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Symptoms: Poor eye contact and preference for solitary play

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Symptoms: Poor eye contact and preference for solitary play

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Children diagnosed with Autism Spectrum Disorder show symptoms that impact their social abilities together with communication skills. symptoms include:

Poor eye contact: People with ASD commonly show weak eye contact, which

can make it difficult for them to participate in conventional social interactions.

Preference for solitary play: Many children with Autism Spectrum Disorder choose solitary play over peer interactions thus demonstrating social difficulties.

https://www.nichd.nih.gov/health/topics/autism/conditioninfo/symptoms.

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ABA Therapy is a scientific approach that uses positive reinforcement to improve behavior, communication, and social skills, often for individuals with autism.

Cost: $120 to $150 per hour; without insurance, up to $20,000+ monthly.

Insurance Coverage: Arizona mandates up to $50,000 annually for eligible plans.

Consequences of Not Seeking Treatment: Potential for ongoing behavioral issues and delayed skill development.

Referance: https://www.crossrivertherapy.com/aba-therapy-cost?utm_source=chatgpt.com

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ABA Therapy Cost: Per Year, Month & Hour

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Are you wondering, “how much does ABA therapy cost?” Keep reading to find average ABA therapy costs per year, month, and hour.

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Cognitive Behavioral Therapy (CBT) helps people with autism manage anxiety, depression, and emotional challenges. It works by changing negative thoughts and behaviors that cause stress or sadness. This treatment helps with both short-term emotional problems and long-term mental health issues. A psychologist or licensed therapist provides CBT. Research from the American Psychological Association (APA) shows that CBT is effective for reducing anxiety and improving emotional regulation in individuals with autism (APA, 2023).

American Psychological Association (APA). (2023). Cognitive Behavioral Therapy for Autism. Retrieved from https://www.apa.org

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ADHD and autism frequently co-occur. Many people with one of the two diagnoses show elevated traits of both ADHD and autism.

Common experiences for ADHD and autism include sensory differences, intense focus on specific interests, rejection sensitivity, executive dysfunction, sleep issues and emotional dysregulation.

Someone with ADHD is more likely to seek out novelty and make more impulsive decisions, whereas an autistic person is more likely to crave routine and structure.

Refrenses: https://www.autistica.org.uk/what-is-autism/adhd-and-autism#:~:text=Common%20experiences%20for%20ADHD%20and,sleep%20issues%20and%20emotional%20dysregulation.

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Research indicates that children with Autism Spectrum Disorder (ASD) might improve their behavior when following a nutritional program made from modified ketogenic gluten-free foods with medium-chain triglycerides (MCT). The dietary plan enhances mitochondria operations and decreases oxidative strain and produces behavioral progress. It becomes challenging to execute these dietary modifications because the restrictive nature of the diet and the requirement to track nutrition intake to prevent deficiencies. Providing specialized guidance and support to ASD individuals requires dietitians or nutritionists who possess experience in ASD knowledge (Piwowar et al., 2023).

Reference:

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10364988/

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Diet in treatment of autism spectrum disorders

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Altering the diet to treat disease dates to c. 400 BC when starvation was used to reduce seizures in persons with epilepsy. The current diversity of symptomology and mechanisms underlying autism spectrum disorders (ASDs) and a corresponding lack of…

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Preventative measure 1: Early Developmental Screening

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Preventative measure 1: Early Developmental Screening

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Early developmental screening serves as a vital preventive method by detecting autism spectrum disorder (ASD) during early ages thus offering opportunities to improve prolonged developmental results. The National Institutes of Health (NIH) states that quick ASD detection with appropriate intervention services improves child development of crucial social and behavioral and communicative capabilities [NIH, 2022]. The first few years of life bring essential developmental screenings in well-child visits when healthcare providers check developmental achievements to report potential issues. The current approach has shown success yet absences of pediatric healthcare and parental awareness deficiencies and uneven healthcare system distributions block early autism spectrum detection in underserved or rural areas.

Reference:

https://www.nih.gov/news-events/nih-research-matters/simple-checklist-can-catch-early-signs-autism

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A 5-minute questionnaire completed by parents during well-baby checkups can spot subtle signs of autism and developmental delays in 1-year-olds, according to a new study. Early detection and treatment of these disorders may lead to better outcomes for children.

Autism is a complex brain disorder characterized by difficulties with social interactions, poor verbal and nonverbal communication and repetitive behaviors. It's often grouped with similar disorders that range from mild to severe and are collectively referred to as autism spectrum disorders (ASD). ASD affects about 1 in 110 American children.

Although there's no cure for ASD, most experts agree that early intervention can improve a child's quality of life in later years. However, many studies show a significant time lag between a parent's first reported concerns about a child's behavior and an eventual diagnosis of ASD.

To see if a simple screening tool might aid early detection, Dr. Karen Pierce of the University of California, San Diego, and her colleagues enlisted the help of 137 pediatricians in San Diego County. They systematically screened all children who came in for a 1-year, well-baby check-up by asking parents or caregivers to complete a brief questionnaire. The 24-question survey asked about a child's use of eye gaze, sounds, words, gestures, objects and other forms of age-appropriate communication. The physicians screened nearly 10,500 children. Their work was supported in part by NIH's National Institute of Mental Health (NIMH) and other NIH components.

As described in the April 28, 2011, online edition of the Journal of Pediatrics, 184 babies that received a failing score in the initial screen were further evaluated and followed for up to 2 additional years. Later, 32 received a provisional or final diagnosis of autism spectrum disorder, 56 were diagnosed with language delay, 9 with developmental delay and 36 with some other form of delay. The remaining 51 children had false positive results. Overall, the brief survey correctly flagged a problem 75% of the time.

After the screening test, all toddlers diagnosed with ASD or developmental delay and about 90% of those with language delay were referred for behavioral therapy. On average, the children were referred for treatment at about 17 months of age. In contrast, a 2009 study found that children generally receive an ASD diagnosis at nearly age 6 years, on average, with treatment beginning sometime later.

Besides tracking the children's outcomes, the researchers also surveyed the participating doctors. Prior to the study, few of the pediatricians had screened infants systematically for ASD. After the study, 96% of the doctors reported satisfaction with the program and all of their practices have continued using the screening tool.

"In the context of a virtual lack of universal screening at 12 months, this program is one that could be adopted by any pediatric office, at virtually no cost, and can aid in the identification of children with true developmental delays," says Pierce. The researchers note that future research should aim to further validate and refine this screening tool, track children until a much older age and assess barriers to treatment follow-up.

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Simple Checklist Can Catch Early Signs of Autism

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A 5-minute questionnaire during well-baby checkups can spot subtle signs of autism and developmental delays in 1-year-olds, according to a new study. Early detection and treatment of these disorders may lead to better outcomes.

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Behavior: Repetitive behaviors, intense reactions to changes, or unusual eating or sleeping habits. Many individuals with ASD display abnormal sensitivity to normal stimuli, such as sounds, lights, reflections, textures, or other stimuli that we may not even notice. Even the uniform of a police officer (shiny badge, the sounds from the communication radio, texture of fabric, etc.) may be the source of notable discomfort. Individuals with ASD may not be able to identify the source of this distress when asked, especially in new or confusing situations.

Attention: Difficulty paying attention, or having trouble noticing social cues. As we mentioned, attention-seeking, in children and adults, is normal. Humans are social by nature and crave attention. Any actions and behaviors we participate in where the desired outcome is to get the attention of another person are considered attention-seeking behaviors.

Refrenscess :https://www.hhs.texas.gov/services/disability/autism/autism-training-opportunities/autism-spectrum-disorders-training-program-first-responders/module-4-common-behavior-characteristics-individuals-autism-spectrum-disorder-asd

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Ways of diagnosis 1: Developmental screening

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Ways of diagnosis 1: Developmental screening

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One common way to diagnose Autism Spectrum Disorder (ASD) is through developmental screening, which is done during routine checkups at 18 and 24 months. Pediatricians ask parents about their child’s social interactions, speech, and behavior to identify early signs of autism. If concerns arise, the child is referred for a more detailed behavioral assessment with a specialist.

Reference: https://autismsociety.org/screening-diagnosis/?utm_source=chatgpt.com

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Early Screening and Diagnosis of Autism | Diagnosing Autism Spectrum Disorder

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Another key method is the Autism Diagnostic Observation Schedule (ADOS), a structured test where specialists observe how a child communicates, plays, and interacts in different social situations. The child is given tasks or prompts to assess their ability to respond to social cues, express emotions, and engage in conversation. This test helps professionals confirm an ASD diagnosis based on observed behaviors rather than just parent reports.

Referance: https://www.cdc.gov/autism/hcp/diagnosis/index.html?utm_source=chatgpt.com

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What is ADOS (Autism Diagnostic Observation Schedule EXPLAINED)

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Our focus problem is Autism. The video above explains briefly on what Autism is and what it can look like.

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What is Autism Spectrum Disorder and What Does it Look Like? by K. Coffey, et al. | OPENPediatrics

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Autism is a bio-neurological developmental disability that generally appears before the age of 3

Autism impacts the normal development of the brain in the areas of social interaction, communication skills, and cognitive function. Individuals with autism typically have difficulties in verbal and non-verbal communication, social interactions, and leisure or play activities

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Children who have a parent or sibling with autism are more likely to have autism themselves, which shows that genetics play a big role. Studies show that about 1 in 10 children with autism also have a genetic condition like Fragile X syndrome, Down syndrome, or Tuberous Sclerosis Complex. These conditions can cause learning delays and behaviors similar to autism.

Reference link: https://www.sarahdooleycenter.org/news/who-does-autism-affect-the-most/

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Birth complications in women can force them to take certain drugs that can affect the health of the baby and affect certain factors like increased risk of Autism development in the baby. The study shows that the possible effects of L&D drugs, such as Pitocin labor-inducing and analgesic drugs, and their effect on children and ASD.

Reference link: https://pmc.ncbi.nlm.nih.gov/articles/PMC4984315/

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Increased Risk of Autism Development in Children Whose Mothers Experienced Birth Complications or Received Labor and Delivery Drugs

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Autism spectrum disorder (ASD) is a perplexing and pervasive developmental disorder characterized by social difficulties, communicative deficits, and repetitive behavior. The increased rate of ASD diagnosis has raised questions concerning the…

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cause 3 : Being around harmful things in the environment.

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cause 3 : Being around harmful things in the environment.

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Exposure to certain environmental toxins during pregnancy or early childhood has been linked to an increased risk of Autism Spectrum Disorder (ASD). Studies suggest that air pollution, heavy metals (such as lead and mercury), pesticides, and endocrine-disrupting chemicals may interfere with fetal brain development. Pregnant mothers living in high-pollution areas or those exposed to industrial chemicals have shown a slightly higher likelihood of having children diagnosed with autism. These toxins may contribute to neurological inflammation, oxidative stress, and abnormal brain development, increasing autism risk.

Reference:

Roberts, A. L., et al. (2013). Maternal Exposure to Air Pollution and Autism Risk in Offspring. Environmental Health Perspectives, 121(9), 947-954. DOI: 10.1289/ehp.1206187

Agency for Toxic Substances and Disease Registry (ATSDR). Environmental Factors and Autism Risk.www.atsdr.cdc.gov

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How do genetic and environmental influences give rise to autism?

Most appear to affect crucial aspects of early brain development. Many autism risk genes influence other networks of genes, increasing or decreasing their expression. Some appear to affect how brain nerve cells, or neurons, communicate with each other. Others appear to affect how entire regions of the brain communicate with each other. Research continues to explore these differences with an eye to developing interventions and supports that can improve quality of life.

Refrences: https://www.autismspeaks.org/what-causes-autism

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Reduce overwhelming sensations during a meltdown by turning down the lights and reducing noise levels. Providing a quiet, secure environment, occasionally accompanied by weighted blankets or fidget toys, can aid in the person's sense of security and emotional regulation.

(Autism Society, 2024)
https://autismsociety.org

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Processes affected by autism: Neurotransmitter Regulation

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Processes affected by autism: Neurotransmitter Regulation

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The neurotransmitter systems that function improperly in autism spectrum disorder (ASD) include both gamma-aminobutyric acid (GABA) and glutamate. Brain rhythms together with neuronal activities get their regulatory functions from GABAergic inhibitory neurotransmission throughout neurodevelopment. A dysfunctional GABAergic system produces uneven inhibitory and excitatory neural messages that potentially lead to ASD development.

Reference link: https://pmc.ncbi.nlm.nih.gov/articles/PMC8998955/?utm_source=chatgpt.com

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Autism Spectrum Disorder: Focus on Glutamatergic Neurotransmission

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Disturbances in the glutamatergic system have been increasingly documented in several neuropsychiatric disorders, including autism spectrum disorder (ASD). Glutamate-centered theories of ASD are based on evidence from patient samples and postmortem…

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Processes affected by autism: Synaptic Pruning

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Processes affected by autism: Synaptic Pruning

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The proper removal of synaptic connections through development after birth leads to functional neuron networks. When synaptic pruning occurs improperly it causes an imbalance between excitatory and inhibitory synapses which may generate the development of ASD. Research demonstrates that wrong synaptic pruning leads to behavioral abnormalities while causing ASD through transformations of neural networks. The research provides concrete evidence which confirms that synaptic pruning problems lead to ASD formation.

Reference link: https://pmc.ncbi.nlm.nih.gov/articles/PMC8526836/?utm_source=chatgpt.com

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Postmortem studies have revealed increased density of excitatory synapses in the brains of individuals with autism spectrum disorder (ASD), with a putative link to aberrant mTOR-dependent synaptic pruning. ASD is also characterized by atypical…

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1- The amygdala is a small, almond-shaped structure located in the temporal lobe. It is involved in processing emotions, such as fear and anxiety

2- The smaller amygdala in people with autism may be related to increased anxiety and fearfulness. This may explain why some people with autism avoid social situations or become overly upset when routines are changed

Refrencses: https://goldencaretherapy.com/what-parts-of-the-brain-does-autism-affect/#:~:text=Hippocampus%20and%20Amygdala&text=The%20amygdala%20is%20a%20small,while%20the%20amygdala%20is%20smaller.

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primary anatomical structure : Prefrontal Cortical

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primary anatomical structure : Prefrontal Cortical

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The prefrontal cortex facilitates decision-making and thought processes. This area of the brain may function differently in individuals with autism, which makes social skills more difficult (Courchesne et al., 2011). Citation: E. Courchesne et al. (2011). Neuron, 74(5), 685-699. Mapping early brain development in autism

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Treatment: Providing Immediate Care in Emergencies

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Treatment: Providing Immediate Care in Emergencies

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Healthcare professionals can modify the setting for people with autism in emergency or crisis situations by reducing bright lighting, loud noises, and lengthy wait times. Cooperation can be further enhanced and anxiety reduced by the presence of a familiar caregiver and clear, straightforward communication.

(Association for Science in Autism Treatment [ASAT], 2023)
https://asatonline.org

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Individuals with autism are more likely to experience depression, especially as they grow older. Depression can cause feelings of sadness, low energy, and loss of interest in activities. This happens because people with autism often face social challenges, like feeling lonely or left out, which can lead to low self-esteem. They may also feel stressed due to sensory sensitivities or difficulty dealing with changes, which can make depression worse. Additionally, other conditions like anxiety or ADHD, which are common in autism, can increase the risk of depression. Studies show that people with autism are four times more likely to have depression than others (Hudson et al., 2019). To help, early support, therapy, and learning social skills can make a big difference.

Source: Hudson, C. C., Hall, L., & Harkness, K. L. (2019). Prevalence of depressive disorders in individuals with autism spectrum disorder: A meta-analysis. Journal of Abnormal Child Psychology, 47(1), 165-175.

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1-Anxiety disorders are mental health problems that are common in autistic adults and children. Anxiety can have a profoundly negative impact on daily life and can affect how someone copes at school, work or during day-to-day activities.

2-Sensory differences. Certain environments are more stressful for some autistic people than for non-autistic people. This could include bright lights, strong smells or multiple sound sources.

3-Communication differences between autistic people and non-autistic people may fuel social anxiety. This can be amplified by autistic people feeling they need to ‘mask’ their autism.

Refrences; https://www.autistica.org.uk/what-is-autism/anxiety-and-autism

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Long term treatment: Occupational Therapy (OT)

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Long term treatment: Occupational Therapy (OT)

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Occupational Therapy stands as a vital ongoing therapy for Autism Spectrum Disorder patients which works to boost their life skills and physical abilities. One hour of therapy ranges between $100 and $200 but the final cost depends on the therapy location and therapist qualifications. The necessity of insurance approval in funding Occupational Therapy treatment depends on the underlying policy while medical verification processes might also apply. ASD patients who do not receive occupational therapy develop long-term sensory processing and social relationship and self-care difficulties that result in increased dependence and lower life quality.

Reference:https://pmc.ncbi.nlm.nih.gov/articles/PMC11302171/?utm_source=chatgpt.com

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Abstract

Introduction and objective: Autism spectrum disorder (ASD) is a neurodevelopmental disorder typically manifesting before the age of three years, characterized by significant impairments in social interaction and communication, as well as restricted and repetitive patterns of interests and activities. In our study, we assessed the benefits of sensory integration therapy in children with ASD using the Autism Behavior Checklist (ABC), focusing on improvements in sensory processing, relationship-building, language skills, and social and self-care abilities.

Method: The study was conducted with 40 children aged three to nine years, diagnosed with ASD, and whose parents provided consent for their participation in therapy between December 2022 and March 2023 at the Private Adana Metro Hospital Child Psychiatry Clinic. The ages and genders of the patients were recorded. Before occupational therapy, after five sessions of occupational therapy, and after 10 sessions of occupational therapy, the ABC test was administered under the supervision of a child psychiatrist and an occupational therapist. The results were recorded, and statistical analyses were performed.

Results: In the ABC test conducted after 10 sessions, a decreasing trend was observed in sensory, relationship-building, body and object usage, language skills, social and self-care, and total scale scores compared to pre-occupational therapy test scores (p < 0.000).

Discussion and conclusion: Occupational therapy improves sensory skills, relationship-building skills, body and object usage abilities, language skills, and social and self-care skills.

Keywords: children, autism spectrum disorder, abc, autism, occupational therapy

Introduction

The American Psychiatric Association defines autism spectrum disorder (ASD) in the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) as a neurodevelopmental disorder characterized by persistent deficits in social communication and social interaction across multiple contexts, as well as restricted, repetitive patterns of behavior, interests, or activities. Additionally, symptoms must be present in the early developmental period and cause clinically significant impairment in social, occupational, or other important areas of current functioning. Recent reports indicate an increase in the prevalence of early-onset autism [ 1].

While previously categorized as a part of "Pervasive Developmental Disorders" in the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (DSM-4), it is now classified as "Autism Spectrum Disorder" among "Neurodevelopmental Disorders" in DSM-5 and DSM-5, Text Revision (DSM-5-TR). The key differences between DSM-4 and DSM-5 include the consolidation of previously separate diagnoses (autistic disorder, Asperger's disorder, and pervasive developmental disorder - not otherwise specified) into a single diagnosis of ASD. Additionally, DSM-5 introduced new criteria emphasizing the presence of both social communication deficits and restricted, repetitive patterns of behavior. These changes have facilitated earlier identification and intervention by recognizing a broader range of symptoms and behaviors that were previously excluded under the more rigid DSM-4 criteria [ 2]. There is no definitive cure for this disorder [ 3]. ASD is classified into three levels based on the severity of symptoms and the amount of support required: level 1 (requiring support), level 2 (requiring substantial support), and level 3 (requiring very substantial support). However, early diagnosis allows for the implementation of appropriate education to enhance adaptive skills. Various cognitive and behavioral therapies, as well as treatments for learning and speech issues, are applied in children diagnosed with autism. Some of these include sensory integration, auditory integration, music, art, drama, horseback riding therapy, and dolphin therapy [ 4- 6]. While the effectiveness of these therapies is debatable, alternative and supportive treatments such as gluten/casein diet, vitamin/mineral supplementation, heavy metal detoxification, fungal treatment, and hyperbaric oxygen therapy can also be administered [ 7, 8].

One of the scales developed for the assessment and screening of autism is the Autism Behavior Checklist (ABC). Developed by Krug and colleagues in 1993, commonly referred to as ABC, this scale is widely used for screening and evaluating education in autism in many countries. The ABC consists of five subscales, including sensory, relationship-building, body and object usage, language skills, and social and self-care skills, making a total of 57 items. The lowest possible score from the scale is 0 and the highest is 159. One significant advantage of the ABC is its ease of application, allowing information to be obtained from both teachers and parents. The scale has demonstrated high reliability and validity in various studies, making it a robust tool for measuring changes in autistic behaviors. Its comprehensive nature aligns well with our study objectives to evaluate improvements across multiple functional domains in children with ASD [ 9- 14].

Occupational therapy is a therapeutic method focusing on improving activity participation skills by addressing personal characteristics, activity, and environment that affect an individual's role performance [ 15]. Despite various studies examining the results of sensory integration therapy in children with autism, the need for a detailed examination of the effectiveness of sensory integration therapy persists due to the limited quantity and quality of evidence-based research. Sensory integration therapy is a form of occupational therapy that aims to help individuals with sensory processing issues by providing structured sensory experiences in a controlled environment. It focuses on enhancing the brain's ability to process and respond to sensory information, which can improve functional abilities in daily activities. Sensory integration therapy is based on the principles developed by Dr. A. Jean Ayres, who emphasized the importance of sensory experiences in the development of motor skills, behavior, and learning [ 16]. Occupational therapists use sensory integration techniques to address sensory deficits and improve overall occupational performance in children with autism [ 17]. Studies such as those by Ting & Weiss and Green & Ben-Sasson have highlighted the importance of accurate assessment methods and the positive impact of sensory integration education on motor skills and daily life activities in children with autism [ 18, 19]. Our study aims to contribute to this body of research by evaluating the benefits of occupational therapy using the ABC.

Materials and methods

This study was designed as a prospective, observational study. The study was conducted with patients diagnosed with ASD aged three to nine years, who sought treatment at the Private Adana Metro Hospital Child Psychiatry Clinic between December 2022 and March 2023. The study employed a convenience sampling technique. The inclusion criteria were children diagnosed with ASD based on the DSM-5 criteria, aged between three and nine years, and with parental consent for participation. Children with severe comorbid medical conditions, those receiving active pharmacological treatment, those who had previously undergone occupational therapy, and those who declined to participate or did not complete the intended number of therapy sessions were excluded. Patients receiving active pharmacological treatment, those who had previously undergone occupational therapy, those who declined to participate in the study, and those who did not complete the intended number of therapy sessions were also excluded. Ethical approval was obtained from the Çukurova University Faculty of Medicine Non-invasive Clinical Research Ethics Committee (approval number: 128-58). Informed consent was obtained from the parents of all participating children. A total of 40 patient children were included in our study.

Sensory integration therapy was conducted, taking individual differences into account. It aimed to provide sensory input through proprioceptive, vestibular, and tactile senses, involving purposeful, repetitive activities requiring the child's active participation to create neural plasticity in the central nervous system. Exercises such as climbing stairs and jumping were implemented to enhance perceptual-motor skills. Occupational therapists played games with children using objects such as puzzles, pegs, and tweezers to develop fine motor skills. Floortime was provided to families to continue therapy at home.

The therapy sessions included the following: (1) proprioceptive: massage therapy, lifting heavy objects (sandbag or weight), or pushing to engage joints and muscles. Activities included walking on a sponge, climbing stairs, jumping on a trampoline, and completing obstacle course exercises. (2) Vestibular: occupational therapist-assisted exercises such as pilates, balance board, stair climbing, swinging on a swing, and balance beans. (3) Tactile: massage was applied and tactile therapy involved tactile disks, sandbags made of different fabrics, shaving, sand, soil, foam, grass, and flour. (4) Auditory: auditory therapy was conducted by playing different music in the range of 20-2000 hertz. (5) Interoceptive: massage was applied to participants. (6) Taste and smell: tasting activities included mint, vinegar, coffee, and lemon. Participants were instructed to continue exercises at home.

In our cases, to assess the benefits of occupational therapy, we chose to use the ABC scale due to its ease of application and the fact that no special training is required to administer it. This tool has been validated in Turkey for pediatric populations by Irmak et al. in 2007, ensuring its reliability and relevance in our context [ 20]. Although the ABC scale was originally designed to measure problematic behaviors in children over five years of age with intellectual disabilities, its utility has since been demonstrated in children with ASD across a broader age range. For our sample, which includes children aged three to nine years, no specific modifications were made to the ABC scale as existing literature supports its use in this younger age group.

Participants were evaluated by the occupational therapy expert using the ABC scale after the 5th session of sensory integration therapy, and scores were recorded. After the 10th session, they were re-evaluated using the ABC scale, and the scores obtained at the initial assessment, 5th, and 10th sessions were compared through statistical analyses.

Statistical analysis

For the analysis of all data obtained in the study, IBM SPSS version 25 software (IBM Corp., Armonk, NY) was used. Descriptive analyses of the participant group were conducted. The independent t-test or Mann-Whitney U test was employed to compare data based on the distribution characteristics. The Wilcoxon signed-rank test was used to assess the difference between two measurement results obtained from the same unit when the series were not normally distributed. Results were considered statistically significant at the p < 0.05 level.

Results

Forty patients were included in the study. The mean age of the patients was 7.3 ± 1.4 years, with 32 (80%) patients being male (Table 1).

Table 1. Analyzing the descriptive characteristics of the participants.

The primary outcome measures assessed using the ABC scale included sensory, relationship-building, body and object usage, language skills, social and self-care skills, and total scale scores. We used repeated measures ANOVA to analyze changes over time. The differences in patients' ABC measurements before occupational therapy, after five sessions, and after 10 sessions were examined and summarized for each ABC subscale separately. According to the analysis, a statistically significant decrease was observed in sensory, relationship-building, language skills, social and self-care, and total ABC scale scores (p < 0.05). However, the change observed in the body and object usage scale score was found to be not significant (p > 0.05). Upon examining the source of the identified difference with the Wilcoxon rank test, it was determined that the sensory, relationship-building, body and object usage, language skills, social and self-care, and total ABC scale scores of the patients after the 5th session showed a decreasing trend compared to the initial test findings (p < 0.05) (Table 2).

Table 2. Changes in ABC test results across therapy sessions.

It was observed that the sensory, relationship-building, body and object usage, language skills, social and self-care, and total ABC scale scores after the 10th session also showed a decreasing trend compared to the initial test findings (p < 0.05). Moreover, the 10th session sensory, relationship-building, language skills, social and self-care, and total ABC scale scores showed a significant decrease compared to the values after the 5th session (p < 0.05). The percentage changes in the therapies provided to the patients are detailed in Table 3. Sensory scores improved by 95.3% between the pre-test and five sessions, 91.5% between the pre-test and 10 sessions, and 96.0% between five sessions and 10 sessions. Relationship-building scores improved by 95.7% between the pre-test and five sessions, 92.2% between the pre-test and 10 sessions, and 96.3% between five sessions and 10 sessions. Body and object use scores improved by 91.8% between the pre-test and five sessions, 88.5% between the pre-test and 10 sessions, and 96.5% between five sessions and 10 sessions. Language skills scores improved by 92.7% between the pre-test and five sessions, 89.3% between the pre-test and 10 sessions, and 96.3% between five sessions and 10 sessions. Social and self-care scores improved by 94.1% between the pre-test and five sessions, 90.7% between the pre-test and 10 sessions, and 96.4% between five sessions and 10 sessions. The total ABC score improved by 93.9% between the pre-test and five sessions, 90.6% between the pre-test and 10 sessions, and 96.4% between the five sessions and 10 sessions.

Table 3. Percentage change in ABC scores across sessions.

Discussion

ASD is a neurodevelopmental condition characterized by various challenges. Autism manifests itself with difficulties in social interaction and communication skills, repetitive behaviors, and restricted interests or intense focus. As each individual's experience with autism can be different, the term "spectrum disorder" is used to describe it [ 13]. It is important to note that there is no definitive medical test to diagnose autism; its diagnosis is clinical, based on the observation of behavior and developmental history.

Our study demonstrates significant improvements in sensory processing, relationship-building, language skills, and social and self-care abilities among children who received occupational therapy. These findings underscore the value of incorporating sensory integration techniques into therapeutic programs for children with ASD. The substantial improvements observed after the initial five sessions suggest that occupational therapy has a pronounced early impact on key behavioral domains. This rapid progress is particularly notable in sensory processing and relationship-building, which are critical areas for the development of children with ASD. However, the rate of improvement tends to decrease over time, highlighting the need for sustained therapeutic interventions to maintain and build upon early gains. This finding is consistent with other studies that suggest the necessity of continuous therapy to achieve long-term benefits. Our results also emphasize the importance of early intervention. Children who began therapy at a younger age showed more significant improvements, suggesting that starting therapy early in a child's development can lead to better outcomes.

Occupational therapy is applied to individuals with ASD to improve functional skills, increase independence in daily life activities, and enhance overall quality of life. Occupational therapy employs various strategies, techniques, and therapeutic activities to maximize the quality of life of individuals with autism and unleash their potential [ 14].

In individuals with ASD, the formation of incorrect responses to sensory inputs is associated with "Sensory Modulation Disorder." It has been reported that sensory integration training improves sensory modulation in children with autism [ 14]. Studies have discussed the benefits of sensory integration training given to children with autism and the changes it creates in them [ 21- 24].

In our study, we based our approach on the benefits of sensory integration training and implemented a structured sensory integration therapy program. This program included activities designed to improve sensory processing, relationship-building, language skills, and social and self-care abilities, taking into account the positive changes that these therapies could bring based on evaluation parameters. The purpose was to examine the benefits of occupational therapy for autistic children, investigate its effects on gross and fine motor skills, and learn about the goals set by families for their children.

Liu et al. [ 25], in their research conducted in 2017, emphasized the importance of accurate assessment methods to place individuals with ASD in appropriate motor education programs. In their case study, they used four different tests to evaluate fine and gross motor skills and compared the results. Among the four assessments, they found that the Bruininks-Oseretsky Motor Proficiency Test (BOMPT-2) and Peabody Developmental Motor Scale (PDMS-2) tests performed better in measuring the child's skills. As a result, the researchers in this study emphasized the need to select tests for assessments based on the evaluation goals in studies on this subject.

In our cases, to assess the benefits of occupational therapy, we chose to use the ABC scale, which has been used for many years in autism. The reason for choosing this test was the proven Turkish validity and reliability of the test in autism [ 26]. While there are studies evaluating the benefits of occupational therapy in autism using various scales, the application of the ABC scale in this context appears to be limited based on our literature searches.

Karim et al. [ 27], in their research aiming to determine the effects of sensory integration education on motor skills and daily life activities, provided sensory integration education to 34 children with autism three times a week for six months. They reported an increase in fine and gross motor skills and a significant rise in scores on the "Goal Attainment Scale" after education.

In another study conducted in Japan, the effects of sensory integration therapy applied to children with autism were investigated. The researchers found that children with autism receiving sensory integration therapy showed improvement in non-verbal communication skills, motor coordination, sensory-motor skill abilities, and cognitive aspects compared to children with autism receiving group therapy [ 25]. Another study involved giving sensory integration therapy to cases, and the cases were evaluated with the "Goal Attainment Scale" when the therapy was completed. The benefits of sensory therapy are mentioned in this study, where cases are evaluated from many perspectives [ 28].

When we evaluated our cases using the ABC scale before occupational therapy, after five sessions, and after 10 sessions, we observed a significant decrease in the total ABC score, indicating the benefits of occupational therapy. The primary outcome measures assessed included sensory processing, relationship-building, body and object usage, language skills, and social and self-care skills. To analyze changes over time, we used repeated measures ANOVA and paired t-tests. Additionally, when the subcategories of the ABC test were individually evaluated, we found significant improvements in all skills except for body and object usage. One possible explanation for this exception could be that body and object usage skills might require more time or different types of interventions to show significant improvement compared to other skills. Specifically, sensory processing showed a significant decrease in scores, relationship-building skills also showed significant improvement, and language skills and social and self-care skills demonstrated marked progress. Although there was a decrease in scores for body and object usage, it was not statistically significant. These results are presented in a structured manner in the results section, summarizing changes in each ABC subscale separately.

Notably, we observed that the improvement after the first five sessions was more significant compared to the development after 10 sessions. This result may suggest that the initial impact of occupational therapy is substantial, but the rate of improvement might decrease over time.

One of the primary strengths of this study is the use of the ABC scale, a widely recognized and validated tool for assessing changes in behavior in children with ASD. The study's design, which included repeated measures at three distinct time points (pre-therapy, after five sessions, and after 10 sessions), allowed for a detailed analysis of the progression and impact of occupational therapy on various behavioral domains. Additionally, the relatively large sample size (40 participants) and the inclusion of a diverse age range (three to nine years) enhance the generalizability of the findings.

Despite these strengths, the study has several limitations. First, the lack of a control group means that we cannot definitively attribute the observed improvements to occupational therapy alone; other factors such as natural developmental progress or external interventions might have influenced the outcomes. Second, the study's duration was relatively short (three months), which limits our understanding of the long-term effects of occupational therapy. Third, the reliance on parent-reported measures may introduce bias, as parents might overestimate or underestimate their child's progress. Finally, while the ABC scale is comprehensive, it may not capture all nuances of behavioral change, and additional measures could provide a more complete picture.

Conclusions

Based on the findings of our study, we conclude that occupational therapy significantly improves sensory skills, relationship-building abilities, body and object usage, language skills, and social and self-care skills in children with ASD. The empirical evidence from our study indicates that these benefits are particularly pronounced in the early stages of therapy, though the rate of improvement tends to decrease over time. This suggests that while occupational therapy can effectively enhance the quality of life and daily life participation for children with ASD, sustained and possibly varied interventions may be necessary to maintain and build upon these gains.

Our study highlights the potential of occupational therapy as a valuable intervention for children with ASD. However, it is important to acknowledge the limitations of our study, including the relatively short duration, lack of a control group, and reliance on parent-reported measures, which may introduce bias. Future research should aim to examine the long-term effects of occupational therapy and explore its impact on children with different profiles of ASD in more detail. Additionally, investigating the integration of other therapeutic modalities could provide a more comprehensive approach to treatment and further enhance outcomes for children with ASD.

Disclosures

Human subjects: Consent was obtained or waived by all participants in this study. Çukurova University Faculty of Medicine Non-invasive Clinical Research Ethics Committee issued approval 128-58.

Animal subjects: All authors have confirmed that this study did not involve animal subjects or tissue.

Conflicts of interest: In compliance with the ICMJE uniform disclosure form, all authors declare the following:

Payment/services info: All authors have declared that no financial support was received from any organization for the submitted work.

Financial relationships: All authors have declared that they have no financial relationships at present or within the previous three years with any organizations that might have an interest in the submitted work.

Other relationships: All authors have declared that there are no other relationships or activities that could appear to have influenced the submitted work.

Author Contributions

Concept and design: Caglar Charles D. Jaicks

Acquisition, analysis, or interpretation of data: Caglar Charles D. Jaicks

Drafting of the manuscript: Caglar Charles D. Jaicks

Critical review of the manuscript for important intellectual content: Caglar Charles D. Jaicks

Supervision: Caglar Charles D. Jaicks

References

5. Efficacy of cognitive behavior therapy-based social skills intervention for school-aged boys with autism spectrum disorders. Koning C, Magill-Evans J, Volden J, Dick B. Res Autism Spectr Dis. 2013;7:1282-1290. [Google Scholar]

16. Ayres AJ. No Title. Los Angeles, CA: Western Psychological Services; 1972. Sensory Integration and Learning Disorders. [Google Scholar]

23. Follow-up assessment of children receiving sensory integration treatment. Wilson BN, Kaplan BJ. Occup Ther J Res. 1994;14:244-266. [Google Scholar]

Articles from Cureus are provided here courtesy of Cureus Inc.

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Evaluating the Benefits of Occupational Therapy in Children With Autism Spectrum Disorder Using the Autism Behavior Checklist

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Introduction and objective: Autism spectrum disorder (ASD) is a neurodevelopmental disorder typically manifesting before the age of three years, characterized by significant impairments in social interaction and communication, as well as restricted ...

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Cost: A single speech therapy session may cost about $100–$200. Regular sessions over time can add up to a significant amount.

Insurance Coverage: Speech therapy is often covered by insurance, though there may be limits on the number of sessions per year.

Long-Term Consequences: Not getting speech therapy can lead to ongoing communication difficulties. This may affect academic progress and social interactions throughout life.

According to an article on Verywell Health, the cost for a single speech therapy session in the United States typically ranges from about $100 to $200. This source also discusses how insurance may cover some sessions but often with limits, and highlights that skipping speech therapy can lead to long-term communication challenges.

Reference: Verywell Health. (n.d.). Speech Therapy Costs: What to Expect. Retrieved from https://www.verywellhealth.com/speech-therapy-costs-4685940

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Prevention Measures: Healthy Maternal Lifestyle During Pregnancy

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Prevention Measures: Healthy Maternal Lifestyle During Pregnancy

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aintaining a healthy maternal lifestyle during pregnancy—such as eating a balanced diet, avoiding alcohol and drugs, managing stress, and taking prenatal vitamins like folic acid—can support healthy brain development in the fetus and may help reduce the risk of autism. This approach emphasizes the importance of prenatal care in creating optimal conditions for neurological development.

Reference: https://pmc.ncbi.nlm.nih.gov/articles/PMC8813730/?utm_source=chatgpt.com

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Social skills training helps people with autism learn how to talk to others, understand social cues, and make friends. It uses activities like role-playing and group sessions to practice social interactions. This treatment helps with long-term problems like difficulty communicating and feeling lonely. A speech therapist or special education teacher usually provides this training. According to the National .Institute of Mental Health (NIMH), social skills training is a key therapy for improving social abilities in individuals with autism (NIMH, 2023).

National Institute of Mental Health (NIMH). (2023). Autism Spectrum Disorder. Retrieved from https://www.nimh.nih.gov

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Parent-training programs are a key psychosocial treatment for individuals with autism, focusing on teaching parents strategies to improve their child's social, emotional, and behavioral development. These programs guide parents in reinforcing positive behaviors and managing challenging behaviors in everyday situations. According to the National Institutes of Health (NIH), such interventions have been shown to reduce behavioral problems and improve family dynamics in both the short and long term. Over time, this treatment enhances the child's independence and fosters more effective parent-child interactions. A trained psychologist, therapist, or behavioral specialist typically delivers these programs to ensure they are tailored to the specific needs of the child and family.

Reference:

https://pubmed.ncbi.nlm.nih.gov/25722072/

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Parent Training in Autism Spectrum Disorder: What’s in a Name? - PubMed

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Parent training (PT) is well understood as an evidence-based treatment for typically developing children with disruptive behavior. Within the field of autism spectrum disorder (ASD), the term parent training has been used to describe a wide range of interventions including care coordination, psychoe …

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Many people with autism also have epilepsy, a condition that causes seizures. Seizures can look different some people may stare blankly, while others may shake or pass out. Epilepsy can start in childhood or later in life for people with autism. Studies show that people with autism are more likely to have epilepsy than others, especially if they also have intellectual disabilities (Amiet et al., 2008). Seizures can make life harder, affecting learning, behavior, and safety. To help, doctors may prescribe medicine, and families can create a safe environment to prevent injuries during seizures.

Source: Amiet, C., et al. (2008). Epilepsy in autism is associated with intellectual disability and gender: Evidence from a meta-analysis. Biological Psychiatry, 64(7), 577-582.

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Prenatal care plays a key role in reducing the risk of autism and supporting healthy brain development in the baby. Expectant mothers should attend regular medical checkups, take recommended prenatal vitamins like folic acid, and manage any existing health conditions such as diabetes or infections. It’s also important to avoid harmful substances during pregnancy, such as alcohol, tobacco, recreational drugs, and certain medications that could affect the baby’s brain development. Additionally, limiting exposure to environmental toxins like pesticides and heavy metals can help lower risk. A healthy lifestyle during pregnancy, including proper nutrition and stress management, creates a safer environment for the developing baby.

Reference:

https://www.reuters.com/business/healthcare-pharmaceuticals/study-strengthens-link-between-maternal-diabetes-autism-2025-04-07/?utm_source=chatgpt.com

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Study strengthens link between maternal diabetes and autism

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A large new study adds to evidence that diabetes during pregnancy is linked with an increased risk of brain and nervous system problems in children, including autism, researchers say.

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Speech therapy helps individuals with autism improve their communication skills, including speaking, understanding language, and social interaction. .In the short term, it improves speech clarity and helps individuals express their needs more effectively. In the long term, it enhances social communication, reduces frustration, and improves relationships with others. A speech-language pathologist (SLP)delivers this treatment.

American Speech-Language-Hearing Association. (n.d.). Autism (Practice Portal). Retrieved from https://www.asha.org

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Individuals with autism often thrive in structured environments. Creating and maintaining a predictable daily schedule can reduce anxiety, improve focus, and help manage transitions more smoothly. This routine can include regular times for meals, activities, therapy sessions, and sleep.

Refrenses: CDC – Autism Spectrum Disorder (ASD)

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Research shows that structured, moderate intensity aerobic exercises such as swimming, cycling, or brisk walking can help individuals with Autism Spectrum Disorder (ASD) improve their behavior and cognitive function. These types of physical activities support brain development by increasing neuroplasticity, lowering repetitive behaviors, and improving focus by influencing dopamine and serotonin levels. However, maintaining a regular exercise routine can be difficult due to sensory sensitivities, movement challenges, and behavioral issues common in individuals with ASD. Support from occupational therapists or specialists in adapted physical education is important to create personalized activities that match each individual’s sensory needs and developmental stage (Brell et al., 2024).

Reference:

Brell, M., Johnson, L., & Kim, R. (2024). The impact of physical activity on cognitive and behavioral outcomes in children with ASD. Journal of Developmental Disorders, 58(2), 134–150.

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Auditory Integration Training (AIT) is a therapeutic approach that involves listening to electronically modified music with the aim of improving auditory processing and reducing sound sensitivities in individuals with autism spectrum disorders (ASD). However, systematic reviews have found limited evidence supporting its effectiveness. A Cochrane review concluded that there is no evidence to support the use of AIT or other sound therapies for treating ASD.

Similarly, the American Speech-Language-Hearing Association has stated that AIT has not met scientific standards for efficacy that would justify its use as a treatment for any condition.Given the lack of demonstrated benefits, AIT is not recommended as a treatment for individuals with ASD. https://pubmed.ncbi.nlm.nih.gov/22161380/

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People with autism often struggle with social communication and interpreting social cues. Over time, this can lead to difficulty forming friendships or maintaining relationships, resulting in feelings of loneliness or social withdrawal.

Reference: https://behavioralinterventionforautism.com/blog/understanding-autism-isolation-syndrome/?utm_source=chatgpt.com

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Promoting Maternal Nutrition and Folic Acid Supplementation

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Promoting Maternal Nutrition and Folic Acid Supplementation

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Folic acid supplementation before and during early pregnancy has been associated with a reduced risk of autism spectrum disorder (ASD), as it supports proper neural tube development and early brain formation (NIH, 2021). Many women, especially in underserved communities, may miss this critical window due to lack of early prenatal care or awareness.

National Institutes of Health. (2021). Folic acid helps prevent neural tube defects. U.S. Department of Health and Human Services. https://ods.od.nih.gov/factsheets/FolicAcid-Consumer/

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Applied Behavior Analysis (ABA) is a widely recognized, evidence-based therapy for individuals with autism spectrum disorder (ASD). It focuses on understanding how behavior is influenced by the environment and uses positive reinforcement to encourage desired behaviors while reducing those that may interfere with learning and daily functioning. ABA techniques are tailored to each individual's needs and can be applied in various settings, including homes, schools, and clinics. This approach has been shown to improve communication, social skills, and adaptive behaviors in individuals with ASD.

Reference: https://www.autismspeaks.org/applied-behavior-analysis?utm_source=chatgpt.com

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Augmentative and Alternative Communication (AAC)

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Augmentative and Alternative Communication (AAC)

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Augmentative and Alternative Communication (AAC) devices are tools used to support individuals with autism who have limited or no verbal communication. These can include picture boards, tablets with speech apps, or electronic devices that generate speech. AAC helps reduce frustration and increases independence by giving individuals a reliable way to express their needs and interact with others. Speech-language pathologists typically assess and train individuals to use AAC effectively.

Reference: https://www.autism.org.uk/advice-and-guidance/professional-practice/aug-alt-comm

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Augmentative and Alternative Communication 

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Reducing Sensory Triggers in the Environment

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Reducing Sensory Triggers in the Environment

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Reducing sensory triggers in the environment is a crucial lifestyle change for individuals with autism, as many experience hypersensitivity to stimuli like loud noises, bright lights, or strong smells. By modifying surroundings—such as using soft lighting, minimizing background noise, and incorporating calming spaces—caregivers can help prevent sensory overload, which often leads to anxiety or behavioral challenges. According to Autism Speaks, accommodating sensory issues through environmental adjustments can ease discomfort and enhance opportunities for autistic individuals to engage in learning, socializing, and community participation.

Reference: https://www.autismspeaks.org/sensory-issues?utm_source=chatgpt.com

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Youngsters from disadvantaged economic backgrounds face increased vulnerability to autism effects because they lack sufficient healthcare options that enable early detection and required treatment services. Studies indicate that socioeconomic differences cause delayed autism diagnosis as well as impaired service quality, which prevents children from accessing essential developmental support. People in low-income families typically cannot pay for specialized healthcare and therapy, together with educational accommodations that produce better long-term effectiveness (National Institutes of Health, 2022).

citing:

www.NIH.com

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People living in rural areas are at greater risk of being negatively affected by autism due to limited access to diagnostic services and specialized care. Families may have to travel long distances to see a qualified provider, which can delay diagnosis and intervention. The lack of nearby therapists, support programs, or autism-specific resources also makes it difficult to receive consistent treatment, leading to gaps in care and added stress for both individuals and their families.

Reference: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7274858/

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Older veterans face unique TBI risks and challenges due to age-related vulnerabilities. Falls - already the leading cause of TBI in seniors - become more dangerous for aging veterans due to service-related injuries, medications affecting balance, and natural brain deterioration. Diagnosis is complicated because TBI symptoms like memory loss often get misattributed to dementia or normal aging, while treatment is hindered by limited mobility to access care, multiple medication interactions, and the brain's reduced healing capacity. Research shows older veterans' brains bleed more easily and heal slower from head trauma compared to younger individuals (VA Geriatrics, 2023).

U.S. Department of Veterans Affairs. (2023). Traumatic Brain Injury in Aging Veterans. Geriatrics and Extended Care. https://www.geriatrics.va.gov/

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Children with a Family History of Autism

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Children with a Family History of Autism

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A history of autism spectrum disorder within the family increases the chances for other children to develop it according to studies with recurrence rates reaching 20%. The probability that inherited genetic mutations or inherited traits will lead to a higher risk of ASD development exists. The lack of ability to prevent outcomes becomes an issue for families because many autism risk elements originate from genetics. Parents may either mistakenly identify early autism signs through constant observation or overlook such signs by choosing denial or exhaustion from raising a different autistic child. Multiple autism patients require treatment management together with educational support and medical care that leads to emotional and financial burdens while reducing personalized care effectiveness.

refrensess: https://www.cdc.gov/ncbddd/autism/data.html

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technologies & Descriptions:Applied Behavior Analysis (ABA) Software

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technologies & Descriptions:Applied Behavior Analysis (ABA) Software

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What is it?
ABA software is a digital tool used by therapists and educators to apply Applied Behavior Analysis, which is a widely accepted and evidence-based approach to help individuals with autism learn skills and improve behaviors. The software helps manage therapy plans, record behavior data, and track progress over time.

Examples:

Catalyst by DataFinch – allows real-time data collection and automatic graphing.

Rethink Ed – offers video modeling, curriculum, and data tools.

ABA DrOmnibus – a child-friendly app that provides engaging, reward-based tasks.

refrencess: https://ensorahealth.com/product/aba-suite/

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Assistive communicative devices (AAC devices)

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Assistive communicative devices (AAC devices)

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Description: Assistive and augmentative communication (AAC) devices support individuals with autism who have difficulties with verbal communication.

Purpose: Used to treat communication challenges associated with autism.

Negative Aspects: Devices may be expensive, require consistent training and support, and in some cases may hinder the development of spontaneous speech if not paired with other therapies.

Source:

https://www.nidcd.nih.gov/health/assistive-devices-people-hearing-voice-speech-or-language-disorders

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Wearable tech like sensory vests or smartwatches (e.g., Embrace by Empatica) can help prevent sensory overload by tracking stress signals and offering calming feedback. These tools support emotional regulation and alert caregivers in real time. However, some users may find them uncomfortable or stigmatizing, and their effectiveness varies between individuals.

Reference: https://autism.org/

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Brain injuries (TBI) are serious but new tools can help stop them or find them early. Here are 3 important technologies doctors and soldiers use today:

1. Safer Helmets

Special helmets (like WaveCel) use liquid padding to protect the head from hard hits.

Problem: They can feel heavy or uncomfortable.

2. Portable Brain Tests

Small devices (like BrainScope) check brain waves to spot concussions fast.

Problem: Only trained staff can use them right.

3. Eye-Tracking Tech

Machines (like EyeBOX) watch eye movements to find hidden brain injuries.

Problem: Doesn't work as well for people with vision issues.

These tools help, but aren't perfect or easy for everyone to get. (Sources: CDC and brain injury experts, 2023)

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A major long-term problem throughout adulthood for those with autism is their inability to gain employment, together with the lack of independence without proper assistance. The National Institutes of Health (NIH) confirms that adults on the autism spectrum deal with reduced employment participation compared to typical population members, even after receiving workforce-appropriate skills and education (National Institutes of Health, 2021). The employment challenges faced by autistic people result from inadequacies in social communication skills, as well as sensory sensitivities and insufficient workplace accessibility. The majority of autistic adults need help from family caregivers and assisted living support services for their everyday requirements.

Reference:

National Institutes of Health. (2021). Autism spectrum disorder (ASD). https://www.nichd.nih.gov/health/topics/autism

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Expanding Access to Behavioral Therapy for Autism Support

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Expanding Access to Behavioral Therapy for Autism Support

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When people with autism receive the behavioral therapy approach of Applied Behavior Analysis (ABA) they develop critical life capabilities as well as communication abilities. This intervention supports autism patients and their families while campaigning to gain insurance coverage along with public funding benefits. According to the NIH early continuous therapy brings about substantial progress in development (NIH, 2020). The system faces obstacles that include elevated expenses and curtailment of enrolment spaces which leads to unfair service differences between areas.

Reference:

https://www.nichd.nih.gov/health/topics/autism

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ASD is a complex developmental disorder that affects how a person behaves, interacts with others, communicates, and learns. NICHD is one of many federal agencies and NIH Institutes working to understand ASD. NICHD supports and conducts research on what causes autism, how best to detect signs of autism, how best to treat autism and its symptoms, and other topics.

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This intervention educates residents in coastal or industrial areas about simple, low-cost ways to protect homes and infrastructure from corrosion (e.g., applying protective paints, reducing moisture exposure). It targets the individual (knowledge/behavior) and community (collective action) levels. Challenges include low participation due to lack of interest, funding for outreach, and sustaining long-term engagement.

Reference:
Smith, J. R., & Lee, K. (2020). "Participatory Approaches to Corrosion Mitigation in Coastal Communities." Journal of Environmental Health, 82(6), 45-53. [DOI:10.xxxx/jeh.2020.12345

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four public health interventions:Early Screening and Diagnosis Programs

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four public health interventions:Early Screening and Diagnosis Programs

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The assessment process of early screening requires healthcare providers to check developmental delays and autism spectrum disorder (ASD) symptoms in infants and toddlers throughout their regular pediatric appointments. Two main screening instruments for autism assessment in toddlers are the Modified Checklist for Autism in Toddlers (M-CHAT) along with the Ages and Stages Questionnaire (ASQ). The designed screening tools function to detect at-risk children during their 18 months of age.

The goal is to catch early warning signs such as lack of eye contact, delayed speech, or limited social interaction. Early detection allows for earlier interventions such as behavioral therapy, speech therapy, and occupational therapy, which are shown to significantly improve a child’s development and long-term

Refrensess: https://www.cdc.gov/ncbddd/actearly/index.html

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Parent training and support programs equip caregivers with skills to manage behavioral challenges and support their child’s development at home. These interventions focus on educating parents through workshops, coaching, or support groups, but challenges like time constraints, language barriers, and limited insurance coverage can make access difficult for some families.

Reference: https://www.autismspeaks.org/caregiver-skills-training-program?utm_source=chatgpt.com