Autism spectrum disorder (ASD) can be defined as a disability caused by differences in the brain. An ASD diagnosis comprises various disorders that formerly were diagnosed separately, such as Asperger's syndrome, pervasive developmental disorder not otherwise specified (PDD-NOS), and autistic disorder. These disorders are now classified under the term Autism spectrum disorder or ASD. ASD is characterized by behavioral, social, and communication challenges. These challenges could be mild, intense, or anywhere in between.
Often, people with ASD look the same as other neurotypical people, but they might interact, function, and learn in more unique ways than most others. The proficiency of people with ASD varies considerably. A good example is where some may have accelerated communication skills. Others may be nonverbal. Several people with ASD require assistance in everyday living, while some others can live and function with minimal support. ASD usually remains throughout a person's lifetime and typically starts before the age of three. Some kids exhibit symptoms of ASD in their first 12 months, but in others, these indications may not appear until they are up to 24 months. In some cases, children with ASD learn different skills and pass developmental milestones until they are about 18 to 24 months of age, and then they cease to learn other skills and sometimes even relinquish the skills they possess. Guardians or pediatricians could quickly notice initial symptoms of this disorder before a child turns 1. However, symptoms usually become apparent when a child is two or three years of age. The functional impairment associated with autism is not evident for some people until the child starts school. Current science implies that some congenital conditions increase the risk of autism. Certain genetic factors, such as Fragile X Syndrome and Tuberous Sclerosis, have been recognized as an increased chance of being diagnosed with Autism. Other risk factors include low birth weight, older parental age, maternal use of thalidomide or valproic acid during pregnancy, low birth weight, etc. In many families, patterns of autism and other related disabilities occur, and this further substantiates the hypothesis that the disorder is genetically based. Signs of autism occur in three major areas: social relations, communication in both verbal and non-verbal aspects, and repetitive behavior and restricted interests. Social communication deficiencies consist of a lack of understanding of how non-verbal gestures are used, stiff dialogue, difficulty comprehending emotion, be it theirs or others, dislike of making or maintaining eye contact, and problems making and keeping friends and companions. Restricted interests and repetitive behaviors could include extreme anxiety in dealing with change, obsessively concentrating on niche interests to the point of ignoring others, sensory hypersensitivity such as disliking noise, repetitive movements like spinning and rocking hard and organizing belongings as toys in a specific way. There are varied ASD treatments for children. Treatments like applied behavioral analysis entail a methodical examination of the child’s functional challenges to establish a behavioral plan for enhancing their attitude and capabilities. Social skills training could be carried out in a group or individual environments that encourage children with autism to improve their proficiency in communication and social interaction proficiency. Speech and language treatment can improve the child’s language habits and comprehension. Occupational therapy deals with adaptive skills deficiencies and daily activities, and children with autism can also attain maximum academic capability by learning under Individual Education Plans provided by their schools. This comprises unique classes for young children to learn social, language, and life skills.
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Elizabeth “Betsy” Lowery owns Little You Inc., a pediatric occupational and speech therapy practice in Chicago, Illinois. Elizabeth Lowery is experienced in a range of speech, language, and communication disorders, including articulation and phonological disorders.
Children naturally struggle as they learn to communicate. However, some struggle more than others. These children may be dealing with an articulation or phonological disorder. Articulation is the process of making sounds, which involves coordination between the tongue, teeth, lips, and lungs, as well as many muscles and nerves. Children with an articulation disorder might experience difficulty pronouncing certain sounds clearly or forming a particular speech sound - for example, a child with a lisp or one who can’t make the sound of the letter R. Phonology refers to the way sounds are put together to formulate words. Children with phonological disorders are able to say sounds correctly but may put them in the wrong order. They might also struggle with pronouncing sounds in some words but not others. Children with phonological disorders tend to be much harder to understand than those with articulation disorders. Phonological disorders are also linked to continued language and literacy problems. Regardless, if a parent is concerned about their children’s speech, they should discuss these concerns with their primary doctor. The doctor may then refer them to a speech pathologist. |