American Psychiatric Association, 2000

Autism spectrum disorders are a class of developmental disorders that impair social skills, behavior, and communication (Center for Disease Control). ASDs are considered ‘spectrum’ disorders because each patient has a unique experience in the nature and severity of their symptoms (Center for Disease Control). Under the umbrella of ASDs, there are three types of disorders, including Autistic disorder, Asperger Syndrome, and Pervasive Developmental Disorder Not Otherwise Specified (Center for Disease Control). Autistic disorder is the most severe of the three, and patients exhibit significant problems with language, communication, and behavior (Center for Disease Control). Furthermore, people with Autistic disorder often have some intellectual impairment (Center for Disease Control). Asperger Syndrome is a milder form of autistic disorder where patients have some developmental delays, but their language and intellect are not affected (Center for Disease Control). The mildest of the ASDs is the pervasive developmental disorder. These patients usually don’t meet all of the criteria for autistic disorder, but do show some signs of social and communication problems (Center for Disease Control). The number of children diagnosed with ASD is growing, and currently 1 in 88 children fall somewhere on the spectrum (Mari-Bauset et al., 2013). Boys are four times more likely than girls to have autism, and while the exact cause of these disorders is unknown, both genetic and

Specific data in regards to the individual’s social development and behaviour is collected. Inquiries about core ASD symptoms including, unusual, or repetitive behaviours and social relatedness are done, the family’s input is important.

On researching the historical, theoretical and clinical perspectives regarding ASD, I found the information concerning the Triad of Impairments especially interesting as it explains the main difficulties I encounter within my profession, being that of problems in social communication, interaction and imagination. I had previously considered these secondary issues resulting from ASD and not the primary aspects. On realising this, it has helped me revise my practice into dealing with these principal characteristics instead of treating them as a derivative cause.

The primary cause of ASD is an idiopathic process and so cannot identify the precise disease mechanism. ASD is a progressive disease and is characteristically diagnosed during early childhood and can persist throughout an individual lifetime needing lifetime specialist support with functional impairment (John Hopkins, 2014).

ASD is identified by three distinguishing primary impairments in language, social skills and behavioural flexibility, which are referred to as the Triad of Impairments (Happe’ & Ronald, 2009). Additionally, the primary characteristics that define ASD are often accompanied by various other features such as; learning disabilities, self-injury, aggression, repetition, ritualistic eating, drinking or sleeping behaviours and a compelling need for routine (Happe’ & Ronald, 2009). Diagnosis is often carried out using the Autism Spectrum Quotient or AQ (Baron-Cohen, 2006) and it consists of a fifty item

The American Psychiatric Association (2014) defines Autism Spectrum Disorder as “a range of complex developmental disorders that can cause problems with thinking, feeling, language, and the ability to relate to others”. The terms, “autism” and “Autism Spectrum Disorder” are known as “umbrella terms” because they encompass a group of disorders that affect the function of the brain. These disorders include: autistic disorder, Asperger’s disorder, childhood disintegrative disorder, and pervasive developmental disorder not otherwise specified (PDD-NOS). Prior to the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), all of these disorders were viewed as separate entities and one could be diagnosed with one of these conditions. Since the publishing of the DSM-5, anyone

High levels of stress were also indicated in the family groups in the study. The hope is that the results can now be used in therapeutic and educational practices in order to benefit both the families involved and the individuals diagnosed with ASD.

Treatment There is no cure for ASD. However, through proper counseling and the use of some medications ASD can be managed. In order to effectively manage ASD it is important that children enter behavioral therapy as soon as they receive their diagnosis. Behavioral therapy can help children with ASD develop effective communication skills. In order to be effective, children with ASD often require smaller class sizes with more one-on-one interaction with their teacher or therapist.

The article demonstrates that learning theory can be used to treat ASD by teaching practical and social behaviour. Consequently, this article indirectly shows that learning theory suggests that ASD may be understood by deficits in the learning process of those

The DSM-5 contains reorganized, consolidated, and clarified content to adhere more relevantly to clinical practice. This included the consolidation of autism disorder, Asperger’s syndrome, and pervasive developmental disorder (PDD) into a single diagnosis of

Over the years, more people are becoming aware of Autism Spectrum Disorder, ASD. The growing number of individuals who are affected by ASD have been increasing over the years. This could be do to the new DSM development of what is considered ASD or simply more children are being born with ASD. Either way, ASD is more predominate in our society today. ASD is defined in the DSM 5 as having abnormal social aspects, lack of social skills, non-verbal communications skills, deficits in development, lack of understanding of relationships, and self-stimulation through repetitive behaviors (American Psychiatric Association, 2013). Although these are not all of the symptoms caused by ASD

Moreover, recent genetic studies revealed that hundreds of de novo and recurrent mutations significantly increase the risk for ASDs(2, 4-6, 18-33). Given the heterogeneity of symptoms and genetic risks of ASDs, the idea of designing a “one-size-fits-all” approach for ASD patients probably is unrealistic.

In my personal story, I reviewed my own experience of being a parent to a child with an ASD diagnosis. As it was demonstrated both from the literature review and though my personal story, it is clear that facing an ASD diagnosis is a big crisis. Part of the crisis relates to the stigma of ASD. Parents face judgment and resentments toward their children from the general public as well as judgment on their parenting style. This judgment comes as a result of the typical appearance of most children with

“A group of complex brain development disorders, which are characterised by difficulties in social interaction and communication and a restricted and repetitive repertoire of interests and activities”.

Autism Spectrum Disorders (ASDs) are a collection of heterogeneous disorders that share the characteristics of social and communicative deficits, highly focused and restricted interests, and repetitive behaviors (American Psychiatric Association, 2013). The estimated prevalence of the disorder in 2014 was 1 in 45 (2.24%) children and adolescents age 3 to 17 (Zablotsky et al., 2015). Behavioral symptoms typically become evident in the first 2 years of life and involve abnormalities in language development, social attention, and emotional reactivity (Landa & Garret-Mayer, 2006; Dawson et al., 2004). The symptoms of this disorder often have a negative impact on the quality of life of the individual,