Autism: from the Greek word “autos” meaning self. It is believed to have been first introduced around 1911 by noted Swiss psychiatrist Eugen Bleuler, who used the term to describe an individual's exclusion of the outside world and virtual withdrawal from social life. Autism is a neuro-biological disorder. It is not a psychological disorder as no psychological bases have been found to its causation. It manifests itself in the first 3 years of life and Individuals have difficulties in three areas of functioning:
-communication;
-forming social relationships; and
-behaviour.
These three are referred to as the “core deficits” or the” triad of impairments”. Social relatedness is a central deficit of autism. Individuals with Autism process and respond to information in different ways than “neuro-typical” individuals do.
The Terminology
1. You will find the words “syndrome” and “disorder” used interchangeably.
2. “Autism Spectrum Disorders” (ASD) refers to a broad definition of autism including Pervasive Developmental Disorder (PDD NOS), Rett Disorder, Asperger syndrome, and Childhood Disintegrative Disorder
3. The Pervasive Developmental Disorders, “PDD” refer to the formal classification of the ASDs. Pervasive means, “reaching across multiple contexts and domains”. Neisworth, 2005).
4. ASD and PDD are often used interchangeably.
Autism is more common in boys than girls. If left un-treated this remains a severe incapacitating lifelong disability. However, with appropriate and timely intervention a potential to recover (not cure) to the fullest potential has been documented. This means these children then do not exhibit those signs, symptoms and behaviours to untrained eyes which are so classic to autism. Autism is a spectrum disorder which describes its heterogeneity. There is a wide range of manifestations in the “spectrum” including a variety of combinations of symptoms with varying degrees of severity.
On one end there is a child with all three features and almost non-verbal where as on the other hand there may be a child with average or above average intelligence and fully verbal. However, throughout the spectrum one common denominator or the hallmark of Autistic Spectrum Disorder (ASD) is the "Lack of Sociability" These children avoid people and therefore focussing on this aspect is of prime importance and our consultant designed an approach which addresses this issue well and thus provide opportunity to heal the very nature of autism.
A Historical Taste
In 1943, Leo Kanner, a psychiatrist at John’s Hopkins Medical Centre in the U.S.A., published his research describing 11 of his young patients with similar
symptoms. (Leo Kanner, "Autistic Disturbances of Affective Contact", Nervous Child, 2 , (1943), pgs. 217-250.)
http://www.ama.org.br/download/Kannereng11andisk.doc.
http://www.neurodiversity.com/library_kanner_1943.pdf
An excerpts from his paper says,
“Since 1938, there have come to our attention a number of children whose condition differs so markedly and uniquely from anything reported so far,
that each case merits - and, I hope, will eventually receive - a detailed consideration of its fascinating peculiarities”
“Elaine C. was brought by her parents on April 12, 1939, at the age of 7 years, 2 months, because of “unusual development”: “She doesn’t adjust.
She stops at all abstractions. She doesn’t understand other children’s games, doesn’t retain in stories read to her, wanders off and walks by
herself, is especially fond of animals of all kinds, occasionally mimics them by walking on all fours and making strange noises.”
“She was “frightened” by noises and anything moving toward her. She was so afraid of the vacuum cleaner that she would not even go near the
closet where it was kept, and when it was used, ran out into the garage, covering her ears with her hands.” Leo Kanner, 1943
(Retrieved from http://www.ama.org.br/download/Kannereng11andisk.doc Sept22, 2006).
In the early 1970’s, Autism was finally conceived as a developmental disorder different from schizophrenia Kolvin, I. ,1971, Studies In The Childhood Psychoses I. Diagnostic Criteria And Classification. Brit. J. Psychiat., 118:381-384.) and Rutter, (1972).
1. The accepted rate, or incidence of the disorders change from year to year, however currently CAIRN reports that 10 - 15 per 10,000 children are autistic and an additional 12 - 20 per 10,000 have autistic-like features.
2. Geneva Centre for Autism reports 1 in 165 children has some form of Autism.
In Canada, there are about 8 million young people in the age group 0-19. Applying a rate of 60/10,000 (or 0.6%), we can estimate that there are currently 48,000 young people from that age group suffering from a PDD today in Canada. This count does not reflect the adult population.”
Dr. Eric Fombonne, CAIRN Review, April 2004.
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Classical Autism: Autistic Disorder, also known as "classic autism", affects a person's ability to communicate, form relationships with others, and respond appropriately to the environment. Some people with autistic disorder are high functioning, and have the ability to speak and interact with others, while others are more severely affected and nonverbal and/or mentally retarded.
Asperger Syndrome: is also a neuro-developmental disorder with similar symptoms to Autism. In 1938 Leo Kanner observed young children with severe delays. In 1944 an Austrian paediatrician named Hans Asperger described older children and adolescents with verbal and intellectual abilities within the normal range.
Characteristics of Asperger Syndrome:
• Repetitive routines or rituals
• Peculiarities in speech and language, such as speaking in an overly formal manner or in a monotone, or taking figures of speech literally
• Socially and emotionally inappropriate behaviour and the inability to interact successfully with peers
• Problems with non-verbal communication, including the restricted use of gestures, limited or inappropriate facial expressions, or a peculiar, stiff gaze
• Clumsy and uncoordinated motor movements
http://www.ninds.nih.gov/disorders/asperger/asperger.htm
Asperger was added to the DSM-IV in 1994, and it is thought that many individuals with the syndrome have gone undiagnosed or have been misdiagnosed. Currently, more professionals and families are using terms other than “high functioning and low functioning” autism, including, “less able, more able, mildly affected, severely affected, at the severe end of the spectrum”, etc. Also, you will see Asperger (with no “s”) and Asperger’s with the apostrophe “s”. Regardless of the diagnosis, individuals with Asperger Syndrome have special challenges particularly with social knowledge and skills. These difficulties can lead to social isolation and depression.
Rett Syndrome (RS): is a neurological disorder seen almost exclusively in females, and found in a variety of racial and ethnic groups worldwide. Dr. Andreas Rett from Vienna, Austria described this syndrome. It is now known that RS can occur in males, but is usually lethal, causing miscarriage, stillbirth or early death. RS received worldwide recognition following a paper by Dr. Bengt Hagberg and colleagues in 1983.
Rett Syndrome affects almost exclusively females. The girls appear to develop normally and then gradually (between 6 and 18 months of age), mental and physical symptoms appear. As the syndrome progresses, (between ages 1 and 4 years), the children lose purposeful use of their hands and the ability to speak. These children often have behaviours, which appear to be “autistic-like”, such as toe walking and diminished eye contact.
In 1999 researchers discovered that Rett Syndrome is caused by mutations in the MECP2 gene on the X chromosome.
For more info Visit the International Rett Syndrome Association’s website:
www.rettsyndrom.com
According to the International Rett Syndrome Association (IRSA) Rett Syndrome is present in every 10,000-23,000 live female births worldwide. IRSA gives the following symptoms for the diagnosis of Rett Syndrome:
>Normal development until 6-18 months
>Slowed rate of head growth with age (3 months-4 years)
>Loss of purposeful hand skills and impaired language skills; this makes it difficult to assess levels of understanding and intelligence
>Repetitive hand movements like washing, wringing or clapping
>Unsteady, stiff-legged walk
Other symptoms that may also be present include:
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- breathing problems like:
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>hyperventilation,
-
>apnoea,
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>breath holding or air swallowing,
- abnormal EEG seizures,
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- muscle rigidity,
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- scoliosis,
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- grinding of teeth, and
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- small feet in relation to height.
Childhood Disintegrative Disorder: (also know as Heller's syndrome and
Disintegrative psychosis) is a condition that occurs in 3 and 4 year old children.
CDD is characterized by deterioration over several months in intellectual, social, and language functioning from previously normal behaviour. Normal development is seen up to age 2. The cause of childhood disintegrative disorder is unknown, but it has been linked to neurological problems.
Very few children who have an autism spectrum disorder (ASD) diagnosis meet the criteria for childhood disintegrative disorder (CDD). An estimate based on four surveys of ASD found fewer than two children per 100,000 with ASD could be classified as having CDD. This suggests that CDD is a very rare form of ASD.
It has a strong male preponderance. Symptoms may appear by age 2, but the average age of onset is between 3 and 4 years. Until this time, the child has age appropriate skills in communication and social relationships. The long period of normal development before regression helps differentiate CDD from Rett syndrome.
The loss of such skills as vocabulary is more dramatic in CDD than they are in classical autism. The diagnosis requires extensive and pronounced losses involving motor, language, and social skills CDD is also accompanied by loss of bowel and bladder control and oftentimes seizures and a very low IQ.
Reference:
National Institute of Mental Health Bethesda (MD): National Institute of Mental Health, National Institutes of Health, US Department of Health and Human Services.
Pervasive Developmental Disorder Not Otherwise Specified (PDDNOS): PDDNOS, or Atypical Autism, is a diagnosis used when a child does not meet certain criteria for a definitive diagnosis of Autism. These children may have higher language and cognitive skills, yet they display some of the symptoms of Autism. This diagnosis may also be used when a child had the symptoms of autism, but these symptoms are no longer apparent.
Genetics
Environmental toxins
Heavy Metals
Brain Inflammation
Gut Pathology
Yeast/Clostridia overgrowth/By products
Possible Mechanisms Cited in the Research
Neuro-inflammation
Demyelination
Activation of Astroglia & Microglia/“Gliosis”
Glutathione Depletion
Mitochondrial Dysfunction
Immune Activation/Immune Suppression/Autoimmunity
Oxidative Stress/Reactive Oxidative Species (ROS)
Impaired Oxidative Phosphorylation
Metal Metabolism/Efflux Disorder
Cytokine Imbalance
Methionine Cycle Disruption
Impaired Methylation
Impaired Transulfuration
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