Autism Spectrum Disorder

Normal Body Function VS Autism

According to Web MD, normal brains are alike in that for about 500 genes, gene
expression in the temporal lobes, which regulate hearing, language, and the processing and
interpreting of sounds, is very different from gene expression in the frontal lobe, which plays a
role in judgment, creativity, emotions, and speech. But in as many as 75% of the autistic brains
there is very little difference in gene expression between the temporal and frontal lobes. In the
autistic brains, genes related to synaptic function, information sharing between neuronal brain
cells is turned down to low levels of expression (DeNoon).
Definition
Autism and Autism Spectrum Disorder (ASD) are general terms for a complex group of
disorders in brain development. ASDs are developmental disabilities that cause significant
challenges in social, communication and behavioral abilities (Center for Disease Control [CDC],
2015). The associated disorders are autistic disorder, childhood disintegrative disorder, pervasive
developmental disorder-not otherwise specified (PDD-NOS) and Asperger syndrome. Previously
these were identified as distinct subtypes; however, with the release of the Diagnostic and
Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) all autism disorders were merged
under one diagnostic umbrella term called ASD (Autism Speaks, 2015).
People with ASD often do not look different than other people, but may communicate,
interact, behave, and learn in different ways from most. The thinking, learning, and problemsolving abilities can range from gifted to severely challenged. Some with ASD need considerable
help with daily activities; others need less (CDC, 2015). According to Foose and Ardovino

(2007), Specific characteristics include lack of social or emotional reciprocity, stereotyped or

repetitive motions, and lack of varied or spontaneous make-believe play (p. 137).
These symptoms may range from mild to severe forms involving communication
problems, unusual play with toys or other objects, difficulty with changes in routine or
surroundings, and unusual responses to noises and lights (i.e., sensory integration) (Foose &
Ardovino, 2007). While most people associate autism with an intellectual disability, not all
persons with autism have limited intellectual capacity. Some have a very high IQ and even excel
in art, music and math. These were previously considered as having high-functioning autism
(Autism Speaks, 2015).
Facts
Prevalence. The prevalence of autism has greatly increased over the years. As of
February 2015, about 1 in 68 children has been identified with ASD. It occurs in all racial,
ethnic, and socioeconomic groups and is almost 5 times more common among boys (1 in 42)
than among girls (1 in 189) (CDC, 2015). Almost half the children identified with ASD have an
average to above average intellect (CDC, 2015).
Predominant age. Research has shown that a diagnosis of autism at age 2 can be
reliable, valid, and stable. On average, children identified with ASD are not diagnosed until after
age 4, even though children can be diagnosed as early as age 2. CDC reports when looking at age
of first diagnosis by subtype, on average, those children are diagnosed with Autistic Disorder at
age 4, Pervasive Developmental Disorder at age 4 years and 2 months, and Asperger Disorder at
age 6 years and 2 months.
Studies have shown that parents of children with ASD notice a developmental problem
before their child's first birthday. Concerns about vision and hearing are more often reported in

the first year, and differences in social, communication, and fine motor skills were evident from
6 months of age (CDC, 2015).
Cause. For many years the cause of autism was unknown, but advanced research has
provided possible causes. Most scientists agree genes are one factor making a person more likely
to develop ASD. Children with Down syndrome, fragile X syndrome, tuberous sclerosis, or other
genetic and chromosomal are more at risk for developing ASD (CDC, 2015). Having a sibling
with ASD also puts one at higher risk. Children conceived by older parents, maternal illness
during pregnancy and difficulties with oxygen deprivation to the babys brain at birth are also
factors (Autism Speaks, 2015).
Social Issues
Social issues are one of the most common symptoms in all of the types of ASD. People
with an ASD do not have just social "difficulties" like shyness. The social issues they have cause
serious problems in everyday life. Some examples of social issues in ASD are avoiding eye
contact, preferring to play alone, flat or inappropriate facial expressions, does not understand
personal space, has trouble understanding other peoples feelings or talking about their own
feelings.
Lifestyle Issues
Because autism primarily affects an individuals social and verbal communication skills,
it can result in a wide range of secondary conditions. These can include social impairment,
speech and language difficulties, attention disorders, gross and fine motor skill impairments,
deficits in sensory processing, anxiety and depression, and epilepsy (Swann-Guerrero & Mackey,

2007). Foose and Ardovino (2007) stated, 25% to 33% of people with autism have epileptic
seizures (p.137).
Treatment/Rehabilitation
There are no medications that can cure ASD or treat the core symptoms. However, there are
medications that can help some people with ASD function better. For example, medication might
help manage high energy levels, inability to focus, depression, or seizures. Research shows that
early intervention treatment services can greatly improve a childs development. Early
intervention services help children from birth to 3 years old learn important skills. Treatment
services include therapy to help the child talk, walk, and interact with others. There are many
different types of treatments available including, Behavior and Communication Approaches,
Dietary Approaches, Medication, Complementary and Alternative Medicine.
Because no child with autism has the exact same limitations and strengths as another, as a
Certified Therapeutic Recreation Specialist (CTRS), it is essential to assess the client. However,
it is safe to say that most people with autism have significant social impairment. Children can
often suffer in school because of this. This is where recreational therapy services would be of
useful. A CTRS would benefit from including a child with autism with those who do not have
disabilities so as to provide a model of appropriate behavior.

References

Autism Speaks (2015). What Is Autism? Retrieved from

https://www.autismspeaks.org/what-autism
CentersforDiseaseControlandPrevention(CDC)(2015).FactsAboutASD.Retrievedfrom
http://www.cdc.gov/ncbddd/autism/facts.html
DeNoon, D. (n.d.). Autism Brains Alike; Very Different from Normal Brains. Retrieved
November 2, 2015, from http://www.webmd.com/brain/autism/news/20110525/autismbrains-alike-very-different-from-normal-brains
Foose, A., & Ardovino, P. (2007). Therapeutic Recreation and Developmental Disabilities. In T.
Robertson & T. Long (Eds.), Foundations of Therapeutic Recreation (127-144).
Champaign, IL: Human Kinetics, Inc.