*Autism

What is Autistic spectrum Disorder?

Socialization and Communication Are Key in Supporting Individuals with Autism

By Sally Burton-Hoyle, Executive Director, Autism Society of Michigan

Autism (AI), also known as autistic spectrum disorder, is a neurological disorder that impairs socialization and communication and may cause differences in the way an individual processes information. When a child with AI is asked to tell about or show something that is known to interest the child, may seem unable or unwilling to do so. An individual's inability to regulate his or her processing of the environment through the sensory system, including smelling, touching, seeing, and hearing, and sensitivity to external movements, are early characteristics a parent or caregiver may notice. A child may act as if he or she cannot hear or see, or sounds may seem to cause pain to the child's ears. A child may act as if he or she does not want to be touched or held. Touch may appear to cause the child physical pain. A child may not respond to his or her name, or may be in constant motion.

A Spectrum of Symptoms

The effects of AI can range from mild to severe, thus it is considered a spectrum disorder. For some children, socialization and communication difficulties may not be visible until they are older. They might develop language but have trouble playing with and relating to others. Pervasive Developmental Disorder (PDD) was previously considered an "umbrella" term that encompasses a wide array of variations in the symptoms of AI. Asperger Syndrome is commonly defined as a form of the high end of the autism spectrum. Individuals with Asperger Syndrome are often depicted as having high I.Q. but are lacking in social skills.

What Causes Autism?

There is no known cause of AI. One theory suggests that inappropriate responses to people and the environment, by individuals diagnosed within the autistic spectrum umbrella, may be the result of "trauma" to the portion of the brain called the cerebellum (as used here, "trauma" has no connotation of abuse). The cerebellum affects a person's ability to regulate environmental stimuli. Therefore, according to Understanding the Nature of Autism: A Practical Guide, by Janice Janzen, trauma to the cerebellum may explain why the use of language is difficult for individuals with AI. Processing disturbances resulting from AI, the movement of a thought to an action, for example, may take longer. Such a delay in processing does not necessarily mean that a cognitive impairment exists in an individual with AI-it could mean that the person needs additional time or cues in order to process the request. While statistics show that approximately 60% of individuals with autism have cognitive impairment, this figure does not seem to address the movement disturbances and processing delays that individuals with AI experience. Most cognitive tests are given orally, and persons with AI typically learn best through their visual systems rather than their auditory systems.

Communication Socialization Are Key

Regardless of where an individual is on the autism spectrum, it is best to address their socialization and communication skills. Behavior is communication. Therefore, it is imperative for individuals who cannot express themselves through language to develop a communication system. If a person's efforts to communicate are not supported, behavioral difficulties may arise. A very important part of looking at behavior, as communication is to consider each person's right to Communicate, if an individual is unable to "talk," then we must teach communication using pictures, words, or objects. Pictures and other visual strategies are generally successful for teaching individuals with AI.

Emphasize Individual Strengths

If we presume competence in each individual with AI, and provide a way for them to communicate, we will assist individuals with AI toward finding success. To assist persons with AI in achieving their needs-we must also think in terms of that individual's strengths. The following practices are recommended for individuals with AI:

* A sensory processing evaluation by a qualified occupational therapist

* Look at behavior as communication

* A communication system available to each person 100% of the school day

* Presume competence

* Tasks broken down into small increments

* Paraprofessionals support for students where appropriate

* The use of a visual/picture/word schedule

* Educational and vocational instruction in typical environments

If we work with each individual's skills, strengths, and capacities and provide each individual with typical socialization and communication opportunities in his/her neighborhood school, the Michigan schools will surge ahead in supporting persons with autism and their families.

Unraveling the Myths of Autism

Sally Burton-Hoyle, Ed.D Executive Director Autism Society of Michigan

Autism is a neurological disorder that impairs socialization and communication and may cause differences in the way information is processed. The inability of the individual to regulate their processing of the environment as in their sensory system (smell, touch, movement, tactile, visual and auditory) is the first characteristic that a parent or caregiver may see. A child may act as if they cannot hear or see, or sounds that we do not even hear may seem to cause pain to the child's ears. A child may act as If they do not want to be touched or held, because it may seem to cause them physical pain. A child may not respond to their name or may be in constant motion, seeming unable to stop their actions. It is believed that these types of inappropriate responses to people and the environment may come because of "trauma" to the cerebellum. (Trauma does not refer to any one cause, it suggests thatthe symptoms designate that a trauma may have taken place in utero it has no connotation with abuse) The cerebellum affects the ability of the person to regulate the sensations or the environment and may thus cause the understanding and using of language to be difficult (Janzen, 1996). Autism also causes processing delays; in that we may ask a child to tell us something or show us something that we know the child is very interested in and yet they seem unable or unwilling to do so. This is because autism and its subsequent cerebellum damage may cause processing disturbances, the movement of a thought or action may take longer with a person who has autism. It does not necessarily mean that the person is cognitively impaired, however I feel that this figure does not speak to the movement disturbances and processing delays that individuals with autism experience, most tests are given orally and persons with autism typically learn best through their visual systems and not auditorially. Pictures and other visual strategies are generally successful in teaching persons with autism. Autism is a spectrum disorder in that it effects can range from mild to severe. Therefore difficulties in socialization and communication may not be visible for some children until they are older, they may have developed language but still have difficulty in playing and relating with others. Regardless of where an individual is on the autism spectrum, it is best practice to address socialization and communication. If an individual has difficulty verbalizing or gesturing to show you what they want, they may act out with inappropriate behaviors in order to communicate. We say that Behavior is Communication! It is imperative that in lieu of language a communication system be developed for each person. If we do not support a person in communicating then there are quite often behavioral difficulties. A very important part of looking at a person's behavior as communication is that each person has the right to communicate and if they are unable to "talk" then we must teach them how to communicate with pictures, words or even objects. If we presume competence in each individual with autism to achieve their full potential then we must not only address their needs, we must also begin to think in terms of the strength that individuals with autism have.

Best Practices for persons with autism include the following:

* Use of Visual/Picture/Word Schedules

* Sensory Processing Evaluation by a Qualified Occupational Therapist

* Communication System Available to each person 100% of the school day

* Educational and Vocational Instruction in Typical Environments

* Tasks Broken up into Small Intervals

* Paraprofessional Support for Students where Appropriate

* Seeing Behavior As Communication

* Presuming Competence

If we work with each individual's skills, strengths and capacities and provide each person with typical socialization and communication opportunities in their neighborhood schools then Michigan schools will surge ahead in supporting persons with autism and their families.