Aspergers
autism
An Outline
of Aspergers Autism
The
Pervasive Developmental Disorder (PDD) called Asperger’s Autism or Asperger’s
Syndrome, Disorder, or just plain Asperger’s is often referred to as a type of
Autism but is really a distinct neuro developmental disorder with similarities
to Classic Autism within the ‘Spectrum’ of Autism. There are five PDDs, in
total, which are collected together under the term ‘pervasive’ which
distinguishes them from the class of SDDs, which are Specific. Asperger’s
Disorder was eponymously named after the Viennese childrens’ Doctor, Hans
Asperger, whose published studies into psychically abnormal children in 1944
formed the basis of the Syndrome’s further understanding.
The
Austrian paediatrician, Hans Asperger, became director of the Vienna University
Children’s Clinic in 1932 where he saw four children who displayed common
traits. They found it difficult socially integrating with their peers and,
although they appeared to be of normal intelligence, they lacked many non
verbal communication abilities, showed no empathy with their classmates and
appeared physically clumsy. These children spoke in a formal or
non-conversational manner and tended to be obsessed with whatever single topic
was interesting them at that time. Doctor Asperger called the children’s
condition ‘Autistic Psychopathy’ and went on to characterise it by social
isolation and issues with communication skills. He went on to submit a paper
which drew on his experience of more than 400 children with the condition.
There is
some debate about the precise definition and classification of the Asperger
Disorder. Some clinicians refer to it as a High Functioning Autism, or HFA,
since, they argue, it is merely a form of Classic Autism and differs only by
degree. Those with Asperger’s may have learning difficulties in early life but
often display a superior intellect and mental ability as they get older and Dr
Asperger himself wrote on the need to create appropriate learning environments
for the needs of the children ion order to assist this development. The
ability, or tendency, of an Aspergers sufferer to obsessively focus on whatever
is concerning them is often given as a reason for so many having gone on to
gain high achievements in arts and science. Many high achieving individuals
such as Albert Einstein have been diagnosed with Aspergers Autism.
Autism
spectrum disorder
Autism
Spectrum Disorders and Pervasive Development Disorders
Developmental
disorders can be pervasive or specific, an Autism Spectrum Disorder, or ASD,
comes under the category of ‘pervasive’. The term Pervasive Development
Disorder, or PDD, refers to a category of behavioural and psychological
development disorders which affect a wide range of mental and physical
functions and are not restricted to one specific area of development. The
sufferer will likely exhibit a range of disabilities affecting a variety of
their natural functions. In contrast, a Specific Developmental Disorder, or
SDD, will have a specific area of effect: Examples include dyslexia (inability
to learn reading or writing skills), dyspraxia (inability to perform certain
movements), discalcula (difficulty in learning or understanding mathematics)
and dysgraphia (inability to write, whilst able to read). So PDDs and SDDs are
often presented in contrast to each other to highlight their area of affect.
Within the
category of Pervasive Development Disorders (PDDs) is the Autism Spectrum.
Since each case of Autism is unique, and every individual sufferer will
experience it in a unique way the term Autism can be conceived of as referring
to a scale of measurement, or spectrum, where severe cases are at one end and
milder cases the other. The type, severity and quantity of Autism traits
exhibited by an individual will determine the level of their case of Autism.
The low end
of the spectrum is referred to as ‘Low Functioning Autism’ where the sufferer
is severely impaired with a wide range of disabilities in many areas. Due to
the severity and number of impairments this end of the spectrum tends to
include low IQ individuals. The high end of the spectrum is referred to as
‘High Functioning Autism’ where the sufferer exhibits less severe, and a lower
number or impairments and will often include very high IQ individuals. While
Asperger’s Syndrome is considered by some to be a distinct disorder from
Classic Autism, it may be placed nearer the higher end of the spectrum as an
indication of its relation to the more severe forms.
The terms
Pervasive Development Disorders and Autism Spectrum Disorders are often cited
as being synonymous, as the same thing, but due to the presence of other
similar and related disorders in the category they cannot be considered so.
Disorders such as Rett’s Syndrome and Childhood Disintegrative Disorder are
placed within the Autism Spectrum since they exhibit Autism-like behaviours but
these similarities are only a part of their overall diagnosis and they
etiologically are unrelated to Autism, or rather, they derive from different
causes to the other Autism Spectrum Disorders.
Autistic
behaviour
The
Elements of Autistic Behaviour
An
individual exhibiting Autistic Behaviour may or may not have an Autistic
Spectrum Disorder. There are a number of infectious and neurological diseases,
and other issues besides Autism which might produce symptoms which mimic those
of Autism; some of those are: deafness, mental retardation, central nervous
system disorders, or metabolic degenerative CNS disorders and schizophrenia.
Autistic
behaviour is generally broken down into the three core areas which are affected
communication, socialization and behaviour patterns. An Individual exhibiting
impaired development in some or all of these areas might have an Autism
Spectrum Disorder or something else with similar symptoms.
Impaired
communication skills: a victim of Autism typically exhibits an inability to
communicate properly. This might be a lack of speech development, a delay in
development, or an abnormality in the way in which the individual speaks or
tries to speak; or in the more extreme cases there may be no use of language
atall.
Impaired
socialization and interaction: an Autism Disorder Sufferer will typically
display poor use of body language and an inadequate use or understanding of
general body language, facial expressions and general awareness of the emotions
of others around them. Often they will appear detached or otherwise disengaged
from their social group. They may even display an emotion which is
inappropriate to the circumstances; they tend to be unaffectionate and unemotional,
resisting affection from others. They don’t bond well and have difficulty
making friends, and are often thought to have hearing difficulties.
Impaired
behaviour: Autism is often characterised by the body movements and activities
of a sufferer. An Autistic child will often resort to a highly restricted set
of activities and their behaviour follow strict patterns. They will desire
routine and will resist any change. Often, a child will exhibit repetitive body
movements too, such as flapping their arms, clapping hands, or rocking their
bodies to and fro. They will often appear compulsive and obsessive in their
daily actions and interests.
Autism
shares many of these traits with other disorders and impairments but this
particular collection of type, severity and number of traits present together
in an individual are characteristic of overall Autistic Behaviour.
Types of Autism
The Five
Types Of Autism Outlined
There are
five Pervasive Developmental Disorders (PDDs) which, collectively, are often
considered to be types of Autism but which are really distinct neuro
developmental disorders which are each under the ‘Spectrum’ of Autism. These
are Autism or Autistic Disorder, Asperger’s Syndrome, Rett’s Disorder,
Childhood Disintegrative Disorder, and Pervasive Developmental Disorder Not
Otherwise Specified (PDDNOS). These five disorders are classified as being
pervasive, in contrast to Specific Developmental Disorders (SDDs), since they
are characterised by delay in the development of many basic human functions
such as socialisation and communication.
There
follows a short introduction to the five main types of Disorder:
Autism,
known as Classic Autism, Autistic Disorder, or Kanner’s Syndrome, was
originally named and described by the Psychiatrist Leo Kanner from the John
Hopkins University. His studies were based upon eleven of his child patients,
during a period from 1932 to 1943, who had the common features of: lack of
emotional contact with others, need for repetitive routines, speech
abnormalities, a fascination with manipulating objects, learning difficulties
accompanied by a high level of visio-spatial skills, the appearance of
intelligence and alertness. These studies became the basis of all future
understanding of this disorder.
Asperger’s
Syndrome, or Disorder, is named after the studies of Hans Asperger, in Vienna,
in 1944. While there are similarities with Autism in that sufferers have
impaired socialisation skills and desire repetitive patterns in their life;
they don’t share the other learning disabilities in language and cognition.
Often, those with Asperger’s will have an exceptional skill or talent which
occupies them and many remarkable people, such as Einstein, have later been
diagnosed with this disorder.
Rett’s
Syndrome, or Disorder, was identified by Dr Andreas Rett, in Australia in 1965.
It is a neuro developmental degenerative disorder which only affects girls
causing them to become disabled and dependent upon others with behavioural
similarities to Autism; but with the addition of growth deformities such as
muscle loss, and small hands and feet.
The
disorder called Childhood Disintegrative Disorder (CDD), or Heller’s Syndrome
named after the Austrian teacher Theodore Heller who first described it in
1908, is characterised by a seeming regression of skills by children after the
age of two or three. It is similar to Autism but, instead, follows a normal
development and is characterised by loss of skills.
The term
Pervasive Developmental Disorder Not Otherwise Specified, or PDDNOS, is a
‘catchall’ term to refer to those who suffer disorders which aren’t
specifically one or other of the four outlined above. Often this is a class of
far milder symptoms, and types of autism, which tends to be emphasised by
difficulties with socialisation.
Autism Symptoms
The Three
Core Areas of Autism Symptoms
Autism
symptoms are usually displayed by a sufferer, and the disorder diagnosed, by
the age of three years old. Sometimes a child’s development can appear to be
that of a normal healthy child up to the age of about two years old when a
rapid regression occurs. When outlining symptoms it is always important to bear
in mind the fact that for every unique sufferer there is a unique combination
of behaviours and a unique experience of the disorder. Autistic people are
frequently characterised as individuals who don’t express emotion or display
affection which is not a fair or accurate representation atall. No one clinical
feature is common to every unique Autism sufferer, and each individual with
Autism will display a unique set of symptoms.
Given the
above qualification, the diagnosis of Autism attends to three core areas of
development and abnormal functioning within them. The three areas where issues
are displayed are in Social Interaction, Communication (both verbal and non
verbal), and the display of repetitive or restricted behavioural patterns in
activities and interests. When there is significant impairment in all three of
these areas then Autism may be diagnosed.
Impaired
‘Social Interaction’ might include a poor or inadequate use of body language
and non verbal signals such as gestures, facial expressions and eye contact.
There may be a disjunction between what emotion the child is displaying and
what her circumstances are or else the child may display unawareness or the
emotions of others; they may appear aloof or act out of concert with those in
their vicinity. Overall, the sufferer may appear unemotional and resist cuddles
or affectionate advances, they may have difficulty making friends or bonding
with others and they may not play in the way other children do; they may even
appear to be deaf and not respond to verbal cues.
Examples of
Impaired Communication include a complete lack of verbal communication atall,
or a delay in the use of language; or if speech does develop it may display
some abnormality in quality or content. The child will display difficulties in
expressing themselves and their wants and needs and may echo the words or
sentences which are spoken to them instead of conversing. Overall, their
ability to converse or engage in conversation will be impaired.
Finally,
the third of the core areas in which the disorder is displayed is in the way a
child attends to her activities and interests. And Autistic child will exhibit
a restricted repertoire of activities and behaviours, often following a pattern
or routine and resistant to change. Additionally, body movements may be
repetitive and might include movements such as rocking back and forth or
clapping. The child may appear compulsive or obsessive in their activities.
These are
the three core areas in which Autism Symptoms are displayed and which
characterise the disorder.
Autism Research
Autism
Research Into Lyme Disease
Some
current Autism Research is taking place to look into the possible relationship
between the Autism Disorder and Lyme Disease. Autism Spectrum Disorder
currently affects about one in every one hundred and fifty children with far
more males affected than females. There was a spike in the number of cases of
Autism around the middle of the 1990’s and the overall percentage of cases
remains relatively high with the exact cause of the disorder remaining unknown.
Despite a lack of knowledge regarding causation plenty of theories do exist and
research is constantly undertaken and most children do respond to treatment.
Recent research has uncovered a possible link between Lyme Disease and the
onset of Autism and, while there is much work to do, the possibility appears
tantalising.
Lyme
Disease is usually caused by the bite of a small tick. The symptoms of the
disease are confusion, aching joints, slurred words or word memory difficulty,
a hazy mind and heightened sensitivity to sound and light. If it persists into
later stages Lyme Disease can be life threatening and resulting in Multiple
Sclerosis type symptoms and causing sever debilitation. It is treated with
Antibiotics.
Some new
research shows that up to ninety percent of children who suffer from Autism
Syndrome are also infected with Lyme Disease; although it is not being argued
that Lyme Disease is the precise cause for every case of Autism it has been
suggested that it may be an inciting factor in the suppression of a sufferer’s
immune system which would make them more susceptible to heavy metal toxicity
and environmental factors which have previously been posited as possible causes
of Autism.
Further
research is being discussed and the Lyme Induced Autism Foundation, which was
set up in 2006, is actively promoting fundraisers in order to raise enough
money to induce more serious study of the relationship between these two areas.
With such a high incidence of Autism Spectrum Disorder among children since the
mid to late 1990’s a breakthrough in understanding is in great demand and
Autism Research into areas such as Lyme Disease may well offer some hope for
sufferers and their families.
Autism Genome Project
The Goals
and Objectives of The Autism Genome Project
The Autism
Genome Project, or AGP, was originally launched in the year 2004 as the largest
ever study into discovering the precise genes which were associated with an
inherited risk of developing Autism. Utilising the technology of a DNA Micro
array, over one hundred and twenty genetics researchers from fifty academic and
Research Institutes from nineteen countries around the world have joined forces
and pooled together their DNA samples to collaborate on scanning the human
genome in order to try to discover if there are genetic causes of Autism. The
express purpose, besides discovering the genetic background to Autism, is to
allow the possibility for doctors to biologically diagnose Autism to identify
those most at risk and provide a new direction for research into a possible
cure or prevention of the disorder.
During the
first phase of this project scans analyzed samples of DNA from about one thousand
two hundred families with Autism; the second phase is an investigation into
these results in order to identify the role of genes in harbouring or allowing
a susceptibility to Autism Disorders. The methods that have been used in this
research involved the study of both the entire genome of twenty three pairs of
chromosomes, in addition to certain areas or regions of specific interest
within these chromosomes. The current research findings of the Autism Genome
Project seem to support the theory of a genetic influence upon Autism Spectrum
Disorders and the possibility that certain genetic inheritances cause some
individuals to be more prone to the disorders than others. If this proves to be
the case then the next question is to ask whether a specific genetic make up is
necessary or sufficient alone for an Autism Disorder to occur or whether
environmental factors have a greater or lesser effect upon the susceptibility.
This
research will likely lay a foundation for further investigations into the role
of the environment and its impact upon a genetic susceptibility and, it is
hoped, advance the possibility of a biological diagnosis and better treatment
for sufferers. The Autism Genome Project may still have a way to go but it
seems to provide a source of hope for future generations.
Autism Statistics
An Overview
of Recent Autism Statistics in The US
With recent
Autism statistics showing that the number of children diagnosed with an Autism
Spectrum Disorder has increased every year after the spike in cases in the mid
1990’s, many young families are rightly concerned to discover as much as they
can about this disorder. The overall ratio of sufferers to healthy children has
risen to a massive one in every one hundred and fifty; which is way up from two
decades ago when that figure was closer to one in ten thousand. While recent
research possibly links it to heavy metal toxicity, environmental factors, and
Lyme Disease, there is yet no solid understanding of its direct causes or
prevention. According to the United States Department of Education, and other
governmental agencies, the incidence of Autism Spectrum Disorder is going up by
a rate of ten to seventeen percent each year; with an estimate by The Center
for Disease Control estimating a figure as high as one and a half million for
the number of cases of people currently affected by Autism.
These
figures cover a range of disorders, collectively called the Autism Spectrum Disorders,
which include Classic Autism or Kanner's Syndrome, Aspergers Disorder, Rett's
Syndrome, Childhood Disintegrative Disorder (CDD), or Heller’s Syndrome, and
Pervasive Developmental Disorder Not Otherwise Specified, or PDDNOS. While each
has a distinct diagnosis and is characterised separately there are common
elements: the most significant being their pervasive, rather than specific,
quality.
Further
statistical details show us that boys are four times more likely to suffer from
Autism Disorders than girls and, in children overall, Autism has become more
common than childhood cancer with between two and six children pout of every
thousand developing Autism. To attempt to understand this figure more clearly:
if four million children are born in the United States each year, we can expect
about twenty four thousand of these children to be diagnosed with an Autism
Spectrum Disorder. And if we were to assume this as a constant rate over the
past twenty years then a rough estimate would suggest that up to five hundred
thousand individuals living in the United States, below the age of twenty one,
have Autism according to these Autism Statistics.
Autism in Children
Recognising
Autism in Children Early
Autism in
children is usually detected in their first few years, and normally diagnosed
by about the age of three. Autism is a Pervasive Developmental Disorder which
affects children from birth or from the very early months of their life; its
effect is to delay to, and cause deviation from, what are the normal patterns
of a child’s development and is especially present in the core areas of a
child’s communication, socialization and behavioural patterns. When a child
displays specific problems in all three of these core areas of development then
there may be cause for concern. There are specific difficulties and activities
which are common to all forms of the Autism Spectrum of Disorders, and while
each individual sufferer will display unique variations on these themes there
are characteristics which all will likely share.
The causes
of Autism are currently unknown. Various theories and suggestions have been
proposed: most commonly brain damage, whether caused prenatally or soon after
birth, and currently the Autism Genome project is part of an investigation into
the possibility of a genetic cause or an inherited susceptibility. The general
consensus seems to be that it is probably present from birth or very soon
after. Due to the main symptoms being those of communication, socialization and
behaviour an early diagnosis is difficult and the symptoms are unlikely to
become entirely apparent until the child’s development is advanced enough to
display impairment, and deviation from the norm, in these core areas. More
sever cases are likely to be spotted earlier due to the number and severity of
traits displayed, less severe cases and those with higher intelligence may take
longer to recognise.
Due to the
nature of the core traits of an Autistic child a wider sphere of development
may be affected if early diagnosis isn’t made. With an early diagnosis,
treatment and special needs care can assist a sufferer to continue to develop
to the best of their ability. Aspects of Autistic behaviour such as a need for
repetition and sameness can, if unrecognised, cause a disruption to other
aspects of their development as they become upset and disorientated due to
unnecessary change and upheaval. Early intervention can also assist in the
managed development of communication skills which might otherwise be impeded.
Early recognition of Autism in Children also assists the child’s family in
finding the appropriate advice and support which itself will impact
beneficially upon the child.
increase in
autism
The
Increase in Autism Numbers Since The mid 1990s
After a
‘spike’ in the number of Autism Disorder cases in the middle to late 1990’s,
there has been a steady increase in Autism Spectrum Disorders ever since.
Currently, the number of children diagnosed with a case of Autism Syndrome is
about one in every one hundred and fifty children. This is a massive number and
a massive increase on the number only twenty years ago which was as low as one
in every ten thousand. There is much debate as to why the figure would have
risen so dramatically with many arguing that it is not so much due to a rise in
the incidences of the Disorders but, instead, the high number is due to better
screening, clearer understanding and, therefore, better more accurate
diagnosis, and a redefinition of the Spectrum of Disorders; which causes more
diverse cases to be classified under the terms. Whatever the reason, a ratio of
one in every one hundred and fifty appears high and is the cause of much
concern.
What a rise
in numbers does mean, though, is that more resources are being applied to the
task of tackling the problem. The Autism Genome Project, launched in the year
2004, is evidence of this and has pulled together worldwide experts and
resources to look into the genetic background of Autism Syndrome. Over one
hundred and twenty research scientists from fifty academic and research
institutes from a total of nineteen countries around the world have joined
forces, resources and expertise to investigate the entire human genome of
twenty three chromosomes in order to discover and investigate the precise
genetic inheritance of an Autism Disorder sufferer and whether that genetic
inheritance was the cause of the disorder or allowed a susceptibility which was
played on by environmental factors. With no direct causes currently known and
plenty of theories proposed, such an investigation as this has massive
potential for understanding and even, perhaps, providing better treatment and
possible cures for the Disorders.
With
greater awareness comes better understanding and it might be that whereas,
previous generations of Autism Syndrome sufferers were marginalised and
misunderstood, with the wider dispersal of information on the disorders those
unfortunates who do live with this disorder might find better resources and a
greater culture of understanding and tolerance evolves. With an increase in
Autism statistics there may well come an increase in understanding and help.
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