Autism Spectrum Disorder

Definition
Autism spectrum disorder (ASD) is the name for a group of developmental disorders. ASD
includes a wide range, “a spectrum,” of symptoms, skills, and levels of disability.

People with ASD often have these characteristics:

 Ongoing social problems that include difficulty communicating and interacting with others
 Repetitive behaviors as well as limited interests or activities
 Symptoms that typically are recognized in the first two years of life
 Symptoms that hurt the individual’s ability to function socially, at school or work, or other
areas of life

Some people are mildly impaired by their symptoms, while others are severely disabled.
Treatments and services can improve a person’s symptoms and ability to function. Families
with concerns should talk to their pediatrician about what they’ve observed and the
possibility of ASD screening. According to the Centers for Disease Control and Prevention
(CDC) around 1 in 68 children has been identified with some form of ASD.

What is the difference between Asperger’s syndrome and ASD?

In the past, Asperger’s syndrome and Autistic Disorder were separate disorders. They were
listed as subcategories within the diagnosis of “Pervasive Developmental Disorders.”
However, this separation has changed. The latest edition of the manual from the American
Psychiatric Association, the Diagnostic and Statistical Manual of Mental Disorders (DSM-
5), does not highlight subcategories of a larger disorder. The manual includes the range of
characteristics and severity within one category. People whose symptoms were previously
diagnosed as Asperger’s syndrome or Autistic Disorder are now included as part of the
category called Autism Spectrum Disorder (ASD).

Signs and Symptoms

Parents or doctors may first identify ASD behaviors in infants and toddlers. School staff may
recognize these behaviors in older children. Not all people with ASD will show all of these
behaviors, but most will show several. There are two main types of behaviors: “restricted /
repetitive behaviors” and “social communication / interaction behaviors.”

Restrictive / repetitive behaviors may include:

 Repeating certain behaviors or having unusual behaviors

 Having overly focused interests, such as with moving objects or parts of objects
 Having a lasting, intense interest in certain topics, such as numbers, details, or facts.

Social communication / interaction behaviors may include:

 Getting upset by a slight change in a routine or being placed in a new or overly
stimulating setting
 Making little or inconsistent eye contact
 Having a tendency to look at and listen to other people less often
 Rarely sharing enjoyment of objects or activities by pointing or showing things to others
 Responding in an unusual way when others show anger, distress, or affection
 Failing to, or being slow to, respond to someone calling their name or other verbal
attempts to gain attention
 Having difficulties with the back and forth of conversations
 Often talking at length about a favorite subject without noticing that others are not
interested or without giving others a chance to respond
 Repeating words or phrases that they hear, a behavior calledecholalia
 Using words that seem odd, out of place, or have a special meaning known only to those
familiar with that person’s way of communicating

 Having facial expressions, movements, and gestures that do not match what is being
said
 Having an unusual tone of voice that may sound sing-song or flat and robot-like
 Having trouble understanding another person’s point of view or being unable to predict
or understand other people’s actions.

People with ASD may have other difficulties, such as being very sensitive to light, noise,
clothing, or temperature. They may also experience sleep problems, digestion problems,
and irritability.

ASD is unique in that it is common for people with ASD to have many strengths and
abilities in addition to challenges.

Strengths and abilities may include:

 Having above-average intelligence – the CDC reports 46% of ASD children have above
average intelligence
 Being able to learn things in detail and remember information for long periods of time
 Being strong visual and auditory learners
 Exceling in math, science, music, or art.

Diagnosing ASD

Doctors diagnose ASD by looking at a child’s behavior and development. Young children
with ASD can usually be reliably diagnosed by age two.

Older children and adolescents should be evaluated for ASD when a parent or teacher
raises concerns based on watching the child socialize, communicate, and play.
 Diagnosing ASD in adults is not easy. In adults, some ASD symptoms can overlap with
symptoms of other mental health disorders, such as schizophrenia or attention deficit
hyperactivity disorder (ADHD). However, getting a correct diagnosis of ASD as an adult
can help a person understand past difficulties, identify his or her strengths, and obtain
the right kind of help.

Diagnosis in young children is often a two-stage process:

Stage 1: General Developmental Screening During Well-Child Checkups

Every child should receive well-child check-ups with a pediatrician or an early childhood
health care provider. The Centers for Disease Control and Prevention
(CDC) recommends specific ASD screening be done at the 18- and 24-month visits.

Earlier screening might be needed if a child is at high risk for ASD or developmental
problems. Those at high risk include children who:

 Have a sister, brother, or other family member with ASD

 Have some ASD behaviors
 Were born premature, or early, and at a low birth weight.

Parents’ experiences and concerns are very important in the screening process for
young children. Sometimes the doctor will ask parents questions about the child’s
behaviors and combine this information with his or her observations of the child. Read
more about screening instruments on the CDC website.

Children who show some developmental problems during this screening process will be
referred for another stage of evaluation.

Stage 2: Additional Evaluation

This evaluation is with a team of doctors and other health professionals with a wide
range of specialties who are experienced in diagnosing ASD. This team may include:

 A developmental pediatrician—a doctor who has special training in child development

 A child psychologist and/or child psychiatrist—a doctor who knows about brain
development and behavior
 A speech-language pathologist—a health professional who has special training in
communication difficulties.

The evaluation may assess:

 Cognitive level or thinking skills

 Language abilities
 Age-appropriate skills needed to complete daily activities independently, such as eating,
dressing, and toileting.

Because ASD is a complex disorder that sometimes occurs along with other illnesses or
learning disorders, the comprehensive evaluation may include:

 Blood tests
 Hearing test

The outcome of the evaluation will result in recommendations to help plan for treatment.

Diagnosis in older children and adolescents

Older children whose ASD symptoms are noticed after starting school are often first
recognized and evaluated by the school’s special education team. The school’s team
may refer these children to a health care professional.

Parents may talk with a pediatrician about their child’s social difficulties including
problems with subtle communication. These subtle communication issues may include
understanding tone of voice, facial expressions, or body language. Older children may
have trouble understanding of figures of speech, humor, or sarcasm. Parents may also
find that their child has trouble forming friendships with peers. The pediatrician can refer the
child for further evaluation and treatment.

Diagnosis in adults
Adults who notice the signs and symptoms of ASD should talk with a doctor and ask for a
referral for an ASD evaluation. While testing for ASD in adults is still being refined, adults
can be referred to a psychologist or psychiatrist with ASD expertise. The expert will ask
about concerns, such as social interaction and communication challenges, sensory issues,
repetitive behaviors, and restricted interests. Information about the adult’s developmental
history will help in making an accurate diagnosis, so an ASD evaluation may include talking
with parents or other family members.

Risk Factors
Scientists don’t know the exact causes of ASD, but research suggests that genes and
environment play important roles.

Risk factors include:

 Gender—boys are more likely to be diagnosed with ASD than girls

 Having a sibling with ASD
 Having older parents (a mother who was 35 or older, and/or a father who was 40 or older
when the baby was born)
 Genetics—about 20% of children with ASD also have certain genetic conditions. Those
conditions include Down syndrome,
 fragile X syndrome, and tuberous sclerosis among others.

In recent years, the number of children identified with ASD has increased. Experts disagree
about whether this shows a true increase in ASD since the guidelines for diagnosis have
changed in recent years as well. Also, many more parents and doctors now know about the
disorder, so parents are more likely to have their children screened, and more doctors are able
to properly diagnose ASD, even in adulthood.

Treatments and Therapies

Early treatment for ASD and proper care can reduce individuals’ difficulties while helping
them learn new skills and make the most of their strengths. The very wide range of issues
facing those “on the spectrum” means that there is no single best treatment for ASD. Working
closely with a doctor or health care professional is an important part of finding the right
treatment program. There are many treatment options, social services, programs, and other
resources that can help.

Here are some tips.

 Keep a detailed notebook. Record conversations and meetings with health care providers and
teachers. This information helps when its time to make decisions.
 Record doctors' reports and evaluations in the notebook. This information may help an individual
qualify for special programs.
 Contact the local health department, school, or autism advocacy groups to learn about their special
programs.
 Talk with a pediatrician, school official, or physician to find a local autism expert who can help
develop an intervention plan and find other local resources.
 Find an autism support group. Sharing information and experiences can help individuals with ASD
and/or their caregivers learn about options, make decisions, and reduce stress.

Medication
A doctor may use medication to treat some difficulties that are common with ASD. With
medication, a person with ASD may have fewer problems with:

 Irritability
 Aggression
 Repetitive behavior
 Hyperactivity
 Attention problems
 Anxiety and depression
What is Cerebral Palsy?

The term cerebral palsy refers to a group of neurological disorders that appear in infancy or early childhood
and permanently affect body movement, muscle coordination, and balance.CP affects the part of the brain
that controls muscle movements. The majority of children with cerebral palsy are born with it, although it
may not be detected until months or years later. The early signs of cerebral palsy usually appear before a
child reaches 3 years of age. The most common are a lack of muscle coordination when performing
voluntary movements (ataxia); stiff or tight muscles and exaggerated reflexes (spasticity); walking with one
foot or leg dragging; walking on the toes, a crouched gait, or a “scissored” gait; and muscle tone that is
either too stiff or too floppy. Other neurological symptoms that commonly occur in individuals with CP
include seizures, hearing loss and impaired vision, bladder and bowel control issues, and pain and
abnormal sensations. A small number of children have CP as the result of brain damage in the first few
months or years of life, brain infections such as bacterial meningitis or viral encephalitis, or head injury from
a motor vehicle accident, a fall, or child abuse. The disorder isn't progressive, meaning that the brain
damage typically doesn't get worse over time. Risk factors associated with CP do not cause the disorder
but can increase a child's chance of being born with the disorder.CP is not hereditary.

Definition of Cerebral Palsy

While Cerebral Palsy (pronounced seh-ree-brel pawl-zee) is a blanket term
commonly referred to as “CP” and described by loss or impairment of motor function,
Cerebral Palsy is actually caused by brain damage. The brain damage is caused by
brain injury or abnormal development of the brain that occurs while a child’s brain is
still developing — before birth, during birth, or immediately after birth.

Cerebral Palsy affects body movement, muscle control, muscle coordination, muscle
tone, reflex, posture and balance. It can also impact fine motor skills, gross motor
skills and oral motor functioning.

What is Cerebral Palsy?

Cerebral Palsy is the result of a brain injury or a brain malformation. Individuals with
Cerebral Palsy were most likely born with the condition, although some acquire it
later.

It was once thought that Cerebral Palsy was caused by complications during the
birthing process. While this does happen, it is now widely agreed that birthing
complications account for only a small percentage, an estimated 10 percent, of
Cerebral Palsy cases.

Current research suggests the majority of Cerebral Palsy cases result from abnormal
brain development or brain injury prior to birth or during labor and delivery.
Accidents, abuse, medical malpractice, negligence, infections, and injury are some
known risk factors that may lead to Cerebral Palsy.

Cerebral Palsy causes physical impairment

An individual with Cerebral Palsy will likely show signs of physical impairment.
However, the type of movement dysfunction, the location and number of limbs
involved, as well as the extent of impairment, will vary from one individual to another.
It can affect arms, legs, and even the face; it can affect one limb, several, or all.

Cerebral Palsy affects muscles and a person’s ability to control them. Muscles can
contract too much, too little, or all at the same time. Limbs can be stiff and forced into
painful, awkward positions. Fluctuating muscle contractions can make limbs tremble,
shake, or writhe.

Balance, posture, and coordination can also be affected by Cerebral Palsy. Tasks
such as walking, sitting, or tying shoes may be difficult for some, while others might
have difficulty grasping objects.

Other complications, such as intellectual impairment, seizures, and vision or hearing

impairment also commonly accompany Cerebral Palsy.

Every case of Cerebral Palsy is unique to the individual

Every case of cerebral palsy is unique to the individual. One person may have total
paralysis and require constant care, while another with partial paralysis might have
slight movement tremors but require little assistance. This is due in part by the type
of injury and the timing of the injury to the developing brain.

Cerebral Palsy is non-life-threatening

With the exception of children born with a severe case, Cerebral Palsy is considered
to be a non-life-threatening condition. Most children with Cerebral Palsy are
expected to live well into adulthood.

Cerebral Palsy is incurable

Cerebral Palsy is damage to the brain that cannot currently be fixed. Treatment and
therapy help manage effects on the body.

Cerebral Palsy is non-progressive

The brain lesion is the result of a one-time brain injury and will not produce further
degeneration of the brain.

Cerebral Palsy is permanent

The injury and damage to the brain is permanent. The brain does not “heal” as other
parts of the body might. Because of this, the Cerebral Palsy itself will not change for
better or worse during a person’s lifetime. On the other hand, associative conditions
may improve or worsen over time.

Cerebral Palsy is not contagious; it is not communicable

In the majority of cases, Cerebral Palsy is caused by damage to the developing
brain. Brain damage is not spread through human contact. However, a person can
intentionally or unintentionally increase the likelihood a child will develop Cerebral
Palsy through abuse, accidents, medical malpractice, negligence, or the spread of a
bacterial or viral infection.

Cerebral Palsy is manageable

The impairment caused by Cerebral Palsy is manageable. In other words, treatment,
therapy, surgery, medications and assistive technology can help maximize
independence, reduce barriers, increase inclusion and thus lead to an enhanced
quality of life.

Cerebral Palsy is chronic

The effects of Cerebral Palsy are long-term, not temporary. An individual diagnosed
with Cerebral Palsy will have the condition for their entire life.

Every case of Cerebral Palsy is unique to the individual. One person may have total
paralysis and require constant care, while another with partial paralysis might have
slight movement tremors but require little assistance. This is due in part by the type
of injury and the timing of the injury to the developing brain.

Frequently Asked Questions

When a parent learns his or her child has Cerebral Palsy, they begin to define and
understand the condition. Questions arise. Words such as disability, impairment,
special needs, and handicap are helpful when used correctly. However, the same
words – when misunderstood and misused – can be hurtful, offensive and harmful.

Is Cerebral Palsy an impairment?

Yes. Impairment is the loss or limitation of function. Impairment is a condition that
limits a person to some degree.
Individuals diagnosed with Cerebral Palsy have a neurological condition which
primarily causes physical impairment involving limitation or loss of function and
mobility. They experience difficulty with muscle coordination, muscle control, muscle
tone, reflexes, balance or posture. They may have difficulty with fine or gross motor
skills. Their facial muscles may be affected.

Individuals with Cerebral Palsy often have associative and co-mitigating conditions
that also impose additional challenges, such as a learning impairment, seizures, and
vision or hearing loss.

A person can have impairment without having a disability.

Is Cerebral Palsy a disability?

Sometimes. A disability is an impairment that substantially limits a person’s ability to
perform life activities within a range comparable to someone the same age and
circumstance. A disability may include impairments that limit mobility, hearing, sight,
and communication.

The term “disability” is primarily used to qualify a person fairly for government
benefits, access to healthcare, special education programs, workers compensation,
workplace accommodations, travel accommodations, or health insurance.

All individuals with disability have impairment. However, a person can have
impairment without disability. In other words, their impairment does not restrict them
from performing a life activity. For example, a person who wears glasses or contact
lenses to correct nearsightedness has impairment, but does not have a disability; the
impairment — nearsightedness — is correctable and therefore does not restrict
performance. However, a person declared legally blind is unable to perform certain
functions, such as driving, and hence is said to have a disability that restricts
performance.

Is Cerebral Palsy a disease?

No. Cerebral Palsy is not a disease - it is actually a term used to describe a range of
conditions that typically cause physical impairment.

Is Cerebral Palsy a handicap?

A handicap is a situational barrier or obstacle that limits activity or restricts
participation, often temporarily. The World Health Organization defines two types of
handicaps:

Activity limitations are difficulties an individual may have in executing a task or

action.
Participation restrictions are problems an individual may have in involvement in
life situations.
A handicap is apparent only when the barrier or obstacle exists. For a person who
uses a wheelchair for mobility, stairs and narrow hallways may present a handicap.
Ramps, elevators, and alternate hallways remove the handicap.

Today, much is being done to remove barriers and obstacles for individuals with
impairment. WHO and U.S. government agencies guided by the Americans with
Disabilities Act, collaborate with employers, retailers, transportation sources and
private groups on a mission to identify obstacles and barriers.

Introduction: Dyslexia

What is dyslexia?
The following is the definition of dyslexia adopted by the Research Committee
of the International Dyslexia Association in August 2002:
Dyslexia is a specific learning disability that is neurobiological in origin. It is
characterised by difficulties with accurate and/or fluent word recognition and
by poor spelling and decoding abilities. These difficulties typically result from a
deficit in the phonological component of language that is often unexpected in
relation to other cognitive abilities and the provision of effective classroom
instruction. Secondary problems may include problems in reading
comprehension and reduced reading experience that can impede growth of
vocabulary and background knowledge.

Dyslexia is sometimes referred to as a:

 Learning disability
 Specific learning difficulty
 Reading disorder
 Reading disability
To Diagnos/ test fdyslexia
There is no single test for dyslexia. To reach a diagnosis, a psychologist
analyses the results of an IQ battery, achievement tests and questionnaires to
determine the reason for a child’s learning difficulty. Diagnosing dyslexia can
be difficult as individuals present inconsistent and contradictory profiles.
A child who appears bright and capable and displays many of these difficulties
may be at risk for dyslexia. However, it is important to remember that the
levels of development and speed of learning in early childhood differ
significantly for each child. For this reason, psychologists tend to not formally
diagnose dyslexia until a child is seven years of age or older.
Nevertheless, much can be done for children 7 years and under to prevent
later difficulties. A good starting point is a comprehensive assessment by
aneducational psychologist who will identify cognitive strengths and
weaknesses and make recommendations to help address identified
difficulties. A psychologist will also suggest other specialists if appropriate
(e.g., speech pathologist, occupational therapist, tutor, etc.)

Do all students with reading difficulties have

dyslexia? top