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“Autism, or autism spectrum disorder (ASD), refers to a broad range of conditions characterized by challenges with social skills, repetitive behaviors, speech and nonverbal communication."

Causal Factors & Prevalence
Causal Factors

There is no known single cause for autism. Research has indicated that there may be a variety of different causes which may bring about the onset of autism in children. Individuals with autism are usually diagnosed by the age of 3. These include both nature-based and nurture-based factors. Some of the nature-based factors which may influence a child’s development of autism include genetics, neurochemical imbalances, and different brain sizes.

No specific gene causing autism has been identified by scientists. However, autism is more prevalent in boys than in girls, so there is an assumption among members of the scientific community that there must be some gene-related component. Neurochemically, individuals with autism develop abnormal levels of serotonin in their brain. Furthermore, there are differences in the structure, composition, and the functions of the brain of an autistic individual versus a neurotypical individual involving gray matter and white matter. Individuals with autism also have larger and heavier brains than neurotypical individuals. Some nurture-based factors which have been claimed, but not proven, to influence an individual’s development of autism include parents’ unresponsiveness, diet, and lifestyle choices.

Prevalence

3.4 out of 1000 children are identified as having ASD. Four times as many boys are diagnosed with ASD compared to girls.

Characteristics of Individuals with Autism
Some of the characteristics which individuals with autism may exhibit include, but are not limited to:

• Variable intellectual functioning

• Low rates of eye contact

• Not responding to familiar faces and exhibiting little pleasure in the present of their parents in infants

• Lack of attention to multiple dimensions of a task

• Restrictive range of interest

• Stereotypical and repetitive movements and behaviors

• Social isolation; friendships, play, and expressions of empathy are not milestones which are attained

• Limited receptive and expressive language skills

• Difficulties understanding their own and others’ behaviors and emotions

• Difficulties reading faces and understanding the interplay of voices

• Misunderstanding figurative language

• Resisting environmental change

• Resisting a change to their routines

• Non-typical responses to sensory experiences

Identification Process
In identifying autism in infants, certain observation protocols are observed. Semi-structured interviews take place and direct observation scales may be used. Rating scales are used to determine the identification of autism in an individual.

Some rating scales include the Checklist for Autism in Toddlers (CHAT), Screening for Autism in 2-Year Olds (STAT) , Core Deficit Scales , and Autism Rating Scales.

Examples of Core Deficit Scales include the Social Responsiveness Scale (SRS), Children’s Social Behavior Questionnaire (CSBQ) , and Pervasive Developmental Disorders Rating Scale (PDDRS). Examples of Autism Rating Scales include the Childhood Autism Rating Scale (CARS) and Autism Behavior Checklist.

As far as observation protocols are concerned, some types of semi-structured interviews include the Autism Diagnostic Interview-Revised (ADI-R) and the Diagnostic Interview for Social and Communication Disorders (DISCO). Examples of direct observation scales include the Autism Diagnostic Observation Schedule (ADOS) and Psychoeducational Profile-Revised (PEP-R).

Possible Interventions
Possible Behavior Interventions

Some possible behavior plan interventions for a child with autism include emphasizing positive peer actions, teaching the child communication skills , teaching the child how to play , cartooning , the use of social stories and social autopsies , and Voice Output Communication Aids. Cartooning, social stories, and social autopsies are all ways to have children with autism understand and dissect social situations which may confuse them.

Possible Instructional Interventions Some possible instructional interventions for a child with autism include the Picture Exchange Communication System (PECS), Applied Behavioral Analysis (ABA) , Voice Output Communication Aids (VOCA) , cartooning , the use of natural interactions , priming , and using modeling and visual supports.

Priming is used as an antecedent intervention for children with autism. It has been shown to increase academic responding for children with ASD.