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Autism spectrum disorder (ASD) refers to a group of complex neurodevelopmental disorders that impairs the ability to communicate and interact.

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Changes in certain genes increase the risk that a child will develop autism. As you can see in the picture, these mutated genes can either be inherited or created by de novo gene mutation.

1) Inherited- when one or both of the parents have autism or are carriers of the mutated genes that contribute to the risk of having autism, their child is likely to inherit the gene and is more susceptible to having Autism.

2) De novo, or spontaneous, gene mutations occur spontaneously in a parent’s sperm or egg cell or during fertilization. De novo mutations  explain autism cases in which the affected child have the mutated cells but the parents do not and there is no family pattern to the disorder.

3) Other than this, other genetic conditions such as Fragile X syndrome, Tuberous sclerosis, Down’s syndrome and other chromosomal disorders also increase the risk for Autism.

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1) Viruses like measles, congenital rubella, herpes, mumps, varicella and stealth virus may affect the fetus while in the mother's womb and cause encephalitis (inflammation of the brain).
2) Advanced parent age (either parent)
3)Pregnancy and birth complications like prematurity, low birth weight and multiple pregnancies.
4) Pregnancies spaced less than one year apart.

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The risk factors explained appear to affect crucial aspects of early brain development, mainly affecting how brain neurons communicate with each other. Research proves that children with autism have a surplus of synapses, (connection between brain cells).
The cerebellum is one of the key brain regions affected by autism. The functions of the cerebellum involves the control of movement which explains why learning motor skills such as how to ride a bicycle is hard for autism patients. The cerebellum is also important in functions such as language and attention, both of which are affected in autism.

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In the United States of America, 1 in 54 children inherit this disorder.
- 1 in 39 boys are diagnosed  with autism
- 1 in 144 girls are diagnosed with autism
This also shows that boys are 4 times more likely to have autism than girls.
Even though autism is so widespread, most children were diagnosed only after age 4, even though autism can be diagnosed as early as age 2.
44% of the children diagnosed with autism have IQ scores above average(which means iQ>85), 31% have an intellectual disability( in which IQ<70) and 25% have a normal borderline IQ(which is between 71 and 85 IQ)

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To further understand the study of Autism watch this Ted talk

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Autism — what we know (and what we don't know yet) | Wendy Chung

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This video is about how a typical case study for autism spectrum disorder was conducted. A girl with that disorder was examined to find out about things like Language understanding difficulties,  weaknesses in processing audio, and delays in motor skills. This case study is also aimed at treating or calming children with ASD, mainly focused on auxilary problems due to autism.

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Organization:
Kids Kount Therapy Services, LLC

Associate's Name:
Andrea W. Pointer, M.S., CCC-SLP; Shannon Norris, OTR/L; Cindy Dawkins, OTR/L

Associates' Discipline: Speech-Language Pathology and Occupational Therapy

Presenting Problem:
Autism Spectrum Disorder with Pragmatic Language Deficits, Auditory Processing Weaknesses, Sensory Integration Dysfunction and Gross/Fine Motor Skill Delays.

Therapeutic Goals:
Goals of therapy focused on decreasing echolalia in conversation and improving the following: eye contact during conversation, initiations and engagement, auditory processing skills, pretend play, phonological awareness, verbal sequencing and expression, body balance and core strength, motor planning and sequencing skills, categorization skills, spatial orientation skills, localization of tactile stimulation, constructional praxis, bilateral coordination skills, praxis on verbal command and design copying to within normal limits as compared to peers.

Background:
Client was two years, eleven months at the time of initial testing (May 2008). She was referred by her pediatrician due to her diagnosis of autism with the following areas of concern: echolalia, poor language skills, fine and gross motor skill delays, delayed self-care skills, visual perceptual deficits, sensory integration dysfunction, auditory processing weaknesses and oral dysphagia.

At time of the initial evaluation, client presented with severe deficits with social-emotional engagement, ignoring communication attempts by others and closing circles of communication with avoidance and by increasing physical distance from others.

Socially/emotionally, the client was easily overwhelmed, was frustrated by daily activities, did not transition smoothly from one activity to another, lacked confidence with new environments and new tasks, lacked independence, was "needy," had low self-esteem, and was impulsive. She had poor short term memory, could not sequence tasks, and often failed to begin or to complete tasks or projects unless assistance was provided. The client had difficulty finding clothes and getting dressed in the morning and preferred to avoid planning due to difficulty with tasks.

iLs Program Used (program name, frequency, length, etc.):
Focus Sensory-Motor program sessions 1-60 at a frequency of three sessions per week for a period of five months. Two sessions per week were conducted in the clinic and were paired with Occupational and Physical Therapy; the third session each week was conducted in the home environment by the client's mother utilizing the PlayBook activities and a home program developed by Occupational and Physical Therapy.

Beginning with Session 52 of the Sensory-Motor protocol, Speech-Language Therapy was introduced. During this portion of the program, Speech Therapy (SLP) completed two songs per session while having the client participate in traditional speech-language activities, working on social skills, expressive/receptive language tasks, and articulation skills. Thirty minutes of the sessions focused on utilizing the iLs Expressive Language Kit (Actives/Expressive Phase).

Other Interventions Used:
Occupational, physical, and speech therapy combined with home activity programs utilizing the iLs Focus unit.
Results:
Prior to ILS, the client could not complete testing with the SCAN-3 for Children due to poor auditory attention, increased frustration with auditory tasks, sensory integration dysfunction/tactile defensiveness with headphones, and decreased comprehension of task directives. Post the OT/PT portion of ILS, the client completed testing with the following results:

Auditory Figure Ground+8dB (distinguishing stimuli in presence of background noise):

Scaled Score-6; No ear advantage; Borderline weakness

Competing Words-Free Recall (repeating different words presented in separate ears simultaneously without requiring the client to relate a specific word to a specific ear):

Scaled Score-9; Right ear advantage typical for age/peer group; WNL

Filtered Words (distinguishing stimuli filtered at specific frequencies)

Scaled Score-5; Right ear advantage typical for age/peer group; Borderline weakness

Competing Sentences (repeating sentences presented in a directed ear while competing stimuli is simultaneously presented in the opposing ear)

Scaled Score-7; Right ear advantage typical for age/peer group; WNL

Time Compressed Sentences (repeating sentences presented in a directed ear without competing stimuli but at a rapid rate)

Scaled Score-4; No ear advantage; Borderline weakness

Based on results of testing, the client's areas of weakness consisted of mild difficulty with background noise and filtered words. Mild weakness was present with interpretation of rapid speech.

Post ILS treatment utilizing a microphone unit which transmitted the speaker's voice and ambient noise through air and bone conduction headphones, the client demonstrated the following gains:

During the initial screening, the client was able to identify filtered words with 23% accuracy. At end of the intensive ILS program, she scored within normal limits (80% accuracy or greater) on all filtered frequencies excluding 1000 Hz.

Filtered Words @ 1.5K-84% accuracy

Filtered Words @1.25K-80% accuracy

Filtered Words @1K-56% accuracy

Filtered Words @875-80% accuracy

Auditory Figure Ground tasks were completed with 75% accuracy prior to the second phase of ILS. At the end of the intensive ILS program, the client completed Auditory Figure Ground tasks with 89% accuracy.

Dichotic Listening tasks were completed with 39% accuracy prior to the second phase of ILS. At the end of the ILS program, the client was able to complete Dichotic Listening tasks with 67% accuracy. Although weaknesses continued to be present, she also evidenced gains regarding attention to the task.

Auditory Memory tasks were completed with 66% accuracy (i.e. recalling three unrelated words in a series) prior to the second phase of ILS. At the end of the ILS program, the client was able to recall a series of three unrelated words with 91% accuracy. Weaknesses were present with recalling four unrelated words in a series (22% accuracy). However, she demonstrated increased independence with utilizing compensatory strategies (i.e. asking for repetitions).

Regarding frustration during interactions, initiations, engagement, pretend play, and reciprocal eye gaze: all parameters are within a normal range post ILS. Echolalia has completely resolved with language content now being purposeful and meaningful!

SIPT results improved from the client exhibiting significant/below average impairments in all areas to all areas falling within normal limits. Figure-Ground Perception and Localization of Tactile Stimuli fell within 0 to -1 SD from mean; Design Copying and Constructional Praxis were +2 SD from mean; and Finger Identification, Graphethesia, Praxis on Verbal Command, and Bilateral Motor Coordination fell within 0 to +1 SD from mean. Client also progressed to catching a small ball with two hands, using correct pencil grasp, and following multi-step directions/motor planning skills within normal limits.

Conclusions and Recommendations:
This client is functioning socially in a regular classroom without support and evidences no symptoms of an autism spectrum disorder. Although, she continues to be monitored every 3-6 months by Occupational, Physical, and Speech Therapy, no additional therapy has been recommended at this time.

Letter reversals and mild weaknesses in core strength have been reported and will continue to be monitored. However, this client has progressed from being a child with severely impaired communication and social skills to functioning at a typical peer level.

Although this client made gains with traditional therapy, the therapists and parents will concur that the iLs program was key in accelerating progress, promoting self-confidence, addressing auditory processing weaknesses more efficiently and effectively, promoting increased body awareness, and facilitating improvements in pragmatic language skills. The statistical data provided in the test results indicate just a portion of this child's iLs successes.

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Case Study: Autism - Integrated Listening

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CASE STUDY SUMMARY Organization: Kids Kount Therapy Services, LLC Associate's Name: Andrea W. Pointer, M.S., CCC-SLP; Shannon Norris, OTR/L; Cindy Dawkins, OTR/L Associates' Discipline: Speech-Language Pathology and Occupational Therapy Presenting Problem: Autism Spectrum Disorder with Pragmatic Language Deficits, Auditory Processing Weaknesses, Sensory Integration Dysfunction and Gross/Fine Motor Skill Delays.

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Scientists believe that both genetic and environmental  factors lead to the development of ASD. These factors increase the risk that a child will develop Autism, however they are not the direct cause of it.

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Around 40% of the children who have autism aren't able to speak
The mortality rate of people with autism is almost twice compared to the mortality rate of a general population.

Autism is treatable, which has higher chances of happening if children are diagnosed early.
A study found out that nearly 66% of children with autism aged between 6-15 were bullied.

Autism also causes children to wander around, which is really unsafe, and drowning is the main cause of death for children with autism. In fact, 90% of deaths due to autism are caused by drowning.

28% of 8 year olds with autism have self injurios habits like arm biting, head banging and skin scratching.

35% of young adults who have autism have still not received a job or even a postgraduate

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A beautiful video about a session of how a therapist helps a small girl handle her autism symptoms

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Easy-to-Use Calming Strategies for Autism

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These show the challenges faced by people suffering from autism

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A better look at how things change when autistic people grow 

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A better look at how things change when autistic people grow 

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What happens to children with autism, when they become adults? | Kerry Magro | TEDxMorristown

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As of now, there is no standard treatment which will cure autism but there are many interventions to help reduce & minimize the symptoms, improve cognitive abilities (thought process) and daily activities as well as maximize the child's ability to participate in activities.  The treatments are often different for each person

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Yes. Autism is a life long disability, except the symptoms can decrease as the patient grows into their teenage or as they turn into adults. still some might not get better, especially those who suffer with mental retardation.  researchers found out that average life expectancy for the general population was about 70 years old. This was once called a lifelong problem but now researchers have discovered that this might have a chance of going with age.

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To further understand early symptoms of Autism-

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To further understand more about the treatment of autism watch the following video

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Some children may eat only certain foods because of how they feel in the mouth and some food items they don’t eat as they associate those foods with a feeling of discomfort. It is important to work with a health care provider or a dietitian to design a diet for a person who has autism as this helps them get the nutrients they need for healthy growth. In addition, some people also have digestive issues and working with a health care provider can also limit this problem.

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1. Occupational Therapy

Helps children to get better with everyday tasks/school activities (buttoning a shirt)

1. Speech Therapy-

- Helps children with speaking & interacting with others
- teaches them a range of non verbal skills such as making eye contact, taking turns to speak.
3. ABA- Applied Behavior Analysis
-Type of Therapy which can improve social communications and learning skills using positive reinforcements.
Many types:
1) Discrete Trial Training-
uses a step by step method of a behavior and constantly uses positive feedback
2) Pivotal Response Training (PRT)
Improves some pivotal skills like communication and helps them deal with many situations in life.
3) Positive Behavioral Support (PBS)
-aims to figure out WHY a child does a certain behavior.
-positively encourages child to change their habits by the means of learning new skills.
4. Social Skills Training-
Teaches children how to interact with others and develops conversational as well as problem solving skills.

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Over the years many people who suffered with autism have proved to be geniuses who have helped the entire world.
-Albert Einstein(he asked questions and gave thoughts into finding answers making him overcome the challenges of autism). Was also expelled from school for not paying attention in classes.
-Bill gates(computers helped him overcome the challenges) Was a genius with computers since the age of 13
-Michelangelo(painting, designing and engineering helped him overcome the challenges)
-Charles Darwin(He got the ability to hyper focus helping him taking in all the knowledge he got.
-Pablo Picasso(The world of art and paintings helped him get over his challenges with social behaviour)

These people proved that there are many people who are autistic but they have many talents which are hidden out due to the lack of social skills in them. These cases also proved that Autism gets better along with age and symptoms start reducing.

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There are no medications which are said to cure ASD but there are often medications which can be used to treat symptoms such as , anxiety and depression, lack of focus and aggressive behaviors. By helping to minimize these symptoms, the child can focus on other things such as enhancing their learning. However, some of the medications carry risks so one should only have when recommended.
Common Medications:
1) Selective Serotonin re-uptake inhibitors (SSRIs)
- Decrease anxiety, tantrums, irritability, aggressive behavior, improves eye contact.
2) Anti Anxiety Medications-
- helps to reduce anxiety
3) Stimulants
- helps to increase focus and reduces hyperactivity
4) Tricyclics
-help to reduce depression

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The rate of autism in the U.S. has exponentially raised from the past few years

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Behavioural: -They are unable to socially interact with people or create eye contact. They might want to, but not know how too. For example they would prefer staying alone.
- They get tendencies to harm themselves if not given what they want.
- repeat words.
- hyperactive
about 40% of people who have the spectrum would not have the courage to talk, hence they would stay mute.

Developmental: - They have learning disabilities
- speech delay(when they do not develop speech and language at a normal rate)

Cognitive:
- Unable to concentrate and focus on one particular task
- show less interest in activities

Psychological: unaware of emotions and dangers.
-very sensitive
-anxiety and change in voice tone.
- disturbed by smallest of sounds(such as a tic)
-often being bullied would spoil the state of mind leading to them getting disturbance in sleep.