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Prepared by: Catherine Jobe Centennial College, Ashtonbee Campus ECE Program Student #300437282 Prepared for: Maria Roberts Course: Advocacy and the Emerging Professional ECEP 236-001 Advocacy in Child Care Due Date: March 13, 2014.

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Advocacy in Child Care Autism

Autism and autism spectrum disorder (ASD) are both general terms for a group of complex disorders of brain development. These disorders are characterized, in varying degrees, by difficulties in social interaction, verbal and nonverbal communication and repetitive behaviors. They include autistic disorder (sometimes referred to as classic autism), Rett syndrome, childhood disintegrative disorder, pervasive developmental disorder-not otherwise specified (PDD-NOS) and Asperger syndrome. ASD can be associated with intellectual disability, difficulties in motor coordination and attention and physical health issues such as sleep and gastrointestinal disturbances. Some persons with ASD excel in visual skills, music, math and art. (www.autismspeaks.org). Autism was first described in 1943 by Leo Kanner, a physician and psychiatrist at Johns Hopkins University in Baltimore, Maryland. His observations were based on eleven children with severe communication problems, repetitive behaviours such as rocking and an acute lack of social interaction.At the time, he made the prediction that there were probably many more cases that had gone unnoticed. The diagnostic criteria for autism have changed over time. In 1952, autism defined by Kanner's narrow description was diagnosed as 'early-onset schizophrenia'; it was renamed 'infantile autism' in 1980 and then 'autism disorder' in 1987. In the past decade, the common name autism has covered a wider range of behavioural, communication and social disorders also referred to by the umbrella term ASD, which includes autistic disorder, Asperger's syndrome and other related conditions.

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Diagnoses of autism are also subjective. Social skills vary widely in the general population, as do other behaviours associated with autism. When does lack of spontaneity or an inability to make eye contact become a problem worthy of a medical label? (Autism Counts, Karen Weintraub). Autism affects 1 in 88 children (1 in 54 boys, 1 in 252 girls). Recent research confirms that appropriate screening can determine whether a child is at risk for autism as young as one year of age. Early treatment improves outcomes, often dramatically. Studies show that early intensive behavioural intervention improves learning, communication and social skills in young children with Autism Spectrum Disorder. (www.autismspeaks.org). Autism affects tens of millions worldwide, yet receives less than 5% of the research funding of many, less prevalent childhood diseases. (www.autismspeaks.org).

If a child is between 18-36 months of age and is displaying some of the following characteristics, he or she may be showing early signs of Autism Spectrum Disorder: avoiding eye contact, seems to be ignoring those around him/her, prefers to play alone, has excessive tantrums, has poor speech or loses words, demonstrates limited pretend play, has repetitive and unusual behaviour, has chronic diarrhea or constipation, does not show or point to objects. (www.autismcanada.org).

According to www.autismspeaks.org the following "red flags" may also indicate that your child is at risk for an autism spectrum disorder: No big smiles or other warm, joyful expressions by six months or thereafter, no back-and-forth sharing of sounds, smiles or other facial expressions by nine months, no babbling by 12 months, no gestures such as pointing, showing, reaching or waving by 12 months, no words by 16 months, no meaningful, two-word

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phrases (not including imitating or repeating) by 24 months, and any loss of speech, babbling, or social skills at any age.

Some of the manifestations of autism, outlined in the Autism Physician Handbook, Canadian Edition, put out by Autism Canada include: Social - showing no interest in other children playing, not noticing when a parent leaves/returns from work, strongly resisting being held, hugged, or kissed by parents, having no interest in peek-a-boo or other interactive games, not raising his/her arms to be lifted when someone tries to pick them up, Communication avoids eye contact, unaware of the environment, Repetitive Behaviours flapping, spinning, picking lint in the sunlight, forming attachments to a specific item, rocking, switching lights on and off, eating unusual objects (clothes, etc), flicking fingers in front of their eyes, Motor Issues fine motor deficits, walking on toes, poor coordination, issues with depth perception, drooling, and an inability to ride tricycles or trucks. Children with autism are susceptible to sensory overload and may have difficulty tolerating music, noise, textures, and new experiences or environments. They often have extreme difficulty with haircuts, cannot tolerate wearing a seatbelt and may be almost impossible to bathe. They may gag at common household smells and appear to be deaf at times (not startling at a loud noise) while displaying no hearing problems whatsoever at other times. Children with autism may resist dressing appropriately for the weather and struggle when having their clothing changed. Some of the behavioural symptoms of autism include self- injurious behaviours such as scratching at their skin, pulling out their hair, selfbiting and head banging. Many children with autism have no sense of danger, and display no fear of heights. They may also suffer from gastro-intestinal disturbances, such as diarrhea, constipation and food sensitivities. Other issues faced by children with autism are sleep disturbances (children may go days without sleeping, have difficulty differentiating between

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night and day, may have difficulty going to sleep and staying asleep, and often sleep only one or two hours at a time) altered pain responses (diminished, absent or heightened) and seizures. Individuals with Autism Spectrum Disorder will benefit from a broad-based approach drawing upon various treatments and therapies unique to his/her symptoms and abilities. Some of the treatments and therapies currently used to manage or eliminate the symptoms of Autism Spectrum Disorders include: biomedical treatments, dietary interventions, nutritional supplements, detoxification treatments, immune support treatments, medications, educational and management programs, applied behaviour analysis, intervention, communication therapies, picture exchange communication, verbal behaviour, signed speech, facilitated communication, sensory, mind and body therapies, sensory/auditory integration, music therapy, chiropractic therapy, acupuncture, and homeopathy. (www.autismcanada.org).

Some of the factors that are associated with an increased prevalence of autism include: having a sibling with autism, birth defects associated with central nervous system malformation and/or dysfunction, including cerebral palsy, gestational age less than 35 weeks, having an intellectual disability, chromosomal disorders such as Downs syndrome, and muscular dystrophy. (Autism: recognition, referral and diagnosis of children and young people on the autism spectrum, Carol Bagnall). Although there is no one cause for autism, over the past five years scientists have identified a number of rare gene changes, or mutations, associated with autism. A few of these mutations are sufficient to cause autism by themselves. However, most cases appear to be caused by a combination of autism risk genes and environmental factors that influence early brain development. Furthermore, environmental stresses appear to increase a childs risk. Some

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possible causes include maternal diabetes, infection during pregnancy, advanced parental age at the time of conception, premature babies with very low birth weight, and certain birth complications resulting in oxygen deprivation to the babys brain. (www.autismspeaks.org). Each individual with autism is unique. Many have exceptional abilities in visual skills, music, and academic skills. About 40% of individuals with autism have an intellectual disability, defined as an IQ of less than 70, and they are said to possess normal to above normal intelligence. Others with autism have significant disability and are unable to live independently. Twenty-five percent of individuals with autism are non-verbal but can learn to communicate using other methods. (www.autismspeaks.org). Autism is a lifelong developmental disorder that affects how a person communicates with and relates to other people. It also affects how they make sense of the world around them. People with autism may also experience over- or under-sensitivity to sounds, tastes, smells, lights or colours. Diagnosis and the assessment of needs can offer an understanding of why a child or young person is different from their peers. It can open doors to support and services in education, health services and social care and a route into voluntary organizations and contact with other children and families with similar experiences. All these can improve the lives of the child or young person and their family. (Autism: recognition, referral and diagnosis of children and young people on the autism spectrum, Carol Bagnall.) As of May 2013, psychologists and psychiatrists have been using the criteria found in the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) to evaluate individuals with autism spectrum disorder (ASD) and the related diagnosis of social communication disorder (SCD).

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Parents and caregivers need to be made aware of the importance of early detection so that children can receive help as soon as possible, in order to alleviate frustration and to start them on the path of learning. In order to accomplish this, it is important that brochures and books are available and that adults know what signs to look for in order to assist the child. Although my group and I are aware of the necessity of labeling a child in order to receive funding for programs that are beneficial to their well-being and healthy development, we are concerned that in many cases, children become their disability, thereby losing their individual identities. The implementation of people-first language is a great beginning to ensure that children are being seen, first and foremost, as children. As future Early Childhood Educators it is our responsibility to educate others that, apart from some minor adaptations to the childcare or school setting, most children benefit from simply being seen as who they are, without a constant focus on their disabilities. In fact, as with any other child, the focus should be on their abilities in order to promote positive self esteem. We can also teach children from a young age to be accepting and to embrace one anothers differences. If children are brought up in the positive light of acceptance, it is likely that this will become a way of life for them and they will become empathetic, caring, supportive individuals as a result. They will also learn to see the world from another perspective, which is always an eye opening experience. One of the ways in which we can advocate for individuals with autism is to fundraise, support or donate to upcoming events, such as the Light it Up Blue Event World Autism Awareness Day on April 2, 2014, as advertised on the website www.autismcanada.org. The action plan that my group is initiating is a series of posters entitled, Rethinking Special Needs. Each special need has been developed into an acrostic, describing the many

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attributes that individuals with these special needs possess. We also intend to incorporate famous personalities who have the specific special needs we have been researching in order to illustrate that a persons potential should never be limited by stereotypical expectations. The idea is to illustrate that people are not defined by their special need and that everyone is capable of making valuable contributions, whether or not they have typical abilities. Our follow up plan is to continue to spread this message and to educate those around us about what weve learned. The stakeholder that I have contacted is Autism Canada at info@autismcanada.org. I inquired about the advocacy initiatives with which they are involved and thanked them for the wealth of information I found on their site.
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"Catherine Jobe" <cjobe4@my.centennialcollege.ca> info@autismcanada.org

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To Whom it May Concern: I am currently writing an essay about Autism for my Advocacy Course at Centennial College. I wanted to thank you very much for all of the useful information I found on your website. I am also interested in learning about any upcoming advocacy initiatives Autism Canada will be involved with. Thank you very much for your time, Catherine Jobe Centennial College ECE Student

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Bibliography

Bagnall, C. (n.d.). Autism: recognition, referral and diagnosis of children and young people on the autism spectrum .Proquest. Retrieved March 6, 2014, from http://search.proquest.com.rap.ocls.ca/doc

Weintraub, K. (n.d.). Autism Counts.Proquest. Retrieved March 6, 2014, from http://search.proquest.com.rap.ocls.ca/doc

Frequently Asked Questions. (n.d.).Autism Speaks. Retrieved March 5, 2014, from http://www.autismspeaks.org/what-autism/faq

Characteristics. (n.d.).AutismCanada.org. Retrieved March 6, 2014, from http://www.autismcanada.org/aboutautism/

Is This Your Child? (n.d.). Autism Canada. Retrieved March 7, 2014, from http://www.autismcanada.org/pdfs/isthisyo