The Persistence And Stability Of Psychiatric Problems Within Adolescents With Autism Spectrum Disorders

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 DSM-5 notes frequent co-occurrence of other neurodevelopmental disorders. However, if a child’s symptoms are better and more completely explained by ASD, intellectual developmental disorder, global developmental delay or another mental disorder, a diagnosis of SCD cannot be made. The notable absence of restricted and repetitive behaviors is the important in appropriately diagnosing a patient with SCD versus ASD.

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

The research below was aimed at helping patients who face several forms of psychiatric disorders. An example of a disorder in this category is the disruptive behavior and Autism spectrum disorder (ASD).

Each year, more than 200,000 people are diagnosed with the Autism Spectrum Disorder (ASD) in the U.S. ASD or Autism can be characterized as a brain development disorder that directly affects the nervous system. As noted on AutismSpeaks.org, ASD can be deemed as an intellectual disability. Symptoms of Autism can include difficulty with communication, difficulty in social interactions, obsessive interests, and repetitive behaviors. The severity of these symptoms vary with all ASD patients. Some patients with ASD thrive in non-interactive subjects such as math, art, and music.

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

In addition, this case allows for readers to see how psychosocial treatment programs can be modified to account for social and behavioral deficits associated with autism. The downside to this case study, like all case studies, is the lack of generalization. As a single case study, it is important to note that Jerry’s initial presentation and subsequent treatment response cannot be generalized to all youth with ASD and comorbid anxiety. It is possible that Jerry and his family presented factors contributing to successful treatment that other families do not

DSM-5 is a new edition toward the diagnosis manual book that is use to help diagnosis patient with mental health disorder. This book help guides psychiatric healthcare providers to provide the best care for psychiatric patients. The big things about this new edition is that it provide a new section for diagnosis Autism. With this new edition, patient with ASD must show 2 domains to determine they are diagnosed with ASD; 1) persistent social communication and social interaction and 2) restricted and repetitive patterns of behavior. Also under the new DSM-5, clinicians should also rate the severity and what level of support they require (Autism Speaks).

Studies has shown that as an individual diagnosed with ASD grows they have an significantly increased risk of developing medical and psychiatric disorders which is contributed from the biological make-up of the individual (perkins et al, 2012) including dyslipidaemia gastrointestinal problem epilepsy hearing and visual impairments asthma hypertension heart disease, cancer, and osteoporosis. and autoimmune conditions throughout a varied age group (Croen et al, 2014).

In 2013 DSM-5 was published and the information within this publication has changed greatly in relation to possible ASD diagnoses. DSM-5 has removed the indicators of cognitive delay and language delay from diagnoses, and that they are in fact markers of intellectual impairment, which 40% of children with an ASD

In the past few years Attention Deficit Hyperactive Disorder has come more into the spotlight. It seems like everyone has it. While only about 5% of students are actually diagnosed with ADHD, recent reports have claimed that up to 18.7% of students have it (Attention Deficit Hyperactive Disorder, 2014). Autism Spectrum Disorder has come into the spotlight to with 1 in 68 children being diagnosed with it (Autism Spectrum Disorder, 2014). One thing that has not been emphasized as much is that ASD and ADHD are often diagnosed together (Goodman, 2013, p. 1). This occurs in about 30% of children diagnose with ASD

Diagnosing children with any disorder is difficult, due to the fact that development occurs rapidly in the first years of a child’s life in social, emotional, and cognitive areas (Barlow & Durand, 2012). A child’s development can be influenced in many ways, such as socioeconomically or by how emotionally supportive the parent is (Combs-Orme, Orme, & Lefmann, 2013). Diagnosing children with specific disorders proves to be more difficult considering the overlap of symptoms that occurs between the conditions (Phetrasuwan, Miles, Mesibov, & Robinson, 2009). Autism Spectrum Disorder (ASD) is, according to the Diagnostic and Statistical Manual of Mental Disorders, a category of disorders that characterizes those with severe impairments in social

Adolescence is a crucial time when children begin to figure themselves out and what they want to do with their lives, all the while being introduced to higher level responsibilities. Autism Spectrum Disorder (ASD) can heavily impair this process and make the transition from child to teenager increasingly difficult, especially if they are also diagnosed with General Anxiety Disorder (GAD), a common add-on to ASD. According to et al. ( ), approximately 44% of children and adolescents with ASD is effected by anxiety (as cited in Van Steensel, Bogels, & Perrin, 2011). As of this time, not much research has been done as to what best helps this age group conquer ASD-induced anxiety as compared to young children (Wood et al., 2015, p. 2).

Cognitive behavioral therapy is psychotherapeutic in design and is centered on the acceptance of the fact that some behavior can not be controlled using rational thought alone. The therapy combines both cognitive and behavioral based therapeutic approaches. Its main advantage is that it is designed to target the clients specific problem by having the therapist assist the client choose the most appropriate strategies to tackle the particular problem. Asperger’s syndrome or Autism Spectrum Disorder is categorized as one form of the Pervasive Developmental Disorder (PDD) conditions characterized by delays in the development of many basic skills. Individuals with Asperger’s syndrome have problems with developing skills necessary for imagination, communication and interacting with others. Adolescence is a turbulent time for most people but it is especially difficult for most individuals with Asperger’s syndrome. Such individuals already find it hard to make friends due to poor social skills. They also like things to remain the same which means that they do not deal well with change. Middle school and high school come with more changes where they now have more classes and more teachers to deal with unlike in grammar school (Russell et al. 2013). Adolescence comes with a confusing array of new demands and complexities for them which may make life even harder for them. This period may require guidance and therapy to help them cope with the numerous challenges they face and