What Is Autism?

Autism, also called autism spectrum disorder (ASD), is a complicated, lifelong condition that
includes problems with communication and behavior. It's a spectrum disorder, which means it
affects people in different ways and in varying degrees. It usually appears by age 2 or 3.
People with autism have trouble with communication. They have trouble understanding what
other people think and feel. This makes it hard for them to express themselves, either with words
or through gestures, facial expressions, and touch.
People with autism may have problems with learning. Their skills might develop unevenly. For
example, they could have trouble communicating but be unusually good at art, music, math, or
things that involve memory. Because of this, they might do especially well on tests of analysis or
problem-solving.
More children are diagnosed with autism now than ever before. But the latest numbers could be
higher because of changes in how it’s diagnosed, not because more children have the disorder.

Autistic people may act in a different way to other people

Autistic people may:
● find it hard to communicate and interact with other people
● find it hard to understand how other people think or feel
● find things like bright lights or loud noises overwhelming, stressful or uncomfortable
● get anxious or upset about unfamiliar situations and social events
● take longer to understand information
● do or think the same things over and over

Signs of autism in children

Autism in young children
Signs of autism in young children include:
● not responding to their name
● avoiding eye contact
● not smiling when you smile at them
● getting very upset if they do not like a certain taste, smell or sound
● repetitive movements, such as flapping their hands, flicking their fingers or rocking their
body
● not talking as much as other children
● not doing as much pretend play
● repeating the same phrases
Autism in older children
Signs of autism in older children include:
● not seeming to understand what others are thinking or feeling
● unusual speech, such as repeating phrases and talking ‘at’ others
● liking a strict daily routine and getting very upset if it changes
● having a very keen interest in certain subjects or activities
 ● getting very upset if you ask them to do something
● finding it hard to make friends or preferring to be on their own
● taking things very literally – for example, they may not understand phrases like "break a
leg"
● finding it hard to say how they feel
Autism in girls and boys
Autism can sometimes be different in girls and boys.
Autistic girls may:
● hide some signs of autism by copying how other children behave and play
● withdraw in situations they find difficult
● appear to cope better with social situations
● show fewer signs of repetitive behaviours
This means autism can be harder to spot in girls.

Social communication and interaction skills can be challenging for people with ASD.
Examples of social communication and social interaction characteristics related to ASD can
include
● Avoids or does not keep eye contact
● Does not respond to name by 9 months of age
● Does not show facial expressions such as happy, sad, angry, and surprised by 9 months of
age
● Does not play simple interactive games like pat-a-cake by 12 months of age
● Uses few or no gestures by 12 months of age (for example, does not wave goodbye)
● Does not share interests with others by 15 months of age (for example, shows you an
object that they like)
● Does not point to show you something interesting by 18 months of age
● Does not notice when others are hurt or upset by 24 months (2 years) of age
● Does not notice other children and join them in play by 36 months (3 years) of age
● Does not pretend to be something else, like a teacher or superhero, during play by 48
months (4 years) of age
● Does not sing, dance, or act for you by 60 months (5 years) of age

Autism Spectrum Disorder Diagnostic Criteria 299.00 (F84.0)

A. Persistent deficits in social communication and social interaction across multiple contexts, as
manifested by all of the following, currently or by history (examples are illustrative, not
exhaustive; see text):
1. Deficits in social-emotional reciprocity, ranging, for example, from abnormal social approach
and failure of normal back-and-forth conversation; to reduced sharing of interests, emotions, or
affect; to failure to initiate or respond to social interactions.
2. Deficits in nonverbal communicative behaviors used for social interaction, ranging, for
example, from poorly integrated verbal and nonverbal communication; to abnormalities in eye
contact and body language or deficits in understanding and use of gestures; to a total lack of
facial expressions and nonverbal communication.
3. Deficits in developing, maintaining, and understanding relationships, ranging, for example,
from difficulties adjusting behavior to suit various social contexts; to difficulties in sharing
imaginative play or in making friends; to absence of interest in peers.
Specify current severity: Severity is based on social communication impairments and restricted,
repetitive patterns of behavior (see Table 2).
B. Restricted, repetitive patterns of behavior, interests, or activities, as manifested by at least
two of the following, currently or by history (examples are illustrative, not exhaustive; see text):
1. Stereotyped or repetitive motor movements, use of objects, or speech (e.g., simple motor
stereotypies, lining up toys or flipping objects, echolalia, idiosyncratic phrases).
2. Insistence on sameness, inflexible adherence to routines, or ritualized patterns of verbal or
nonverbal behavior (e.g., extreme distress at small changes, difficulties with transitions, rigid
thinking patterns, greeting rituals, need to take same route or eat same food every day).
3. Highly restricted, fixated interests that are abnormal in intensity or focus (e.g., strong
attachment to or preoccupation with unusual objects, excessively circumscribed or perseverative
interests).
4. Hyper- or hyporeactivity to sensory input or unusual interest in sensory aspects of the
environment (e.g., apparent indifference to pain/temperature, adverse response to specific
sounds or textures, excessive smelling or touching of objects, visual fascination with lights or
movement).
Specify current severity: Severity is based on social communication impairments and restricted,
repetitive patterns of behavior (see Table 2).
C. Symptoms must be present in the early developmental period (but may not become fully
manifest until social demands exceed limited capacities, or may be masked by learned strategies
in later life).
D. Symptoms cause clinically significant impairment in social, occupational, or other important
areas of current functioning.
E. These disturbances are not better explained by intellectual disability (intellectual
developmental disorder) or global developmental delay. Intellectual disability and autism
spectrum disorder frequently co-occur; to make comorbid diagnoses of autism spectrum
disorder and intellectual disability, social communication should be below that expected for
general developmental level.
Note: Individuals with a well-established DSM-IV diagnosis of autistic disorder, Asperger’s
disorder, or pervasive developmental disorder not otherwise specified should be given the
diagnosis of autism spectrum disorder. Individuals who have marked deficits in social
communication, but whose symptoms do not otherwise meet criteria for autism spectrum
disorder, should be evaluated for social (pragmatic) communication disorder.

What causes autism?

Researchers have not found one single cause of autism. Several factors
could play a role in its development. They include:
● having a twin or older sibling with autism
 ● having a twin or older sibling with autism
● older parental age at the time of conception
● brain growth disruptions in early development
● preterm birth
Much of the research on autism suggests that a combination of genetic and environmental
factors cause it.

Genetic factors
Over the last few decades, there has been a significant increase
in autism genetics research. During that time, scientists have found that ASD is highly heritable.
This means that genetics play a large role in its development.
For example, a 2019 study
of more than 2 million people across five countries estimated ASD’s heritability to be
approximately 80%.
Researchers have also found that specific gene variants can contribute to autism risk. A gene
variant is a permanent change in the DNA sequence that makes up a gene. Some gene variants
come from a person’s parents, while others can occur during a person’s lifetime.
There is no clinical reason to carry out routine testing for common gene variants, as many people
have them, and they do not reliably predict that a person will be autistic.
However, there is a growing number of rare gene variants that doctors could look for. Testing for
them could potentially
:
● give people a better understanding of why they, or their child, is autistic
● enhance early recognition, allowing people to gain support sooner
● increase the quality of healthcare a person receives
However, genetic testing also comes with some potential difficulties, including:
● Difficulty interpreting findings: The rare gene variants that have links to autism are not a
guarantee a person will be autistic nor a way to predict the severity of symptoms.
● False negatives: This can happen if a doctor fails to detect a known variant. This may
mean a child does not receive a correct diagnosis.
● Ethical concerns: There are significant fears among members of the autistic community
that scientists could use genetic testing for autism as a first step toward erasing it. This is
known as eugenics.

Environmental factors
Researchers have identified several environmental factors
that may play a role in developing autism, including:
● bacterial and viral infections while pregnant
● maternal autoimmunity
● the use of certain medications during pregnancy (e.g., valproic acid, selective serotonin
reuptake inhibitors)
● environmental toxicants, including air pollution, heavy metals, and pesticides
● maternal obesity or diabetes
parental age at the time of conception
● extremely preterm birth and low birth weight
 ● extremely preterm birth and low birth weight
It is important to note that some studies on these factors have somewhat confusing results.
For example, an older 2010 study from Denmark found no association between maternal
infection and ASD diagnosis when looking at the total period of pregnancy.
However, researchers did find an association between ASD diagnosis and pregnant people who
were admitted to the hospital for viral infections during the first trimester and pregnant people
who had bacterial infections in the second trimester.
Similarly, in 2012
, a study found “little evidence” of an association between ASD and common infectious diseases
or fevers during pregnancy. However, it did find an increased risk of an ASD diagnosis if a parent
had influenza (flu) or prolonged fever during their pregnancy.
More research is necessary to better understand the role that environmental factors might play.

Treatment
No cure exists for autism spectrum disorder, and there is no one-size-fits-all treatment. The goal
of treatment is to maximize your child's ability to function by reducing autism spectrum disorder
symptoms and supporting development and learning. Early intervention during the preschool
years can help your child learn critical social, communication, functional and behavioral skills.
The range of home-based and school-based treatments and interventions for autism spectrum
disorder can be overwhelming, and your child's needs may change over time. Your health care
provider can recommend options and help identify resources in your area.
If your child is diagnosed with autism spectrum disorder, talk to experts about creating a
treatment strategy and build a team of professionals to meet your child's needs.
Treatment options may include:
● Behavior and communication therapies. Many programs address the range of social,
language and behavioral difficulties associated with autism spectrum disorder. Some
programs focus on reducing problem behaviors and teaching new skills. Other programs
focus on teaching children how to act in social situations or communicate better with
others. Applied behavior analysis (ABA) can help children learn new skills and generalize
these skills to multiple situations through a reward-based motivation system.
● Educational therapies. Children with autism spectrum disorder often respond well to highly
structured educational programs. Successful programs typically include a team of
specialists and a variety of activities to improve social skills, communication and behavior.
Preschool children who receive intensive, individualized behavioral interventions often
show good progress.
● Family therapies. Parents and other family members can learn how to play and interact
with their children in ways that promote social interaction skills, manage problem
behaviors, and teach daily living skills and communication.
● Other therapies. Depending on your child's needs, speech therapy to improve
communication skills, occupational therapy to teach activities of daily living, and physical
therapy to improve movement and balance may be beneficial. A psychologist can
recommend ways to address problem behavior.
● Medications. No medication can improve the core signs of autism spectrum disorder, but
 ● Medications. No medication can improve the core signs of autism spectrum disorder, but
specific medications can help control symptoms. For example, certain medications may be
prescribed if your child is hyperactive; antipsychotic drugs are sometimes used to treat
severe behavioral problems; and antidepressants may be prescribed for anxiety. Keep all
health care providers updated on any medications or supplements your child is taking.
Some medications and supplements can interact, causing dangerous side effects.
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Autism Treatment in India

● BRAIN GYM THERAPY

● FLOOR PROGRAM(GYMNASTIC PROGRAM)
● LISTENING THERAPY (AIT)
● REFLEX INTEGRATION THERAPY
● AUDIO VISUAL THERAPY
● PRISM THERAPY
● ORA FACIAL AND LOGOTHERAPY
● HANDLE THERAPY
● ART & SENSORY INTEGRATION
● TACTILE THERAPY
● BALANCE BOARD
● SPEECH THERAPY
● IYENGAR YOGA
● NEURO-STRUCTURAL THERAPY
● ARCHETYPE MOVEMENTS
● MUSIC THERAPY
● AUDIO VISUAL THERAPY
● RESPIRATORY PATTERNING THERAPY
● ARCHETYPE THERAPY
● READING, MATHS and ENCYCLOPEDIA PROGRAM
● BEHAVIOR MODIFICATION WITH LAW PROGRAM