Understand_the_Term_Autistic_Spectrum_Disorder

Assignment 2 (level 3) Understand the term Autistic Spectrum Disorder When it comes to researching a definition for Autistic Spectrum Disorder (ASD) it appears that there are so many variants, beliefs, and theories that authors are reluctant to formalise their view and give a definition, but would rather detail examples of child case studies in order to justify the vast range in characteristics ASD displays. Alternatively, they rely on quoting and analysing past theorists or referring to current national bodies. I have decided to choose the most recent definitions I could find as ASD is a condition which is constantly being understood and re-evaluated. The National Autistic Society describes autism in the following way: Autism is a lifelong developmental disability. It is part of the autism spectrum and is sometimes referred to as an autism spectrum disorder, or an ASD. The word 'spectrum' is used because, while all people with autism share three main areas of difficulty, their condition will affect them in very different ways. Some are able to live relatively 'everyday' lives; others will require a lifetime of specialist support. The three main areas of difficulty which all people with autism share are sometimes known as the 'triad of impairments'. They are: * difficulty with social communication * difficulty with social interaction * difficulty with social imagination (according to the National Autistic Society 2010) This is an especially reader friendly, clear, concise, yet formal definition explaining the extensive variants of ASD. It includes the fact that it is a lifelong condition and doesn’t focus solely on the negatives. My one dislike is that I personally prefer to use the word difference or disorder instead of disability, as to me, too many negative stereotypes are attached to the word ‘disability’ and instantly shouts out ‘can’t do’. My next definition was found in a book I was recommended when I began working in schools as it is aimed at SEN teaching assistants. Whilst reading the following it is worth remembering that this is the only information in the book on autism. According to the National Autistic Society, people with autism are not physically disabled in the same way that a person with cerebral palsy may be. They do not require wheelchairs and they look just like anybody without a disability. Due to this invisible nature it can be much harder to create awareness and understanding of the condition. Autism is a lifelong developmental disability that affects the way a person relates and communicates with people around them. Children and adults have difficulty relating to others in a meaningful way. They can have accompanying learning disabilities but everyone with the condition shares the difficulty in making sense of the real world. (according to Birkett 2007) Although this is a brief definition and does not highlight all the symptoms, such as the triad of impairment, I do like the fact that a definition has been given in layman terms and gives the reader the tools and opportunity for further research, (quoting the National Autistic Society). It informs the reader that it isn’t just a condition affecting children and is lifelong but does use and focus too much on the word ‘disability’. Examples of how a child may have communication issues could have given greater clarity and a mention of IQ and the spectrum would have explained the vast way ASD can affect each child differently. However, this is the definition I was given when asked, at short notice, to work 1-1 with a child on the spectrum for the first time. It gave me a negative view and left me wondering how on earth I would be able to ‘get through’ to him. I soon realised that his IQ was at least average and although a dyspraxic co-morbid we actually taught each other a lot, mainly through trial and error and by furthering my research. My final definition was written by a mother of two autistic boys. Autism affects around 520,000 people in Britain. The condition, a brain disorder that impairs the ability to relate and communicate, is unrelated to intelligence. In fact, the Autistic Spectrum includes both highly intelligent individuals and others with severe learning needs. People with autism face difficulties in interacting socially. They have poor concentration and, in some cases, can display disruptive behaviour, which many observers unfamiliar with the condition often put down to naughtiness. (according to Kennedy 2008) I love the way that she not only draws on the negatives the condition brings but also highlights the positives. She explains that it is a biological disorder and by quoting figures of those affected helps realise that ASD is not that unusual. Using the above and further research I am able to construct my own definition of ASD: ASD is a relatively new term that includes sub groups within the spectrum of autism, (1% of children are on the spectrum). ASD is a lifelong disorder that affects the way a person communicates and relates to the world around them, e.g. they take you literally. It can encompass those with profound learning disabilities and little or no verbal communications through to those with average to high I.Q., including Aspergers syndrome. Researchers have not reached an agreement as to what causes ASD although undoubtedly agree that it is a biologically based disorder. Everyone with ASD shares 3 main difficulties, known as the triad of impairments: Social Interaction (e.g. may seem insensitive to the feelings of others), Social Communication (such as the inability to read gestures), and Social Imagination or flexibility of thought (e.g. lack of empathy). Also, there may be hypersensitivity to sensory input through vision, hearing or tough, and non-purposeful repetition of actions or behaviours. Within the autistic spectrum there are a range of syndromes to describe the varying ways autism affects each individual. The term 'spectrum' is used because the symptoms of autism can vary from child to child, and from mild to severe, going from the lower end of the IQ to the upper. 50% of ASD children have an IQ in the average to high range, a proportion of which are very intellectually able. Kanners autism (or classical autism) is at the lower end of the spectrum so includes those with an IQ of less than 60. These individuals would usually have additional learning complications and significant problems with language, social interaction and behaviour so would therefore probably be in a special school. In the mid-range of the spectrum are those with an IQ varying from 70 – 100, average or above average intelligence. Those with an IQ of around 70 - 90 may be in a MDL school with the rest in mainstream education. At the higher end of the spectrum sits the high functioning autism, also known as Asperger syndrome. Those with Aspergers have milder symptoms that affect social interaction and behaviour. Their language development is usually unaffected, although they often have problems in certain areas of language, such as the understanding or melody of language, (semantic pragmatic disorder). For example, understanding humour or figures of speech, such as 'she’s got a chip on her shoulder' or 'it's raining cats and dogs'. High functioning autistics have an IQ of at least 70 and usually have above average intelligence so schooled in mainstream education. Some individuals are skilled in fields requiring logic, memory and creativity, such as maths, computer science, art and music, but only 1% of autistics are exceptionally skilled, so called 'autistic savants'). The triad of impairment is used to explain the three main elements of difficulties which people with autism generally share. 1. Social Interaction: those on the spectrum have difficulty relating to others, are unable to pick up on signals to guess their thoughts and unable to adjust their behaviour to different social situations. They will have difficulty with social relationships ranging from being withdrawn to appearing aloof and indifferent to simply not fitting in. They may also seem insensitive to the feelings of others which can lead to problems in the playground with making friends and in turn possible bullying or being the victim of bullies. 2. Social Communication: this is the inability to read non–verbal clues (gestures, body language, facial expressions etc) and those affected cannot understand sarcasm and jokes and will take things literally (‘pull your socks up’ for example). They may have difficulty with communication ranging from difficulties in developing speech to inappropriate eye contact, to informal use of language or echolalia. They may not fully understand tone of voice so understanding teachers or participating in class can be challenging as a result. 3. Flexibility of Thought/ Social Imagination: Someone on the spectrum would have difficulty understanding how others think or feel as they have no empathy. They also struggle with the development of interpersonal play and the imagination and the use of abstract ideas. They may not be able to role play and their idea of play may not be ours (for example, repeatedly opening and closing a door, lining up objects etc.) Difficulties in this area may also manifest itself in difficulty to change as everyday tasks become ritualistic. There may also be the associated characteristics of ASD: obsessions/overriding interests, resistance to change and repetitive behaviour patterns. Obsessions are not hobbies or fads but are things which can take over their world. A child I work with has an obsession with Spiderman and everything he does or talks about always comes back to his superhero, which can make it very hard to engage him in work. I use it as a tool for an incentive to work by allowing him time after our session to tell me about Spiderman (which is always the same piece of information) once he has earned a reward sticker for good work (of course, the sticker I give is Spiderman!!). Those on the spectrum live within a very rigid routine and have a resistance to change as even the slightest alteration can throw them into a spin of uncertainties and distress. This can be a sudden change in routine, changes in teachers, or the environment in which the person lives. Another boy I have worked with came to school with his Gran as usual, but unaccepting of his condition and needs, she had suddenly decided to leave his coat at home (like most of the children that day) as it was very hot. All day, this child could not concentrate on ANYTHING and kept repeating ‘Yes but, I don’t understand, where is my coat'’ Even showing him the rows of empty pegs and doing comic strip scenarios did not help, and as a result the only thing he accomplished that day was distress, confusion and upset. Repetitive behaviour patterns are also characteristics of ASD but more often seen in children rather than adults who are on the low end of the spectrum, however some adults may revert if in situations of anxiety or stress. Repetitive behaviour includes hand flapping, finger flicking in front of eyes or rocking. They appear to be non purposeful but could be used to bring some kind of order and predictability to the chaos of their world. I would like to end with a couple of quotes: A mother of an ASD child was quoted as saying, “It has released me from a lifetime of should and offered me a new word of is.” “Not everything that steps out of line, and thus ‘abnormal’, must necessarily be ‘inferior’. Hans Asperger (1938) (according to AS Planet) Reference List AS Planet – quotes (accessed 20th February 2010). Available at www.asplanet.info/index Birkett, Veronica (2007) How to support and teach children with Special Educational Needs. Published by LDA Kennedy, Anna (2008) Not Stupid. John Blake Publishing Ltd National Autistic Society – Autism definition (accessed 10th February 2010). Available at www.nas.org.uk/autism