Prevalence Of Depression And Autism Spectrum Disorder

1. Some children with autism may also have other disorders such as ADHD, depression, anxiety etc.

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

Today, we are seeing a rising increase in the occurrence of autism spectrum disorder (ASD) in children. What once used to be a rare disorder is now commonly recognized in the medical field as well as in the community. Not only is autism a health issue in itself, but many health issues come along with the disorder. This paper will discuss the description of the population, the top health issues and their relevance, and interventions and outcomes that can help reduce these health issues in this specific population.

Autism is the main form of autism spectrum disorders (ASD). Autism is a developmental disorder that is manifested in problems with communication, impairment of social functioning, and repetitive behaviours. According to the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-V), ASD diagnoses must meet four different areas of criteria. There are three symptoms of "deficits in social communication and interaction across contexts," four symptoms of "restricted, repetitive patterns of behaviour, interests, or activities," "symptoms must be present in early childhood," and the symptoms must "together limit and impair everyday functioning" (Carpenter, 2013). There are many theoretical positions on the causes of autism spectrum disorders. Some of which have been discounted by empirical studies that have been researched and performed.

The first review of the Childhood Autism Rating Scale, Second Edition was authored by KORESSA KUTSICK MALCOLM, School Psychologist, The Virginia School for the Deaf and Blind, Staunton, VA. The second edition of the Childhood Autism Rating Scale was developed for use a wider array of health care professionals as well as to establish general characteristics of children with autism who exhibit higher intellectual ability. They also made slight changes to the format of the rating book. The test comes in three forms; The Childhood Autism Rating Scale, Second Edition–Standard Version, the Childhood Autism Rating Scale, Second Edition–High-Functioning Version and the Childhood Autism Rating Scale, Second

When it comes to autism spectrum disorder (ASD), many people don't understand what the disability is or how children who suffer from ASD live their everyday lives. “Autism is a serious nuerodevelopmental disorder that impairs the ability to communicate and interact.” (Psychology Today, 2015). Usually, autism is diagnosed in children from as early as the age of 2 and symptoms can impact individuals throughout their lifespan. Common symptoms of autism include impaired social interactions, impaired verbal and nonverbal communication, problems processing information from the senses, and restricted and repetitive patterns of behavior. Anxiety is also common among children with ASD, and parents of children with ASD are more likely

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

Bekah, age 12 has moderate level Autism Spectrum Disorder (ASD). Her life does not fit the typical cognitive, linguistic, and socio-emotional development of an adolescent girl. A diagnosis of moderate level Autism Spectrum Disorder is described in the article, Autism-The Basics, Daymut (2009) as, “a developmental disorder, impairing an individual’s

Some children with autism have a sharp mind while others have marked deficits in intellectual, social, and cognitive functioning. Restated, it is a spectrum disorder, which means that every child formally diagnosed has abnormalities which can be charted within a broad spectrum of measures and labels. Many times it can be argued that labels are designed and assigned to help us gain knowledge with respect to a specific person or group of people to whom the label has been applied. Within this context, labels can sometimes be viewed as a positive, if not helpful device when classifying. However, when it comes to autism, this does not appear to be the case. There is a wide range of presenting characteristics, some people with autism are severely affected, while others are less affected. Within this general review of the data and literature, the authors have found that those who are diagnosed with severe autism, and who are also described as being mentally retarded on measurable scales, make the least amount of improvement in IQ, adaptive/social functioning, and overall language ability. Therefore, the primary contention made by the authors is that, the main predictors of outcome when it comes to Intensive Behavioural Intervention for people with autism, are the severity of the disorder and overall IQ prior to the commencement of

Children with autism spectrum disorders life can be challenging. In the article “Practice Pathway Address Problems Behaviors for Children with ASD” (Haelle, Tara 2016). Practice Pathway “is to describe the expected practice in relation to children whose needs may fall within the autism spectrum disorder” (www.leics.gov.uk). It’s a program put in place for children with ASD. A treatment not a cure, but the right treatment for their problems. Two main issues for children with ASD is irritability and behavior. This study defined the behavior, assessed it, treated it and sees how effective treatment is.

According to the 2014 estimates from the Centers for Disease Control and Prevention (CDC), about 1 in 68 children have been identified as having an autism spectrum disorder (ASD); a rate that has been steadily growing over the past 20 years (National Autism Association, 2015). Increases in reported frequencies for ASD are most likely due to a combination of factors including broader diagnostic criteria and increased awareness as well as a true increase in the number of people with ASD (American Psychiatric Association, 2013). Autism it self does not effect life expectancy and, in general, people with intellectual and developmental disabilities (IDD) can expect to live as long as the non-cognitively impaired population (National Autism Association,

Nowadays, about 50% of our children have autism spectrum disorders (ASD), which neurologically limit their ability to, “socialize and/or communicate deficits and restrictive/repetitive behavior, experience clinically significant anxiety (Ung, Selles, Small, & Storch, 2015). These individuals are more prone to anxiety as to many other things, and it is believed that cognitive-behavioral therapy targets anxiety. This study consisted of 119 youth and the treatments were administered by group therapy, individually with family, or both (Ung, 2015). Their results of effectiveness came from the children, parent, and clinician the input varied because all saw different improvements. The interventions used involved having sixty to a hundred and twenty minute trials that lasted from 6 to 32 weeks (Ung, 2015). They also included, “These protocols included Cool Kids , Facing Your Fears, Behavioral Interventions for Anxiety in Children with Autism, Coping Cat, Multimodal Anxiety and Social Skill Intervention for Adolescents with Autism Spectrum Disorder, Exploring Feelings, and Building Confidence” (Ung, 2015). After much time and

As research into autism spectrum disorders has increased over recent years and this has resulted in changes to the way that American psychiatry diagnoses autism spectrum disorders. The Diagnostic and Statistical Manual (DSM) is used by clinicians as a guide to diagnoses of mental health illnesses and since its first publication in 1930’s it has been updated every 20 years, and these updates reflect on new research and discoveries.

The assessment and diagnosis of children with Autism Spectrum Disorder (ASD) is a common recommendation for psychologist, guidance, school, and counseling professionals (Paynter, 2015). The majority of children diagnosed with autism have some school educational constraint such as attending a special education class or school, have challenges socially and with their school experiences (Paynter, 2015). Students with ASD display larger difficulties performing academically and adjusting their emotions and behaviors at school in relation to their peers (Paynter, 2015). Assessment may be recommended for children with ASD for the purpose of verifying diagnosis, assessment of intellectual or developmental delays to identify language or behavioral problems, to monitor progress and intervention results, and to better understand the child?s potential and needs (Paynter,

Autistic Spectrum Disorder (ASD) undoubtedly has neurobiological and genetic underpinnings that correlate with the disorder. There is however insufficient evidence to have them as cautionary factors. What is clear is that the environment and commodities impact the presenting behaviours of ASD. This review delves into neurological evidence of ASD as well is the prevalence of various comorbid conditions, how the environment effects and impacts these and the interventions and strategies that educators can use to enhance ASD pupil integration, social skills, reduce anxiety and prepare them for the life after school. It has been found that although a decade of research has been done around ASD education and its interventions, these strategies are still not widely implemented.