Mystery of Autism Has Long Eluded People

¶ … mystery of autism has long eluded people in the medical and education profession. Millions of people around the world suffer from the disorder and seek treatment for it each year. Since the discovery of the disorder a plethora of research has been conducted but there is still very little that is known about the origins of autism or effective treatments to combat the effects of the disorder.

The purpose of this discussion is to explore autism and the current trends in education that provide treatment for the disorder. We will provide a literary review which will detail information from sources such as Journal of Developmental and Behavioral Pediatrics, ERIC Digest and the American Journal on Mental Retardation. These are scholarly journals that provide insight on the disorder.

This topic was chosen because of the challenges that educators face in addressing the needs of students with autism. Autism is a serious disorder that often leaves those who suffer from it in a world of isolation. This discussion will attempt to explore the methods that can be used to rescue autistic people from such isolation. Let's begin by defining autism.

Defining Autism

The Gale Encyclopedia of Medicine defines autism as, a severe disorder of brain function which is characterized by difficulties with social contact, intelligence and language. Many who suffer with autism also experience compulsive behavior and peculiar reactions to their surroundings. (Turkington, 1999) The disorder is usually diagnosed within the first three years of life and occurs most often in male children. (Turkington, 1999)

Literary Review

An article in Eric Digest entitled "Autism and Autism Spectrum Disorder" asserts that there is no known cause of autism although the medical world has concluded that there are multiple factors that lead to the development of the disorder. (Dunlap, 1999) It is estimated that 2 persons in 1000 suffer from autism and it is believed that about 500,000 Americans have the disorder. According to the article there are no known distinctions among different ethnicities or economic backgrounds. However, there have been instances where clusters of autism have occurred in certain area of the country which indicates that there may be some environmental contaminates that contribute to the development of the disease. (Dunlap, 1999)

According to Dunlap (1999) the behavioral description of the disorder includes difficulty with verbal and nonverbal communication, play and leisure activities and social interaction. The article also asserts that autistic people display a resistance to change and dislike for their daily routines to be disturbed. (Dunlap, 1999) People with autism commonly have uncontrollable tantrums and display aggressive behaviors. Another characteristic of autism is the ability to excel in one area such as math, music or art. (Dunlap, 1999)

As far as education for the autistic ERIC Digest asserts that there is no form of treatment that works for all autistic people. The article explains that most autistic individuals perform best in an educational environment that is tailored to meet their individual needs. (Dunlap, 1999) The educational environment for an autistic individual should include picture schedules and should promote strategies to improve communications and social skills. (Dunlap, 1999)

Pediatrics the official journal of the American Academy of Pediatrics reports that pediatricians should play an active role in diagnosing and treating the disorder. The journal asserts that the occurrences have autism seem to be increasing in the United States. The article discusses some of the treatments that are available for pediatricians to treat autistic children.

The article entitled "The Pediatrician's Role in the Diagnosis and Management of Autistic Spectrum Disorder in Children" concedes that there is no single effective treatment for autism. Instead doctors must find ways to treat individual cases according to patients' needs and abilities. Pediatrics reports that the treatments for the disorder include the development of social, adaptive, communications and academic skills. The journal also suggests that pediatricians attempt to decrease the amount of repetitive and maladaptive behaviors that many autistic people display.

The Pediatrics journal list seven strategies for treating autism. The first of which is parental education and support. This strategy is designed to aid parents in understanding the disorder better so that they can get the appropriate help for their child. The second strategy is early intervention which is designed for children three and under. This strategy aids children by providing occupational and physical therapy along with structured social play. The third strategy is school-based special education which provides the patient with specialized care. The other four strategies include behavior management, medical treatment, community services and alternative therapies.

The Alternative Medicine Review writes that autism is an extreme challenge to integrative medicine.

The article discussed some of medical characteristics of people who are autistic. The article found that most who suffer from autism have problems with the detoxification of the liver which indicates that environmental pollutants may contribute to the development of autism.(Kidd, 2002)

Edelson and Cantor reported in 1988 that a group of 20 autistic children, ages 3-12, exhibited abnormal liver detoxification profiles. Blood analyses for identification of specific xenobiotic agents revealed toxic overload, defined as significantly in excess of the established adult acceptable maximum values, in 16 of 18 of these children. Subsequently this sample population was expanded to include 56 children, 43 males and 13 females, mean age 6.54 years. All 56 subjects had abnormally high heavy metal burden; of these, 55 expressed liver detoxification malfunctions and 53 had one or more toxic chemicals in excess of the adult maximum reference range.(Kidd, 2002)

The Review concluded that environmental pollutants such as pesticides, herbicides and fumigants may cause the increase in toxic liver levels and contribute to developmental delays and ultimately autism. (Kidd, 2002)The article notes that these pesticides and herbicides are often sprayed in places where young children and infants live and can have a detrimental effect on the development of an infant's brain. (Kidd, 2002)

In addition the article asserts that the modern day household often holds pollutants. These pollutants include chemicals that are embedded in carpeting and the walls of a home. (Kidd, 2002) The article also list molds, dust, lead-based paints and radon as factors that may contribute to developmental delay in infants. (Kidd, 2002)

The Journal of Developmental and Behavioral Pediatrics published an article entitled "Placebo Effects in Autism: Lessons from Secretin." The article discussed a study explored the effects of Secretin and a placebo in treating autism. Secretin is a drug that is commonly used to treat the effects of autism. A placebo is "any therapy, prescribed knowingly or unknowingly by a healer, or used by laymen, for its therapeutic effect on a symptom or disease, but which is actually ineffective or not specifically effective for the symptom or disorder."(Sandler, 2000)

The study found that Secretin had no greater effect in treating patients than the placebo. Researchers discovered that subjects in both the Secretin and placebo groups experienced a 30% improvement after injection. (Sandler, 2000) These improvements were evident in areas such as repetitive movement and eye contact. In addition there were noticeable changes in the sleeping patterns and communication. (Sandler, 2000)

Researchers concluded that the placebo effect is actually a result of parent's expectations. This conclusion was made because it is believed that autistic people can not produce the placebo effect themselves. (Sandler, 2000) Researchers contend that the placebo effect produced by parents and caregivers aid in the improvements that the autistic subjects experienced. (Sandler, 2000) The study also concluded that the use of Secretin may not be necessary or effective in treating autistic behaviors.

The Journal of Developmental and Behavioral Pediatrics discusses a study conducted with 40 preschool children from age two to five. Twenty of the students were autistic while the other 20 had developmental delays. The students were tested on their nonverbal cognitive abilities and three separate experiments were conducted.

The first experiment found that children that suffer from autism had inconsistent responses to "both the experimenter's bids for attention and direction of gaze."(CLG, 2000) This led researchers to conclude that autistic children have difficulties picking up on nonverbal clues and body language. The second experiment which involved 19 of the children; eleven in this group were autistic. During this experiment "a nonhuman cue was used and, across trials, the autistic children responded better than the control children." (CLG, 2000) In the third and final experiment researchers found that autistic children responded in the same manner as the control children when turning their attention to a peripheral target. (CLG, 2000) Moreover the autistic children were faster in responding to the target. (CLG, 2000)

Overall results seem to indicate that there is a specific developmental delay in children with autism that is associated with their reliance on the presence of objects in their visual field to guide their action."(CLG 2000) This explains the need for autistic people to stick to routines and schedules. The study found that objects aid autistic people in every day life and that these objects provide them with the necessary visual clues to behave or perform certain actions.

A study reported in the Journal of Rehabilitation explored the experiences of autistic individuals and their families. The study entitled "Working with Autism and Other Social-Communication Disorders" found that the subjects used some of the same coping mechanisms to deal with the disorder. (Olney, 2000) Among these mechanisms was the use of rhythm, humming and repetitious movements. Subjects reported using "repetition as both a soothing activity and as a self-protective strategy to better cope with sensory hypersensitivity."(Olney, 2000) Additionally subjects reported the rhythm of walking and talking simultaneously aided them in structuring their thoughts. (Olney, 2000)

The study also found that there are five treatment strategies that tend to benefit autistic individuals. The first strategy is to work with the interest and the abilities of the individual. This entails placing the individual in an environment that compliments whatever skills that they may possess. As we discussed previously many autistic people have extraordinary abilities in one field. (Olney, 2000)Educators should attempt to develop treatments that revolve around these abilities. The second strategy is to introduce change gradually and thoughtfully. Educators must be careful not to rush change on the autistic individual because it can cause instability. (Olney, 2000)

The third strategy is to communicate clearly and directly. This is very important because many autistic people have difficulty understanding non-verbal communication such as facial expressions. (Olney, 2000)Educators must avoid the use of cliches and complex instructions when working with autistic individuals. The fourth strategy that the article reports involves providing feedback so that the individual understands their actions. The final strategy is to provide time for relaxation and physical activity. (Olney, 2000)

The article "Converting Challenge to Success: Supporting a New Teacher of Students with Autism" found in the Journal of Special Education details the challenges of a kindergarten teacher whose class consists of six autistic students. The article explores her use of the system known as Individualized Education Programs the goal of the program in this instance was to teach pre-math and pre-reading skills. (Boyer, 2001) Additionally the program aimed to improve the verbal and social skills of the children. (Boyer, 2001)

In order to meet these goals the teacher "developed a schedule that began with arrival time and transition then moved on to circle time to hear school news, the weather, and our class calendar for the day." (Boyer, 2001)After circle time was over the, students that participated in general Kindergarten classes went to those classes. The students that stayed in the special education class, "participated in movement exercises, worked with the occupational therapist, ate a snack, studied language arts, and had center time." (Boyer, 2001)

Center time was designed to "allow students to work on relevant computer activities, develop fine motor skills through art or other manipulative activities, listen to books on tape, or participate at the sand table." (Boyer, 2001) The students then ate lunch and after lunch students were given physical education. In addition the kindergartners were given time to indulge in music, art, speech therapy, and concluding work in language arts. (Boyer, 2001) Lastly the teacher reports that she provided students with lessons "that were short and meaningful and featured student involvement and used visual cues with all lessons." (Boyer, 2001)

Our investigation also found articles involving the role of assistive technologies in the treatment of autism. The journal of Rehabilitation reports that, "Assistive technology devices enable individuals with disabilities to participate in society as contributing members." (Reiss, 2000)

The journal shares the results of a study conducted to ascertain the importance of assistive technologies in the treatment of people with disabilities. The study was composed of 115 participants who suffered from various mental and physical disorders including autism. (Reiss, 2000)

The subjects for this study were given computers, adaptive software and communications devices. All of these devices were created to aid the disabled and to provide them with viable treatment alternatives. The study found that the assistive technologies were only effective when they were used continuously. The study also found that the continuation of use of the products was based on the subject's ability to choose which technology they were allowed to use. (Reiss, 2000)

The study supposed that the families of those with autism should be actively involved in deciding which assistive technologies will be of the most benefit to the autistic individual. (Reiss, 2000)

This is important because if the autistic person gets a product that does not meet his or her needs then they will stop using the product and not gain any benefit from the technology. (Reiss, 2000)

In cases where the person suffering from the disorder has a mild case of autism they can choose which technology might benefit them the most. In choosing the technology the autistic individual is more likely to use the product on a continuous basis and thus benefits from the treatments that assistive technologies can provide. (Reiss, 2000)

The Journal of the American Academy of Child and Adolescent Psychiatry explains that a treatment plan should address the following:

Creating educational intervention goals.

Establishing target symptoms for intervention. Prioritizing target symptoms and/or comorbid conditions." (Practice Parameters for the Assessment and Treatment of Children..., 1999)

Monitoring the functions of the autistic pupil such as academic skills behavioral adjustment, adaptive skills, communicative skills, and social interaction with family members and peers. (Practice Parameters for the Assessment and Treatment of Children..., 1999)

Monitoring medication for efficacy and side effects, as appropriate. (Practice Parameters for the Assessment and Treatment of Children..., 1999)

The article contends that educational services, such as special education and behavior modification, are the most important aspect of the treatment of the disorder in children. The article also states that federal law 94-142 ensures that all children living in America must have access to "an appropriate educational plan." This is a very important law for children with autism and other disabilities. This is the case because "as part of this educational program, ancillary services are often required. These include speech/language therapy, occupational therapy, and physical therapy." (Practice Parameters for the Assessment and treatment if Children...,1999)

The article explained that the continuous use of these programs is essential in ensuring that they are effective.

The article also discussed the psychosocial interventions include parent training and referrals to parent/sibling support groups. (Practice Parameters for the Assessment and treatment if Children...,1999) In many instances parental counseling may be needed. In addition the person suffering with autism may require counseling and social skills training this is particularly true for older and higher-functioning autistic people. (Practice Parameters for the Assessment and treatment if Children...,1999)

The journal also explains that for adolescents with autism educators and counselors should focus on providing vocational and social skills. These skills will allow the affected individual to live independently or in a group home. (Practice Parameters for the Assessment and treatment if Children...,1999) The counselor or educator can aid the affected individual and their family in deciding what kind of vocational training is right for the autistic individual. The article proclaims,

It is important to note that during adolescence some children make major gains, whereas slightly more exhibit significant developmental losses. Emerging sexuality may present other issues. The adolescent may also be mote capable of participating directly in treatment and treatment planning." (Practice Parameters for the Assessment and treatment if Children...,1999)

The Journal of Mental Retardation describes the "Transition for Young Adults with Severe Mental Retardation." The study published in the article focuses on school preparation, parental involvement and Parent expectations. The study involved conducting interviews with parents of mentally retarded students. The aim of the study was to understand the challenges of these students faced upon exiting the school system. Moreover the study, wanted to assess the extent to which schools were implementing transition programming for young adults with severe mental retardation, what aspirations and expectations parents had for their sons and daughters once they exited the school system, and how parents were involved in the transition process."(Blacher & Kraemer, 2000)

The study found that the majority of schools were implementing transition programming. It is estimated that 85% of the students received training in social and daily living skills. (Blacher et al., 2000) The study also found that many of the students were given work experience within their communities. This work experience included paying and non-paying jobs. (Blacher et al., 2000)

When parents were asked about the expectations that they had for their children most reported that they wanted their children to work. However, the study did find that there was a profound difference in parents' idealistic expectations and their realistic expectations. (Blacher et al., 2000)The idealistic expectations of most of the parents (71.2%) were to see their children working independently or in a supported work environment. However the realistic expectations of parents were that their children would be employed in day activity centers or sheltered workshops. The study also found that parents were very involved in the transitional process. (Blacher et al., 2000)

Implications of Findings

Our extensive research has found that educating autistic individuals can have profound implications for academia. Our investigation discovered that autistic children need special attention in various ways at different levels of their development. They must be diagnosed properly, provided with early intervention, given special guidance from the time that they enter the school system, and provided with life skills that help them to cope once they graduate from high school. Each of these levels presents a different implication for the education system.

One of the first implications is that doctors and educators must actively and correctly diagnose the disorder so that therapy can begin as soon as possible. The literature showed that the rates of autism in America are rising.

However it is unclear if this rise is due to more accurate diagnosis of the disorder or to an actual increase in the amount of people that have the disorder. In any case a rise in autism will definitely have a profound effect on the American education system.

As the rates of autism rise it will be very important to institute programs that effectively address the needs of autistic students. There must be an increase in the amount of research that is conducted about the topic so that more efficient programs can be created. It is imperative that educators are taught skills that will allow them to cope with autistic students and educators must do their best to understand the literature that is available on the topic. This will allow teachers to aid autistic people in developing skills that will be critical to their survival.

Our investigation found that early intervention is essential to how successful the autistic child will be in the future. States must insure that these intervention programs are being provided on the preschool level and that the programs that are offered are effective. States must also communicate with parents so that educational programs can be fashioned to address the concerns that parents have about the well being of their autistic children.

Teachers must be trained on how to communicate with autistic children so that the actions of the children are productive. In addition Educators must learn the various facets of Individualized Education Programs (IEP) which is commonly used to teach autistic children skills. Also school systems must adapt to the ever changing climate of classrooms and not be afraid to attempt new programs.

Additionally teachers and counselors at the early intervention level must understand the methods that will prove effective in dealing with the disorder. When educators and counselors understand these methods they can teach them to parents and other family members which will encourage consistency in the life of the autistic person. Early intervention is also important because it has proven to be effective in enhancing the verbal and non-verbal communications skills and social adaptation skills of those that suffer with autism.

One of the most profound implications is that there is not a single educational program that has proven to be a cure all for every autistic student. Our research suggest that the most effective thing that can be done in education to aid autistic students is to develop programs that are tailor made to meet the needs of each individual student. An implication of developing these individualized programs is that it will be time consuming and will require additional resources. For example many who suffer from autism have special abilities in one area this may force the educator to provide different teaching materials to every student. In the long run this may become a costly and exhausting scenario.

In addition there is a shortage of trained teachers especially in fields involving special education. School districts may be forced to recruit people who are not qualified to teach special education programs. In doing this the future of the autistic child may be in jeopardy because teachers are not properly trained to handle the students.

Another implication of autistic education is the need to incorporate assistive technologies into the curriculum. Our investigation showed that when these technologies are used continuously they can provide some benefit to the disabled. Once again educators must find the assistive technologies that will benefit students the most. Certain assistive technologies can also be extremely expensive and educators will also have to be trained on how to use them so that they can teach the students.

Providing real work experience and skills for daily living will is also an important implication during the transitional phase of the autistic person's life. Schools must have programs in place that demonstrate the realities of the real world to the autistic student. Such programs may include real work experience that the students are paid to perform. In addition high functioning autistic people should know the challenges of living independently so that when they do live independently they won't be surprised by the struggles that exist.

At the transitional stage the implications for parents can also be great. Parents and educators must assist the students in deciding what is best for their future. In some instances it is better for the child to live at home rather than to live independently. In other cases the individual may be able to work and live independently. In any case during the transitional phase it is the job of the parents and educators to equip the individual with the skill that they will need. These skills may include tasks such as catching the bus, doing laundry cooking. The ability of the student to learn such skills will aid parents and educators in deciding what the student can handle independently.