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April is National Autism Awareness Month to raise awareness for Autism and Asperger’s syndrome. Autism spectrum disorder (ASD) is a complex neurodevelopmental condition that affects communication, social interaction, and behavior. It is a lifelong disorder that typically emerges in early childhood and affects approximately 1 in 36 children in the United States, according to the Centers for Disease Control and Prevention (CDC). However, ASD affects individuals of all races, ethnicities, and genders, although some disparities have been noted in the prevalence and diagnosis of ASD.
ASD is a spectrum disorder that can manifest in various ways and with varying degrees of severity. Some individuals with ASD may have only mild difficulties with social interaction and communication, while others may have significant impairments that make it challenging to lead an independent life. Symptoms of ASD typically become apparent in early childhood, although the age at which they become noticeable can vary. Some children may show signs of ASD as early as six months, while others may not exhibit symptoms until after two years old.
ASD affects boys more frequently than girls, with a male-to-female ratio of about 4:1. However, recent research suggests that girls with ASD may be underdiagnosed or misdiagnosed due to differences in symptom presentation and diagnostic criteria. In addition, research has also indicated that girls may have better social and communication skills than boys with ASD, which may mask their symptoms or make it more difficult for clinicians to identify their condition.
Race and ethnicity have also been found to play a role in the prevalence and diagnosis of ASD. According to the CDC, white children are more likely to be diagnosed with ASD than children of other races or ethnicities. However, this may be partly due to disparities in access to diagnostic and treatment services, as well as differences in how healthcare professionals recognize and interpret symptoms. Studies have also shown that African American and Hispanic children are often diagnosed with ASD at a later age than white children, which can delay access to early intervention and support services.
The exact causes of ASD are not yet fully understood, but research suggests that it may be due to a combination of genetic and environmental factors. Some of the risk factors for ASD include:
Diagnosis in Young ChildrenIn young children, diagnosis is frequently a two-step process.
Every child must see a doctor or a childhood development specialist for a well-child checkup. It is recommended that all children be examined for developmental issues at 9-, 18-, 24-, and 30 months. In addition, it is recommended that exams for Autism be performed at 18- and 24 months. Additional screening may be required if a child has a high probability of developmental issues. Children with an ASD family member, older parents, some ASD behaviors, certain genetic conditions, or children with low birth weight are at increased risk.
In the examination procedure, the observations and concerns of parents are crucial. The therapist will ask parents about their child’s behavior and mix their answers with data on ASD screening devices and personal observations of the youngster.
The second round of assessments will be conducted for those children who show signs of developmental problems during the screening process.
A group of health experts familiar with ASD diagnosis will do it.
This group could include the following:
The evaluation could look at the following:
ASD is a complicated disorder that can coexist with other diseases or cognitive disabilities; a full assessment may include the following:
The analysis will result in an official diagnosis as well as therapy suggestions.
As a result of teachers and parents noticing ASD symptoms in the children at school, the special education team at the school may assess them. Parents can talk about their child’s social concerns, especially those involving nonverbal communication. They include difficulties understanding voice tones, body language, and facial expressions. In addition, older children may have trouble recognizing figurative language and humor. Parents may also notice that their kid has difficulty making friends with other children of the same age.
Early diagnosis and intervention are vital to improving outcomes for children with ASD. Children who receive early intervention services, such as speech, occupational, and behavioral therapy, have significantly improved communication, social skills, and behavior. Early intervention can also help reduce symptoms’ impact and improve the overall quality of life for individuals with ASD.
Treatment for ASD is individualized and may include a variety of approaches, such as medication, behavioral therapy, and alternative and complementary therapies. In addition, many individuals with ASD also benefit from accommodations and support services, such as special education services, assistive technology, and vocational training.
In conclusion, ASD is a complex neurodevelopmental disorder that affects individuals of all races, ethnicities, and genders. Although boys are more likely to be diagnosed with ASD than girls, recent research suggests that girls with ASD may be underdiagnosed due to differences in symptom presentation and diagnostic criteria. In addition, race and ethnicity have also been found to play a role in the prevalence and diagnosis of ASD, with white children being more likely to be diagnosed than children of other races or ethnicities. Therefore, early diagnosis and intervention are crucial to improving outcomes for children with ASD, and various approaches, including medication, behavioral therapy, and support services, can help enhance the quality of life for individuals with ASD.
References:
[1] Lord, Catherine, et al. “Autism from 2 to 9 years of age.” Archives of general psychiatry 63.6 (2006): 694-701.
[2] Modabbernia, Amirhossein, Eva Velthorst, and Abraham Reichenberg. “Environmental risk factors for autism: an evidence-based review of systematic reviews and meta-analyses.” Molecular autism 8.1 (2017): 1-16.
[3] Gaugler, Trent, et al. “Most genetic risk for autism resides with common variation.” Nature genetics 46.8 (2014): 881-885.
[4] Wu, S., et al. “Advanced parental age and autism risk in children: a systematic review and meta‐analysis.” Acta Psychiatrica Scandinavica 135.1 (2017): 29-41.
[5] Risi, Susan, et al. “Combining information from multiple sources in the diagnosis of autism spectrum disorders.” Journal of the American Academy of Child & Adolescent Psychiatry 45.9 (2006): 1094-1103.
[6] O’Hare, Anne. “Autism spectrum disorder: diagnosis and management.” Archives of Disease in Childhood-Education and Practice 94.6 (2009): 161-168.
[7] Daniels, Amy M., and David S. Mandell. “Explaining differences in age at autism spectrum disorder diagnosis: A critical review.” Autism 18.5 (2014): 583-597.
[8] DeFilippis, Melissa, and Karen Dineen Wagner. “Treatment of autism spectrum disorder in children and adolescents.” Psychopharmacology bulletin 46.2 (2016): 18.
[9] Hyman, Susan L., and Susan E. Levy. “Dietary, complementary and alternative therapies.” Evidence-based practices and treatments for children with Autism. Springer, Boston, MA, 2011. 275-293.
[10] Reichow, Brian, et al., eds. Evidence-based practices and treatments for children with Autism. Springer Science & Business Media, 2010.
2 Responses
Good read.
Thank you! 🙂