"Classic" Autism: - A complex condition, autism is the most commonly diagnosed pervasive developmental disorder. Autism impairs a person’s ability to communicate, both verbally and non-verbally, to form relationships and to interact with others. It also typically results in a range of unusual and repetitive behaviors. A child with autism may initially appear to develop normally, but then withdraw and lose interest in others. Typically diagnosed by the time a child is age 3 or 4, autism can vary from mild to severe. Autism is frequently accompanied by mental retardation, but not always. In many cases, patients will show uneven levels of intelligence with highly developed talents in some areas.
Asperger Syndrome: - Often confused with high-functioning autism, Asperger Syndrome results in similar symptoms, but without the delays in language or the possibility of mental retardation seen in autism. Children with Asperger Syndrome often have impressive vocabularies and sharp cognitive skills, but display serious difficulties with social interaction. They may have an obsessive interest in a particular topic and become preoccupied with repetitive routines or behaviors. In addition, many children with Asperger Syndrome have a history of developmental delays in motor skills and display poor physical coordination.
Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS): - Also known as "atypical autism," PDD-NOS is a diagnosis given to children who exhibit some symptoms of autism or other pervasive developmental disorder, but do not meet the specific diagnostic criteria for any one disorder in particular. Children with PDD-NOS generally have impaired social skills, problems with verbal and non-verbal communication, and engage in highly repetitive behaviors. In many cases, children initially given a diagnosis of PDD-NOS are later confirmed to have an identifiable disorder.
Childhood Disintegrative Disorder (CDD): - Also known as Heller’s syndrome or regressive autism, CDD occurs more frequently in boys but is also found among girls. Children with CDD appear to develop normally in most areas until 2 to 4 years of age. At that point, a marked regression occurs, which may take place over a period of weeks or months. Previously learned skills, such as toilet training, language and social abilities, are lost. The child may stop speaking, become disinterested in play, and develop other characteristics typical of autism.
Rett Syndrome (Rare): - Thought to be a genetic disorder, Rett Syndrome is most commonly seen in females. The condition causes a steep developmental regression in children after 6 to 18 months of age. Until this time, many children appear to be developing normally, but then begin to undergo rapid behavioral changes, including loss of language, problems with balance, lack of interest in social relationships, sleep abnormalities and extended tantrums. In addition, the heads of children with Rett Syndrome fail to grow at a normal rate and most patients with the condition have mental retardation. Gradually they lose the purposeful use of their hands, which leads to repetitive "hand washing" movements, perhaps the most characteristic symptom of the disorder.
(Definitions as written in: Centers for Disease Control and Prevention; Yale University Child Study Center; National Alliance for Autism Research)
Childhood Disintegrative Disorder (Rare): - Very few children who have an autism spectrum disorder (ASD) diagnosis meet the criteria for childhood disintegrative disorder (CDD). An estimate based on four surveys of ASD found fewer than two children per 100,000 with ASD could be classified as having CDD. This suggests that CDD is a very rare form of ASD. It has a strong male preponderance.** Symptoms may appear by age 2, but the average age of onset is between 3 and 4 years. Until this time, the child has age-appropriate skills in communication and social relationships. The long period of normal development before regression helps differentiate CDD from Rett syndrome. The loss of such skills as vocabulary are more dramatic in CDD than they are in classical autism. The diagnosis requires extensive and pronounced losses involving motor, language, and social skills.*** CDD is also accompanied by loss of bowel and bladder control and oftentimes seizures and a very low IQ.
*Rett syndrome. NIH Publication No. 01-4960. Rockville, MD: National Institute of Child Health and Human Development, 2001. Available at http://www.nichd.nih.gov/publications/pubskey.cfm?from=autis
m
**Frombonne E. Prevalence of childhood disintegrative disorder. Autism, 2002; 6(2): 149-157.
***Volkmar RM and Rutter M. Childhood disintegrative disorder: Results of the DSM-IV autism field trial. Journal of the American Academy of Child and Adolescent Psychiatry, 1995; 34: 1092-1095.
ASD/PDD DETECTION:
*The autism spectrum disorders can often be reliably detected by the age of 3 years, and in some cases as early as 18 months.2 Studies suggest that many children eventually may be accurately identified by the age of 1 year or even younger. The appearance of any of the warning signs of ASD is reason to have a child evaluated by a professional specializing in these disorders.
Parents are usually the first to notice unusual behaviors in their child. In some cases, the baby seemed "different" from birth, unresponsive to people or focusing intently on one item for long periods of time. The first signs of an ASD can also appear in children who seem to have been developing normally. When an engaging, babbling toddler suddenly becomes silent, withdrawn, self-abusive, or indifferent to social overtures, something is wrong. Research has shown that parents are usually correct about noticing developmental problems, although they may not realize the specific nature or degree of the problem.
ASD/PDD Symptoms:
All children with ASD demonstrate deficits in (1) social interaction, (2) verbal and nonverbal communication, and (3) repetitive behaviors or interests. In addition, they will often have unusual responses to sensory experiences, such as certain sounds or the way objects look. Each of these symptoms runs the gamut from mild to severe. They will present in each individual child differently. For instance, a child may have little trouble learning to read but exhibit extremely poor social interaction. Each child will display communication, social, and behavioral patterns that are individual but fit into the overall diagnosis of ASD.
Children with ASD do not follow the typical patterns of child development. In some children, hints of future problems may be apparent from birth. In most cases, the problems in communication and social skills become more noticeable as the child lags further behind other children the same age. Some other children start off well enough. Oftentimes between 12 and 36 months old, the differences in the way they react to people and other unusual behaviors become apparent. Some parents report the change as being sudden, and that their children start to reject people, act strangely, and lose language and social skills they had previously acquired. In other cases, there is a plateau, or leveling, of progress so that the difference between the child with autism and other children the same age becomes more noticeable.
ASD is defined by a certain set of behaviors that can range from the very mild to the severe. The following possible indicators of ASD were identified on the Public Health Training Network Webcast, Autism Among Us.
Possible Indicators of Autism Spectrum Disorders
* Does not babble, point, or make meaningful gestures by 1 year of age
* Does not speak one word by 16 months
* Does not combine two words by 2 years
* Does not respond to name
* Loses language or social skills
Some Other Indicators
* Poor eye contact
* Doesn't seem to know how to play with toys
* Excessively lines up toys or other objects
* Is attached to one particular toy or object
* Doesn't smile
* At times seems to be hearing impaired
For some common Autism Treatments/Therapies, please see my blog: Autism Therapies - Which do you use and why?
The scroll box below contains info on some common problems that are associated with ASD. It includes updated data from the National Institute of Mental Health.
Problems That May Accompany ASD
Sensory problems: When children's perceptions are accurate, they can learn from what they see, feel, or hear. On the other hand, if sensory information is faulty, the child's experiences of the world can be confusing. Many ASD children are highly attuned or even painfully sensitive to certain sounds, textures, tastes, and smells. Some children find the feel of clothes touching their skin almost unbearable. Some sounds—a vacuum cleaner, a ringing telephone, a sudden storm, even the sound of waves lapping the shoreline—will cause these children to cover their ears and scream.
In ASD, the brain seems unable to balance the senses appropriately. Some ASD children are oblivious to extreme cold or pain. An ASD child may fall and break an arm, yet never cry. Another may bash his head against a wall and not wince, but a light touch may make the child scream with alarm.
Mental retardation: Many children with ASD have some degree of mental impairment. When tested, some areas of ability may be normal, while others may be especially weak. For example, a child with ASD may do well on the parts of the test that measure visual skills but earn low scores on the language subtests.
Seizures: One in four children with ASD develops seizures, often starting either in early childhood or adolescence. Seizures, caused by abnormal electrical activity in the brain, can produce a temporary loss of consciousness (a "blackout"), a body convulsion, unusual movements, or staring spells. Sometimes a contributing factor is a lack of sleep or a high fever. An EEG (electroencephalogram—recording of the electric currents developed in the brain by means of electrodes applied to the scalp) can help confirm the seizure's presence.
In most cases, seizures can be controlled by a number of medicines called "anticonvulsants." The dosage of the medication is adjusted carefully so that the least possible amount of medication will be used to be effective.
Fragile X syndrome: This disorder is the most common inherited form of mental retardation. It was so named because one part of the X chromosome has a defective piece that appears pinched and fragile when under a microscope. Fragile X syndrome affects about two to five percent of people with ASD. It is important to have a child with ASD checked for Fragile X, especially if the parents are considering having another child. For an unknown reason, if a child with ASD also has Fragile X, there is a one-in-two chance that boys born to the same parents will have the syndrome. Other members of the family who may be contemplating having a child may also wish to be checked for the syndrome.
A distinction can be made between a father’s and mother’s ability to pass along to a daughter or son the altered gene on the X chromosome that is linked to fragile X syndrome. Because both males (XY) and females (XX) have at least one X chromosome, both can pass on the mutated gene to their children.
A father with the altered gene for Fragile X on his X chromosome will only pass that gene on to his daughters. He passes a Y chromosome on to his sons, which doesn’t transmit the condition. Therefore, if the father has the altered gene on his X chromosome, but the mother’s X chromosomes are normal, all of the couple’s daughters would have the altered gene for Fragile X, while none of their sons would have the mutated gene.
Because mothers pass on only X chromosomes to their children, if the mother has the altered gene for Fragile X, she can pass that gene to either her sons or her daughters. If the mother has the mutated gene on one X chromosome and has one normal X chromosome, and the father has no genetic mutations, all the children have a 50-50 chance of inheriting the mutated gene.
The odds noted here apply to each child the parents have. In terms of prevalence, the latest statistics are consistent in showing that 5% of people with autism are affected by fragile X and 10% to 15% of those with fragile X show autistic traits. Info from NIMH.
Tuberous Sclerosis: Tuberous sclerosis is a rare genetic disorder that causes benign tumors to grow in the brain as well as in other vital organs. It has a consistently strong association with ASD. One to 4 percent of people with ASD also have tuberous sclerosis.
"Our lives begin to end the day we become silent about things that matter." ---Martin Luther King, Jr.
"Without a humble but reasonable confidence in your own powers you cannot be successful or happy." - Norman Vincent Peale
Hello all, you can call me Trae. I keep getting questions about whether I'm some singles group or what have you. The answer to that is a resounding "NO". I'm not interested in "hooking up" with anyone nor am I involved in the business of matchmaking - though that might be an interesting concept. I'm going to answer some other questions as well in a blog that I'm about to start typing...NOW! (lol) So, feel free to read the Q&A and if you still have questions, let me know. This page was done to connect with others who are dealing with autism and yes, while it does promote a new site, it's not about gathering names for the sake of it. I don't need myspace to do that. I am TRULY interested in meeting those who know what I deal with on a day-to-day basis.
The following info is from my other page: I've been told I'm complex and hard to define. But I'll give it a shot... I am a/an: daughter, sister, mother, lover, sistafriend, giver, earth lover, music lover, intellect-seeker, free spirit, believer in GOD, advocate, activist, writer, avid reader, great listener, animal lover, spirit who moves to the beat of my own drum, lover of LIFE, a Queen and more. I love to laugh, love a good debate even more, have a compassionate heart and will talk about ANYTHING!...
I am analytical and organized to a fault, love open-minded people sans the drama that unfortunately tends to follow us all at some point in our life. I have learned to become more centered in my life and it's great! I am a matter-of-fact person (some people mistake that for bitchiness - it's all in how you take it I suppose)
IjabaMedia - This is my entertainment consulting company which offers career management, marketing and media consulting to Indie artists, labels and producers.
Empower-U! Life Coaching - This is my life coaching business. I started doing this about a year ago and it's what led me to start working on AutieMoms.
AutieMoms™ will be coming soon to a computer near you!
AutieMoms™.com is going to be an integrated portal designed to provide you with information, advice, support and so much more. There will be a paid membership portion as well for those who are looking for life coaching, coping skills etc.
So often, we get lost in what is happening to our children afflicted with an Autism Spectrum Disorder that we fail to realize that we, as mothers, fathers, caregivers and more need to be taken care of as well. Our voices need to be heard too. We need to vent, cry, laugh, share and discover things in an environment that doesn't lend itself to judgment.
We are looking to officially launch the site in the Spring of 2007. We are hard at work handling the remaining numerous legalities one must do in order to operate such a lofty venture. Soon, we will also begin gathering information and compiling it into a Global.Autism.Information.Network™ (GAIN).
The scroll box below contains info on the diagnosis of ASDs from what to expect in an initial screening to diagnostic evaluations.
The Diagnosis of Autism Spectrum Disorders
Although there are many concerns about labeling a young child with an ASD, the earlier the diagnosis of ASD is made, the earlier needed interventions can begin. Evidence over the last 15 years indicates that intensive early intervention in optimal educational settings for at least 2 years during the preschool years results in improved outcomes in most young children with ASD.
Clinicians rely on behavioral characteristics to make a diagnosis when evaluating a child for ASDs. Some of the characteristic behaviors of ASD may be apparent in the first few months of a child's life, or they may appear at any time during the early years. For the diagnosis, problems in at least one of the areas of communication, socialization, or restricted behavior must be present before the age of 3. The diagnosis requires a two-stage process. The first stage involves developmental screening during "well child" check-ups; the second stage entails a comprehensive evaluation by a multidisciplinary team.
Screening
A "well child" check-up should include a developmental screening test. If your child's pediatrician does not routinely check your child with such a test, ask that it be done. Your own observations and concerns about your child's development will be essential in helping to screen your child. Reviewing family videotapes, photos, and baby albums can help parents remember when each behavior was first noticed and when the child reached certain developmental milestones.
Several screening instruments have been developed to quickly gather information about a child's social and communicative development within medical settings. Among them are the Checklist of Autism in Toddlers (CHAT), the modified Checklist for Autism in Toddlers (M-CHAT), the Screening Tool for Autism in Two-Year-Olds (STAT), and the Social Communication Questionnaire (SCQ) (for children 4 years of age and older).
Some screening instruments rely solely on parent responses to a questionnaire, and some rely on a combination of parent report and observation. Key items on these instruments that appear to differentiate children with autism from other groups before the age of 2 include pointing and pretend play. Screening instruments do not provide individual diagnosis but serve to assess the need for referral for possible diagnosis of ASD. These screening methods may not identify children with mild ASD, such as those with high-functioning autism or Asperger syndrome.
During the last few years, screening instruments have been devised to screen for Asperger syndrome and higher functioning autism. The Autism Spectrum Screening Questionnaire (ASSQ), the Australian Scale for Asperger's Syndrome, and the most recent, the Childhood Asperger Syndrome Test (CAST), are some of the instruments that are reliable for identification of school-age children with Asperger syndrome or higher functioning autism. These tools concentrate on social and behavioral impairments in children without significant language delay. If, following the screening process or during a routine "well child" check-up, your child's doctor sees any of the possible indicators of ASD, further evaluation is indicated.
Comprehensive Diagnostic Evaluation
The second stage of diagnosis must be comprehensive in order to accurately rule in or rule out an ASD or other developmental problem. This evaluation may be done by a multidisciplinary team that includes a psychologist, a neurologist, a psychiatrist, a speech therapist, or other professionals who diagnose children with ASD. Because ASDs are complex disorders and may involve other neurological or genetic problems, a comprehensive evaluation should entail: neurologic and genetic assessment, along with in-depth cognitive and language testing. In addition, measures developed specifically for diagnosing autism are often used. These include the: Autism Diagnosis Interview-Revised (ADI-R) and the Autism Diagnostic Observation Schedule (ADOS-G).The ADI-R is a structured interview that contains over 100 items and is conducted with a caregiver. It consists of four main factors - the child's communication, social interaction, repetitive behaviors, and age-of-onset symptoms. The ADOS-G is an observational measure used to "press" for socio-communicative behaviors that are often delayed, abnormal, or absent in children with ASD.
Still another instrument often used by professionals is the Childhood Autism Rating Scale (CARS).It aids in evaluating the child's body movements, adaptation to change, listening response, verbal communication, and relationship to people. It is suitable for use with children over 2 years of age. The examiner observes the child and also obtains relevant information from the parents. The child's behavior is rated on a scale based on deviation from the typical behavior of children of the same age.
Two other tests that should be used to assess any child with a developmental delay are a formal audiologic hearing evaluation and a lead screening. Although some hearing loss can co-occur with ASD, some children with ASD may be incorrectly thought to have such a loss. In addition, if the child has suffered from an ear infection, transient hearing loss can occur. Lead screening is essential for children who remain for a long period of time in the oral-motor stage in which they put any and everything into their mouths. Children with an autistic disorder usually have elevated blood lead levels.
Customarily, an expert diagnostic team has the responsibility of thoroughly evaluating the child, assessing the child's unique strengths and weaknesses, and determining a formal diagnosis. The team will then meet with the parents to explain the results of the evaluation. Although parents may have been aware that something was not "quite right" with their child, when the diagnosis is given, it is a devastating blow. At such a time, it is hard to stay focused on asking questions. But while members of the evaluation team are together is the best opportunity the parents will have to ask questions and get recommendations on what further steps they should take for their child. Learning as much as possible at this meeting is very important, but it is helpful to leave this meeting with the name or names of professionals who can be contacted if the parents have further questions.
