Most reputable scientists now believe that autism is already in the history of mankind. Some have speculated that the old legends of "changelings" are actually stories of children with autism. Celtic mythology is redolent with tales of elves and visitors from "other side" who steal human children and leave their injured child in his place. Child Left Behind is usually silent, remote and distant, staring into space, and respond to the adult administrators. We haveKeep in mind that the time away, and today in some cultures, children are expected, unlike the average child is considered as victims of evil or some.
In 1801 a French physician Itard took custody of the boy who was found wandering naked in the woods. It was at that time believed that the boy lived alone in the woods from early childhood. The boy could not speak and would respond to human contact. He came to be known as "sauvage de l'Aveyron," or "wild boy ofAveyron. Itard his untiring efforts to help this boy mark the beginning of a special educaiton. Autism was not a term used when there are those who speculate that the wild boy of Aveyron was a child of autism.
The real history of autism goes back one hundred years until the Swiss psychiatrist Eugen Bleuler. In 1911, Bleuler wrote about a group of people, then found that schizophrenia. In his writing he coined the term "autism" fordescribe their apparent near complete takeover and distance themselves from others.
Writing at the beginning of 1920, Carl Gustav Jung introduced the concepts of extrovert and introvert. Jung viewed these personality types as being present in all humans to one degree or another. However, remember that in extreme cases, cases that the language of his time was called "neurotic" person could be completely absorbed into himself.
It was not until late 1930 andearly 1940 in America, the term "autism" put the official psychiatric nomenclature. Psychiatrists Leo Kanner, who began working with a group of children, in 1938, and Hans Asperger, and publishes the results and write in 1943 and 1944, wrote about a group of children who studied either called "autistic" children or "autistic psychopathy". Both authors believe that these children show signs of constellations, which were unique and not represented syndromepreviously identified. As the children studied seem able to engage in normal human relationships, which borrowed Bleuler the term "autism" to identify the syndrome. Define the difference between the work of Bleuler and Kanner and Asperger's is that the first two terms, which describe is present at birth, while Bleuler condition appears much later in life.
Another important difference in these early pioneers of Kanner autism is that the group is quiteself-contained and consists of all the individual sharing the same "core" symptoms. Asperger group is quite broad, from children, as Kanner for children with almost normal characteristics. The remains of these two different descriptions, now with the names of his famous "discoverer" still remains. In literature and in lay terminology still hear people described as having "Kanner autism is" or "Asperger's syndrome.
Around the time of Kanner and Aspergermore famous, even in autism circles infamous, the name appears. This is Bruno Bettelheim. In 1944 Bettelheim directed Orthogenic School for children in Chicago, Illinois. There he worked with his own theory of the causes of autism and intervention programs began. Bettelheim believed that autism is the result of children raised in a strongly unstimulating environment in the early years. He believed that parents, especially mothers who do not respond to their childrencaused the autism. The unfortunate term "refrigerator mother" emerged during this period.
Although Bettelheim psychological theories were ultimately discredited was for many years that science has reached a stage that mothers were blamed for autism. Indeed, the author's own post-training process, the mid to late 70s years was characterized by lectures on "refrigerator mothers" that led to autism. Legacy Bettelheim theory is certainly one of the terrible damageinflicted on many mothers so many years. [I can not help but wonder if we actually came, because I so often hear mothers of children with autism are described as "over-nervous," stuck "," po-participating "and" pushy and aggressive "by some educators, psychologists and physicians]
Since 1980, considerable further research was done to reveal the "root cause" of autism. So many theories, which are known: genetic, environmental toxins, endocrine, metabolic,unusual reactions to certain foods or ingredients, and the current favorite to immunization. Despite all the theorizing of autism is still a mystery. Few scientifically valid evidence to support any theory and research continues into the cause of autism.
What we know about autism?
It is now an accepted fact and that autism is a neurodevelopment (sometimes called neurobiological) state. The site location autism in the human brain itself, not in the formphysical abnormalities of the brain that appear on physical examination or X-ray, but rather in the chemical and electrical activity of the brain. It is known that autism is present at birth, is much more common in boys than in girls, and life-long condition with no "cure". We know that autism can be treated effectively, and there is a wide range of treatment options are available. It is now known that education is especially important in the treatment of autism and that early intervention iscritically important. Born children with autism may improve after several trips, but they will always have autism, regardless of how it seems like others that could happen.
Having said that, what has been said about autism is incurable and life-long condition are those who say it can be cured. Interesting forms of treatment studied in New Orleans, Louisiana tests involve children with autism with low-level presence of lead exists in the system, then providing treatment to removetraces of autism. It is said to be "cured" more than 1,500 children from the state (personal interview with the head doctor). It is necessary to warn that such extreme and emphatic declaration must be submitted to rigorous tests of scientific studies and types of evaluation must be completed on these children in New Orleans are not in favor in Europe today.
What is autism?
Neurodevelopment, and neurobiological condition known as autism is highly variable. No twoPeople with autism are alike. Having said that all people with autism share common characteristics. These properties exist along the so-called "Triad impairment.
Triad impairment consists of a considerable deficit over the three developmental areas:
1st Social impairment
2nd Verbal and non-verbal communication impairment
3rd Disability thinking and behavior
1st Failure of Social Interaction
There are several sub-types of behaviorcharacteristic for this group of people with autism. They can be very reserved when it behaves like other people did not exist at all, so little or no eye contact and face, which seems to lack any emotional display anything. Less common is passive, who will agree with other advances can be encouraged to participate in a passive partner in the business, and who returns to the eyes of others. Another subtype was called "active, but a special group. These people pay no attention to others,have poor eye contact and can look too long and often shake hands too hard and strong. Last subtype is too formal and stilted group. They tend to use language in a very formal way when not required, they are too polite and try to stick to the rules of social interaction, but does not understand then. They tend to have well-developed language skills, which can mask their true social deficit.
2nd Communication Disorders
Significant deficienciescommunications are present, to one degree or another, all people with autism. They may have difficulty using language (expressive language), from speech, which are not at all (about 20% of cases) are very well-developed speech. They repeat words spoken to them (echolalia) or repeated phrases that connect with what they want (eg "Want to play" instead of "I want to play"). They also have deficiencies in understanding speech (receptive language). Confusing thesounds of words can be present (eg meat and meet). Problems with irony, sarcasm and humor are often found in people with well-developed expressive language. They may have problems understanding when an object has more than one meaning (eg, soup bowls, toilet bowl).
Besides the problems listed in the receptive language of people with autism can often have significant difficulty changing their tone and the expression to what they say. They may sometimes soundrobot and talk with monotonous hum. Sometimes it is possible to stress, intonation of a word unnecessary force. Sometimes they are too loud, sometimes too quiet (more).
It is important to remember that communication is more than speech. Non-verbal communication is important for human social interaction smoothly. People with autism have deficiencies in understanding non-verbal communication. They may not be able to interpret facial expression, or to usethemselves. They have a special and unusual posture and gestures. They can not understand the postures and gestures of others.
3rd Abnormal thinking and behavior
People with autism have major difficulties with the game, or imagine. Lack of ability to play has a profound effect on the ability to understand the emotions of others, therefore, to share joy or sorrow with another may be impossible. Repetitive and stereotyped movements or activities are often included inautism. They want to taste, touch and smell things. May need to turn things before their eyes. Sometimes it can jump up and down, loud sounds. In severe cases bang his head against a wall or floor, or pull out and scratches on their skin. People with autism have a strong need for consistency and uniformity. Become unstable for routine changes. All of these behaviors and characteristics point to a significant rigidity in thinking andbehave.
Although each person with an autistic spectrum disorder has a defect in all three parts of the triad, each significantly different in the nature of their deficits. This is important for people working with children with autism individualize their interventions. Autism is a highly variable condition that no two children, and with some children, it seems almost normal, but has minor shortcomings.
Problems that may accompany autism
In addition to deficitsall the three there are many problems, often associated with autism, although it is not known, but if they are caused by autism. The most common include: seizures (particularly in adolescence), sensory integration deficits (difficulty in integrating income sensations such as sound, sight, taste, hearing or movement), general learning, fragile X syndrome (about 2-5% of people with ASD) , tuberous sclerosis (benign tumors in the brain or other organs,occurs in about 2-4% of people with ASD), ADHD, Tourette syndrome and dyslexia. Proper treatment of autism should include appropriate treatment of associated conditions.
Education of children with autism
Many children with autism can be educated in the mainstream with appropriate supports. These supports usually include speech and language therapy, occupational therapy, psychological services and special education. Although they perceive the world differently from those in the vicinitythey benefit from placement in regular classes and other children with them in their class.
People with autism vary greatly, as mentioned above. As part of its educational system, types of support they need and the level of support may also vary. It is important to remember that children with autism can be educated and achieve their optimum level of potential. The task can be difficult and progress is slowBut progress will be made if they are present all the support and cooperate together.
When autism is accompanied by extremely heavy and problematic behaviors such as aggression, self-harm, extreme disorganization and a complete lack of language training provided often has to be specialized settings. The aim of these settings is to attempt to re-integrate the child back into the mainstream. For children whose autism is such a serious nature of psychiatric services mayserve as a complement to the educational program.
People with autism can be educated and many of them can enter the workforce, sometimes separately and with great success, sometimes requires the support of the labor coach, and in some cases may require sheltered employment settings. Like entering the workforce, many people with autism can live independent lives, will require a structured and supported housing, and some will require specialist accommodationsetting.
Autism and the brain
Considerable research is to determine the exact nature of brain function in humans with autism. A lot to learn, but there is more to learn in the future. What is known is that now it appears that differences in brain functioning people with autism. In view of the Nuer-D imaging is now possible to look at brain autopsy is performed. This makes it possible to study how the brain works, whilework. These imaging methods (CT scans, MRI and PET scans others), showed that seem to be the number of brain structures associated with autism and autism spectrum disorders. These include the cerebellum, cerebral cortex, limbic system, corpus callosum, basal ganglia and brainstem. These structures are responsible for cognition, movement, emotional regulation and coordination, and sensory reception. Other studies are looking into the role of neurotransmitters such asdopamine, serotonin and adrenaline. It seems that a genetic factor involved in some of these brain disorders, and some studies show that abnormal growth of the brain may occur in the first three months of life, is a genetic factor, and that the results are given in autism in early childhood.
What is learned to turn other theories, such as Bettelheim, upside down. Autism is not anyone's fault. Is a neurodevelopment disorder affecting more boys than girls (4:1), occurring in about3-6% of the population. Autism makes it less frequently than general learning disabilities, but more common than cerebral palsy, impaired hearing and vision. The transformation of statistics into something comprehensible can say that about 1 500 and 1 to 150 people are born with autism. The impact on these figures are alarming, because it means that virtually all schools in the country, the child has the spectrum and that the vast majority of these children have notBeen diagnosed and are perceived in a pejorative light of their teachers, sometimes seemingly odd or noisy and sometimes lazy or unable to learn.
Autism and family
Autism is a family status. When one child in a family with autism is a condition which currently affects every single-member families, including those who do not live in the same household. After receiving the diagnosis of autism, parents sometimes feel some relief, just knowing that it is not their faultchild is different. Others react with anger, sadness, shame, denial or anger. Sometimes angry diagnosis and refuse to believe the findings. Although the diagnosis at an early age is a good indicator of success if treatment is necessary, provided that it is always accompanied by considerable trauma to family life. Effect of diagnosis is always the largest in the mother.
The impact of living with the person on the spectrum turned out to be worsemother than his father. Paternal influence has diminished a lot to do with factors associated with male gender roles in a traditional family: home and work most of the time. Mothers are left in the main Administrator role and face the day-to-day stress of rearing children with autism. For fathers, significant impact of autism in the family, is associated with emphasis on the mother. Numbers in the U.S. indicates that the rate of divorce in families with childrenAutism is not higher than in other families. This is something I have not been studied extensively in other countries, however, one study conducted in Great Britain shows that the rates in single-parent families with autism is 17% versus 10% in other families.
Studies have shown that the emotional impact of autism on the mother can be quite difficult. Many mothers experience stress enough to require treatment or psychotherapy. One study showed that 50% of mothers of childrenautism screed positive for significant psychological distress, and that it was associated with low levels of support from family and administration of the child with problem behavior. Another study, this number increased to 66%. Psychological stress on the mother seems to have a significant impact on work status. Many can not work outside the home. For those who can work outside the home is an increased incidence of delays, missed days and reduced to part-time status. Mothersare also those most likely to take responsibility for their other children's behavior outside the family, including neighbors and teachers. Mothers tend to deal differently with these stresses than fathers. Fathers tend to hide their feelings and suppress, the result is often more episodes of outburst. Mothers tend to compensate by talking about their problems with friends, especially other mothers of children with autism. They also address the fact that the passionate detailsseekers, often know more about autism then the educators of their children.
The impact of autism on siblings can not be underestimated. They know that from an early age that their brother or sister "other". They have lots of questions, but most do not ask for fear of hurting the parent city. It will have a deep love for a sibling with autism, but this love is often associated with anger and resentment because of the increased time spent on parentssiblings with autism. Often worry about their own future, and possess about whether they "get" autism or will be transferred to their own children one day.
The impact is not always negative, and some studies have shown that siblings of a child with autism, is associated with greater self-confidence and social competence. Care-taking skills often improve as well. Levels of tolerance of the difference may be higher than in siblings of children who haveautism. So, what we know about the impact of autism on the family? It is a mix of results. They can sometimes be devastating, sometimes it can lead to a higher level of management skills and a sense of self-control. Much depends on the family and the village itself, in which it is inserted. Much more depends on the support and treatment methods, especially educational interventions and supports, which may be provided. It is certain one thing: Autism is a family disease that affectseveryone.
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