I believe that many families are suffering from the "children of the stars", saying that they are stars, but for families, many parents are not willing to accept this fact. When these children came into this world, the disease found them, the parents simply gave life, and the disease could not blame the parents. Because of the probability of things no one can determine, first do not blame themselves, first let us understand autism!
About the name: Autism = Autism Spectrum Disorder = ASD
What is autism?
Autism spectrum disorder represents a range of neurodevelopmental differences that are considered neurodevelopmental disorders.
Autism spectrum disorder is a neurodevelopmental disorder characterized by impaired social interaction and communication, repetitive and stereotyped behavioral patterns, and uneven intellectual development, often accompanied by intellectual disability. Symptoms begin in early childhood, and the cause of most children is unknown, although some evidence suggests that there are genetic factors.
Autism, Asperger's and other similar diseases were once diagnosed separately, but now all fall under the autism spectrum disorder. It is a brain disorder that limits a person's ability to communicate and connect with others. It first appears in young children, and the symptoms range from mild to severe. Some people can navigate without being noticed by you, slowly consuming themselves, while others have difficulty speaking.
About one in every 59 children is affected by ASD, and the number of boys is almost four times that of girls.
Neurodevelopmental disorders are neurological disorders that appear in early childhood, usually before school, and affect personal, social, and learning development. They often involve difficulties in acquiring, retaining or applying skills or information collection. Neurodevelopmental disorders may involve dysfunction of attention, memory, perception, language, problem solving, or social interaction. Other common neurodevelopmental disorders include attention deficit/hyperactivity disorder, learning disabilities (such as dyslexia), and intellectual disabilities.
Diagnosis of autism spectrum disorders has risen rapidly in recent years, in part due to the constant updating of diagnostic criteria.
Etiology of autism spectrum disorders
The specific cause of most cases of autism spectrum disorder remains elusive. However, some cases may be accompanied by congenital rubella syndrome, cytoedema inclusion system disease, phenylketonuria, tuberous sclerosis complex, or fragile X syndrome.
Much of the strong evidence for the disease is due to genetic factors. For a parent of a child with autism spectrum disorder, the risk is 50 to 100 times higher for a child with subsequent autism spectrum disorder. The consistency of autism is higher in monozygotic twins. Studies of the family have shown several potential target gene areas, including those associated with neurotransmitter receptors (serotonin and γ-aminobutyric acid [GABA]) and central nervous system structural control (HOX gene).
There is strong evidence that vaccination does not cause autism, and that the main study of this association has been retracted because its authors falsified data (see also MMR vaccine and autism).
Differences in brain structure and function may be the basis for most of the causes of autism spectrum disorders. Some children with autism spectrum disorder have ventricular enlargement, some have cerebellar insufficiency, and others have brainstem nucleus abnormalities. Differences in the structure of the hippocampus have also been reported.
Signs and symptoms of autism spectrum disorder
Autism spectrum disorder may appear in the first year of life, but depending on the severity of symptoms, the diagnosis may not be clear until school age.
Two main features of autism spectrum disorder:
1. Persistent deficiencies in social communication and interaction
2. Restricted, repetitive behaviors, interests/activity patterns
Both of these traits appear at a young age (although they may not be recognized at the time) and are severe enough to seriously impair a child's functioning at home, school, or in other situations. Manifestations must be more pronounced than expected at the child's level of development and adjusted to the norms of different cultures.
Examples of social communication and interaction deficits include:
1. Deficits in social/emotional reciprocity (e.g., failure to initiate or respond to social interactions or conversations, no sharing of emotions)
2. Nonverbal social communication deficits (e.g., difficulty explaining others' body language, gestures, and expressions; decreased facial expressions and gestures/eye contact)
3. Defects in developing and maintaining relationships (e.g., making friends and adjusting behavior according to different situations)
4) The first manifestations that parents notice may be language delays, lack of long-distance pointing to things, and lack of interest in parents or games.
Examples of restricted, repetitive behaviors, interest/activity patterns include:
Stereotypical or repetitive movements or words (e.g., repetitive hand slapping or finger flicking, repetition of special phrases or echoes, arrangement of toys)
Inflexible adherence to routines/rituals (e.g., extreme pain over small changes in diet or clothing, with stereotypical greeting rituals)
Height-restricted, unusually intense, fixed interest (e.g., focus on television, clock)
Overreaction or inadequacy to sensory input (e.g., extreme disgust for a particular smell, taste, or texture; apparent indifference to pain or temperature)
Some affected children will hurt themselves. About 25 per cent of affected children have experienced the loss of previously acquired skills.
All children with autism spectrum disorder have at least some difficulties in interacting, behaving, and communicating; however, the severity of the problem varies widely.
One theory that is currently widely held is that a fundamental problem with autism spectrum disorder is "heart blindness," the inability to imagine what another person might be thinking. This difficulty is thought to lead to interaction anomalies, which in turn lead to abnormal language development. One of the earliest and most sensitive signs of autism is that a 1-year-old cannot communicate pointing at a distant object. Theoretically, the child cannot imagine that another person will understand what is indicated; instead, the child will only express his desire by physically touching the desired object or by using the adult's hand as a tool.
Comorbidities are common, especially intellectual disabilities and learning disabilities. Nonfocal neurologic manifestations include poor gait coordination and stereotyped movements. Between 20% and 40% of these children develop seizures (especially IQ
Treatment of autism spectrum disorders
1. Behavioral therapy
2. Speech and speech therapy
3. Sometimes physical and occupational therapy
4. Medication
Treatment of autism spectrum disorders is often multidisciplinary, and recent studies have shown that an enhanced, behavior-based approach that encourages interaction and meaningful communication has measurable benefits.
Psychologists and educators typically focus on behavioral analysis and then match behavioral management strategies to specific behavioral issues at home and school.
Speech and speech therapy should start early and use a range of media, including signatures, picture exchanges, and electronic devices, such as those that generate speech based on symbols chosen by the child on a tablet or other handheld device, as well as speech.
Physical and occupational therapists plan and implement strategies to help affected children compensate for specific deficits in motor function, exercise planning, and sensory processing.
Medication may help relieve symptoms. There is evidence that atypical antipsychotics (eg, risperidone, aripiprazole) help alleviate behavioral problems such as ritual, self-injurious, and aggressive behavior. Other medications are sometimes used to control specific symptoms, including selective serotonin reuptake inhibitors (SSRIs) for ritual behaviors, emotional stabilizers for self-injury and explosive behaviors (such as valproate), and stimulants and other ADHD medications for inattention, impulsivity, and hyperactivity.
brief summary:
Children have some degree of impaired social interaction and communication, repetitive and stereotyped patterns of behavior, and uneven intellectual development, often accompanied by intellectual disability.
The cause is usually unknown, but there appears to be a genetic component; vaccines are not pathogenic.
Screening tests include social communication questionnaires and a revised list of autism in young children, revised editions, follow-up visits (M-CHAT-R/F).
Formal diagnostic tests are usually done by a psychologist or developmental-behavioral pediatrician.
Treatment is often multidisciplinary, using an intensive, behavior-based approach that encourages interaction and communication.
Medications (eg, atypical antipsychotics) may contribute to severe behavioral disorders (eg, self-harm, aggression).