What is the disorder

on the autism spectrum?

• It is a developmental disorder that appears in the first 3
years of life and affects normal brain development of social
and communication skills. It is a physical disorder linked to
abnormal biology and chemistry in the brain.

The term autism spectrum disorder now includes conditions

that used to be defined
separate: g5*~,
– Autistic disorder
\ \2
- Asperger syndrome
– Childhood disintegrative disorder EMpp,437y6N – Pervasive
developmental disorder
IAL,JAhs DllK 1
 Background
• Autism (from the Greek auto- αὐτός 'acting on or by itself'
and -isms 'pathological process').

• The word autism was first used in 1912 by the Swiss

psychiatrist Eugene Bleuler.

• The medical classification of autism did

not occur until 1943, by Dr. Leo Kanner.
 Causes
• Many researchers believe it is the result of some
environmental factor interacting with a genetic susceptibility.

Autism is an inheritable disorder. In fact, it is one of the

neurological disorders with the greatest genetic influence
that exists. It is as heritable as personality or IQ.
 A person with
disorder
• Be extre e mas da p me en c te r en o sibl a
ts

ee u n cu s n to a sight, sound, touch, smell or

t ias t

taste (e.g. may refuse to see p st u ir r e op d a " e qu

: e itchy" and becomes distressed if forced to use it).
• Experiencing unusual distress when routines change.
Perform body movements
Show unusual attachments to
 Answer of
sensory information
• Does not startle at loud noises.
• It presents an increase or decrease in the senses of vision,
hearing, touch, smell or taste.
• Normal noises may seem painful to him and he puts his
hands to his ears.
• You may avoid physical contact because it is too stimulating
or overwhelming.
• Rubs surfaces, puts objects in mouth or licks them.
• It appears to have an increase or decrease in pain
response.
 Problems of
communication
• He is unable to initiate or maintain a social conversation.
• He communicates with gestures instead of words.
• Develops language slowly or not at all.
• Does not adjust his gaze to observe objects that
others are watching.
Does not refer to himself runs
(for example, he says when in
say:
water").
Repeat words or memorize
tickets, such as
commercials.
 Social interaction
He doesn't make friends.
Does not participate in inter games. He is withdrawn.
You may respond to contact

eye contact.
• May treat others as if they were objects.
• He prefers to spend time alone and not with others. 4 aLAIA e bunu

• Shows lack of empathy.

 Game
• Does not imitate other people's actions.
• Prefers ritualistic or solitary play.
• Shows little imaginative or acting play.
 Behavior
• Acts with intense anger attacks.
• It is dedicated to a single topic or task.
• He has a short attention span.
• He has very restricted interests.
• Is hyperactive or too passive.
• Shows aggression towards other people or
himself.
• Shows great need for monotony.
• Use repetitive body movements.
 tests and
Treatments
An ASD evaluation will often include a complete physical
and nervous system (neurological) examination. Tests can
be done to find out if there is a genetic problem or with the
body's metabolism.
Areas to evaluate: Communication
The language 3
motor skills
He speaks
School performance
Cognitive skills
 TEACCH
• Treatment and Education of Autistic Children and Children
with Communication-Related Impairments
• This uses a diagram of figures and other visual cues that
allow the child to work independently, as well as organize
and structure their environments.
• Although TEACCH tries to improve the adaptation and
associated problem skills

ta the
 Medicines
There is no medication to treat ASD itself; Medications are
often used to treat emotional or behavioral problems that
people with ASD may have, such as:
Assault 2RisperidoneZRisperidone,"Risperidone ■
To Ks 1
Anxiety
Attention problems

• Currently, only risperidone is approved for the treatment of

children between the ages of 5 and 16 who present with
irritability and aggression with ASD.
 DSM V
Disorder of! Autistic spectrum
No aeüs "" ' '
or
various diagnoses 299.00 {F84.0M
TO. Persistent deficiencies in social communication and social interaction in various texts, manifested by the following,
currently or by history (examples are illustrative but not exhaustive): 3 1. Deficiencies in socio-emotional reciprocity vary, for
example, from a close abnormal social behavior and failure of normal two-way conversation, leading to a decline in shared
interests, emotions , AND experiences, to failure to initiate conversations
■ respond to Go social iterations.
2. Deficiencies in non-verbal communicative behaviors used in social interaction vary, for example, from poorly
integrated verbal and non-verbal communication , to abnormalities in eye contact and body language or deficiencies
in the understanding and use of gestures, up to a total lack of facial expression and non- verbal communication. 5
3. Deficits in the development, maintenance and understanding of relationships vary, for example, from difficulties in
adjusting behavior in various social contexts, ranging from difficulties in sharing imaginative play or making friends, to
lack of interest in other people.
 Specify current severity!
Severity is based on impairments in social communication and restricted and repetitive behavior patterns (see
Table 2).
B. Restrictive and repetitive patterns of behavior, interests or activities, manifested in two or more of the following areas, currently or
historically (examples are illustrative but not exhaustive):
1. Stereotyped or repetitive movements, use of objects, or speech (e.g. €j., simple motor stereotypies, alignment of toys or
change of place of objects , echolalia, idiosyncratic phrases ca}.
2. Insistence on monotony, excessive inflexibility of routines, or ritualized patterns of verbal or nonverbal behavior (e.g.
(e.g., great distress over small changes, difficulties with transitions, rigid thought patterns, greeting rituals, need to
walk the same path or eat the same foods every day).
3. Very restricted and fixed interests that are abnormal in their intensity or focus of interest (e.g. ex- strong attachment or
preoccupation with unusual objects , excessively circumscribed or perseverant interests),
4. Hyperp hyporeactivity to sensory stimuli or unusual interest in sensory aspects of the environment (e.g. e.g., apparent
indifference to pain/temperature, adverse response to specific sounds or textures, excessive sniffing or palpation of objects,
visual fascination with lights or movement).
 ENDefine the current severity:
Severity is based on impairments in social communication and restricted and repetitive behavior patterns (see Table
2).
C. Symptoms must be present in the early phases of the developmental period (but may not manifest fully until social
demand exceeds capabilities). or they may be masked by strategies learned in later phases of life).
D. Symptoms cause clinically significant impairment in social, occupational, or other important areas of normal functioning.

ions are not better explained by intellectual disability (developmental disorder), or by global
developmental delay. Intellectual disability and Autistic disorder often coincide; to make diagnoses of
comorbidities of an autistic spectrum and intellectual disability, the. Social communication must be as
planned for the general level of development.
i with a well-established DSM-IV diagnosis of autistic disorder, Asperger's pervasive developmental
disorder not otherwise specified, i the diagnosis of autism spectrum disorder. Patients with social
communication disorders, but whose symptoms do not meet the criteria for social communication
disorder, should be evaluated to diagnose Social Communication Disorder.
 Integration into regular
schools
• Children with autism can be integrated into regular
schools, as long as they have the support they require to
learn and develop at school. Each child is unique with
their strengths, tastes and challenges.
This team is in charge of what they will do for the student,
as well as what they
will work with.
It is very important
program strengths.
Take in

Temple Grandin
 Myths
• The history of autism is full of myths, often with
disastrous effects on the lives of people who suffer
from it and those of their families.
• One of the first myths was propagated by a man credited
with identifying autism, the psyche

Timothy Archibald
• The psychiatrist blamed his patients' relatives for
triggering autism in their children by not offering them
adequate love and care. The image of the "refrigerator
mother" or "refrigerator mothers" proved indelible
from the public mind and two generations of autistic
children were "warehoused" in institutions, subjected to
harsh punishments, experimental restrictions