2008), Rett syndrome is caused by a genetic mutation of the X chromosome on a gene known as MECP2. Thus, Rett Syndrome can be determined by a blood test (confirming the genetic mutation) and if the individual fits the diagnostic criteria of autism-like symptoms.

Finally, it is important to note that since this disorder results from a genetic mutation, depending on the severity of the mutation of the MECP2 gene, the severity of symptoms can greatly differ between individuals with the disorder (IRSF, 2008). For instance, two girls (both with Rett Syndrome) born from the same mother could have varying degrees in the severity of their individual symptoms.

Childhood Disintegrative Disorder

Childhood Disintegrative Disorder is one of the rarer conditions within the Autistic Spectrum. Though similar to Autism, this disorder is commonly more prevalent later in childhood and tends to emerge in children who were otherwise "normally" functioning (Westphal, 2010).


Essentially, before the onset of the disorder, a child will tend to have proper functioning in language, toilet training, and physical movement appropriate to his or her age. After the onset of the disorder however, the child's ability to perform these actions seems to diminish or dissapear entirely (Westphal, 2010). Due to the fact that after the onset of the disorder, a child will highly resemble an individual with Autism, Childhood Disintegrative Disorder is often mis-diagnosed.

Image taken from: http://blogs.families.com/media/disintegrate.jpg


While the exact causes of Childhood Disintegrative Disorder are unknown, it has been suggested through some research, that the disorder occurs as a result of dysfunction in an individual's central nervous system. In addition, research has also shown that the disorder tends to be more prevalent in boys than in girls (Westphal, 2010).

As professionals, it is important to work with both the child and the family, helping the child to re-learn tasks that have been affected by the disorder. Instead of moving forward with newer tasks (as one would do normally with a child), in these instances it is essential to re-train the child in the various skills that have diminished.

Interview with a Child with PDD-NOS

This video contains an interview with a young child who has been diganosed with Pervasive Developmental Disorder, Not Otherwise Specified (PDD-NOS), giving viewers a good idea of how a child with this disorder functions, giving insight to his overall thought process.

Video taken from: http://www.youtube.com/watch?v=Ludzl-UEcPg

Pervasive Developmental Disorder- Not Otherwise Specified (PDD-NOS)

To best understand Pervasive Developmental Disorder- Not Otherwise Specified, it is important to first understand what it is not. Often times, PDD-NOS is incorrectly defined as PDD, which is not a diagnosis in itself. PDD refers to the broader spectrum of disorders, which Autism, for example, falls under (Autism Program, 2009).

Thus, PDD-NOS refers to any disorder within the Autistic Spectrum which does not fit the description of one of the other disorders covered within the spectrum.

In addition, it should also be noted that PDD-NOS is also defined as the following:
1. Atypical Personality Develoment
2. Atypical Pervasive Developmental Disorder
3. Atypical Autism
These different forms of PDD-NOS are included in the DSM-IV to include instances of impaired social relationships/communication or abnormal interests/behavioral patterns that do not fit into the specific diagnoses of Autism or PDD.
Above information taken from: (Autism Program, 2009)

General Statistics of Autistic Spectrum Disorders

The following graph charts the percentages of specific disorders within the Autistic Spectrum. These results were taken from a study performed by the Interactive Autism Network (IAN), studying young men and women, living with their families, with disorders that fall within the Autistic Spectrum.

Image taken from: http://www.iancommunity.org/galleries/ian_research_report_may_2007_scratch/Child_Current_Dxv4.jpg

Professional Approach to Individuals with Asperger's Syndrome

"The treatments of an adult and a child presenting Asperger's Syndrome illustrate the bridging from their nonhuman world to the world of feelings and people"

(Topel & Lachmann, 2008, p. 602).

The treatment of an individual with Asperger's Syndrome often takes after the idea that Asperger's Syndrome is likely a result of neurological deficiencies (Topel & Lachmann, 2008). Essentially, researchers believe that the onset of Asperger's Syndrome begins as a result of a failure or disturbance in the neural network of the brain. These neural issues are what results in the various different social difficulties that individuals with Asperger's Syndrome experience.

Thus, in order to best treat the individual, counselors and doctors often aim for behavior-focused therapy. Any deficits in the area of social-cognitive functioning can be addressed through the application of cognitive-behavioral therapy (CBT). This version of therapy will help address both issues of cognitive functioning as well as behavioral issues (Topel & Lachmann, 2008).

When treating or counseling an individual with Asperger's Syndrome, it is important to note that they may suffer from a range of other symptoms in addition to the primary symptoms of the disorder. These other symptoms may include the following:

1. Attention Deficit Hyperactivity Disorder

2. General Anxiety Disorder and/or Depression

3. Obsessive-Compulsive Disorder

4. Non-Verbal Learning Disorder

5. Social Anxiety Disorder

Listed information taken from: (Topel & Lachmann, 2008).

Image from: http://www.medindia.net/news/featured-news/aspergers-syndrome.jpg

Asperger's Syndrome: Symptoms and Diagnosis

Image from: http://cherished79.files.wordpress.com/2007/06/aspergerssyndrome.jpg

Asperger's Syndrome is similar in some senses to Autism, but is often referred to as high-IQ Autism. Essentially, this means that while individuals with Asperger's Syndrome suffer from impairment in social interactions, their overall ability of cognitive and communicative functioning is not as severely impaired (Miller & Ozonoff, 2000).

Symptoms of Asperger's Syndrome:

1. Difficulty with social skills/cues (reading others' body languages and maintaining conversations)

2. May seem to lack empathy

3. Flat tone of speech, regardless of the context of conversation. In addition, there is often a difficulty understanding differences in the pitch or tone of others when speaking.

4. Heightened sensitivity to either sound, taste, touch, sight, or smell.

5. Preoccupation with only a few specific interests in which the individual is highly knowledgable of.

6. May have a very formal method of speaking (for instance, the child may use the word 'summon' in place of the word 'call')

7. Unusual facial expressions and/or body postures.

Above listed information taken from: (Miller & Ozonoff, 2000)

In order for a child to be diagnosed with Asperger's Syndrome, he or she must display two or more of the above symptoms and show difficulties with social situations. Additionally, in comparison to Autism, a child with Asperger's Syndrome will usually tend to have more normal cognitive and communicative development (Miller & Ozonoff, 2000).

Image from: http://www.mugsy.org/media/alex1.jpg

Professional and Ethical Approach to Autism

Though symptoms of Autism can range anywhere from moderate to severe, it is important to keep in mind that it is not a fatal disorder. Individuals suffering from Autism can still lead fairly normal lives.

As professionals, we are called to work with both the individual with the disorder as well as his or her family. When working with an individual who suffers from Autism, it is important to note to reinforce social behavior training in addition to any exercises to increase cognitive functioning. A social worker should work closely with any teachers, counselors, and/or speech therapists to ensure that the individual suffering from Autism receives the best care possible.
Most importantly though, it is essential to reinforce ideals of hope and perseverence in the client.

The following, is a video from a high school graduation where the speaker (class Saluditorian), is a young man suffering from Autism. If anything, this serves as an inspiration that even someone diagnosed with rather severe Autism can accomplish great things.

Autism: Diagnosis and Symptoms

Autism is defined as a cognitive developmental disorder that tends to emerge within the first three years of a child's life (PsychNet, 2003). This disorder is then defined by specific symptoms in the following categories:

1. Language

2. Social Skills

3. Behavior

Though research has been done regarding the onset of Autism, reserachers are still unaware of the exact causes of the disorder. The only evidence that research has shown, is that Autism is likely brought about through a combination of an individual's genetics (hereditary traits) and the environment surrounding that individual (Autism Fact Sheet, 2009).

Image from: http://www.profile-comments.com/images/charities/images/autism-awareness.png

In order for an individual to be diagnosed with Autism, an individual needs to fall into several different criterion, including the following:



I. Impaired Social Interaction

a. Non-verbal behaviors and communication

b. Lack of close friends/lack of interest in friendship

c. Limited interests or pleasures

d. Limited social/emotional responses (inappropriate responses to situations)



II. Impaired Communication

a. Slow or impaired vocal speech without any compensation

b. Limited ability to begin/sustain conversation with others

c. Repetitive, stereotyped, or non-sensical language

d. Absence of imaginative, imitative, or make-believe play



III. Repetitive or Restricted Activities and Behaviors

a. Obsessive preoccupation over abnormal interests (such as tapping or spinning an object)

b. Rigid schedule of routines and/or rituals that serve little purpose or function

c. Repetitive physical movements such as waving or flapping of hands

d. Persistent interest in the makeup or parts of certain objects



Above listed information taken from:

PsychNet (2003). Disorder information sheet. Retrieved from: http://www.psychnet-uk.com/dsm_iv/autistic_disorder.htm

Introduction to the Autistic Spectrum

In order to best understand the Autistic Spectrum, it is important to understand which disorders are included within the autistic spectrum.
According to the Diagnostic and Statistical Manual (DSM) edition IV, the Autistic Spectrum currently includes the following disorders:
I. Autistic Disorder
II. Asperger Syndrome
III. Pervasive Developmental Disorder; Not Otherwise Specified (NOS)

Some Health Professionals will also include the following two disorders into this category as well:
I. Childhood Disintegrative Disorder
II. Rett Syndrome

Information from:
Autism Spectrum Disorders (ASDs) (2008), National Institute of Child Health and Human Development. Retrieved from: http://www.nichd.nih.gov/health/topics/asd.cfm