This is autism?.
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There is evidence that in some cases this neurological difference is present from birth.
Autism is usually thought of as a behavioral disorder, some early theorists have gone so far as to suppose it to be caused by "refrigerator mothers".
For the majority of the last sixty years (since autism was first described scientifically by Kanner in 1943) the syndrome has still been thought of in terms of behavior rather than underlying brain development.
Thus all current diagnoses are based on observed behavior, which significantly delayed the diagnosis in most cases.
Currently steps are being made towards identifying neurological markers of autism to aid in earlier diagnosis and thus earlier intervention.
What is genetics? There is much evidence that a strong genetic component in autism (Rutter, 2005).
There are also suggestions that autism is caused by poor sensory integration (Smith-Myles & Simpson, 1998), maturational delays in primary reflexes (Teitelbaum, Benton & Shah, 2004), immune system dysfunction (Pardo, Vargas & Zimmerman, 2006), or gastro-intestinal issues (Gurney, McPheeters & Davis, 2006).
At this point there is no clear consensus.
Autism is now more frequently referred to as Autism Spectrum Disorder (ASD) indicating the wide variation in symptomology.
Children diagnosed with PDD or PDD-NOS or Asperger's syndrome tend to a similar behavior to a more mild.
The behaviors that tend to lead to a diagnoses of Autism or ASD are usually classified into three clusters - known as the "triad of impairments".
They describe challenges: social interaction and communication of language and imagination (including the use of repetitive self-stimulatory behavior) is not what diagnostic criteria to recognize the strengths of people diagnosed with autism exhibited.
There are many, many reports - scientific and otherwise - about the incredible abilities many people with autism posses.
At the far end of the spectrum are the people as a scholar, often amazing skills in mathematics, music or art (Happe, 1999).
The thousands of people with autism who don't gain fame for their savant abilities also posses many amazing skills.
We have worked with five year old children who can put together a 500 piece jigsaw puzzle in a matter of minutes with the picture side facing down.
g.
Steven Wiltshire).
Many people with autism, actually a higher proportion than in the non-autistic population have perfect pitch-the ability to produce a note heard (Happe, 1999).
Still others, such as popular by the film \"Rainman \" are able to do incredible maths.
We have worked with children as young as four capable of performing multiplication of two three-digit numbers in their head.
These children have had no training in mathematics, has shown that this ability from an early age.
The mother of one child we worked with as a teenager told us her son began teaching himself math from age two and by five was performing calculus problems for fun.
E important to each child as a whole, rather than only on what challenging look for this child.
By embracing a child's strengths and motivations you can help that child to grow in his or her areas of challenge.
However in approaches to autism this wisdom has been regrettably ignored.
These skills have been believed to be harmful to the child in some way to the extend that extreme measures have been taken (and still are in some therapies) to keep children away from their interests including electric shock and being sprayed with water.
This approach came from a conviction on the basis of autism, which begins to happiness is to change.
The old belief is that autism is a behavioral disorder.
The consequence of this conviction was on behavioral change and to try to remedy this focus as \"unusual \".
The new belief is that autism is the developmental consequence of a brain programmed to operate differently.
The consequence of this belief is that therapy on providing a physical and social environment, with these differences and facilitate the optimal use and learning of individual children is aligned.
Practitioners of The Son-Rise Program have seen for the last three decades that acceptance and appreciation of these interests and activities can build a bridge to social interaction with a child with autism.
can be learned by the child through the many other social interaction skills.
There is now scientific research showing the value of this approach (e.
Dawson & Galpert, 1990; Kim & Mahoney, 2004; Mahoney & Perales, 2005 and Trivette, 2003).
References Dawson, G.
and Galpert, L.
(1990) Use of Our imitative play for facilitating social responsiveness and toy in young children with autism.
Development and Psychopathology; 2: 151-162.
G.
L.
\& Davis, M.
M.
(2006).
Parental report of health conditions and health care use among children with and without autism: National survey of Children's Health.
Archives of the Child and Adolescent Medicine, 160 (8), 825-830.
Happe, F.
(1999) Autism: cognitive deficit or cognitive style? Trends in Cognitive Neuroscience: 3 (6): 216-222.
Kanner, L.
(1943) Autistic disturbances of affective content.
Nervous Child; 2: 217-225.
Mahoney, G.
and Perales, F.
Rutter, M.
Aetiology of autism: Findings and questions.
Journal of Intellectual Disabilities Research, 49 (4), 231-238.
Smith-Myles, B.
\& Simpson, R.
L.
Asperger Syndrome: A Guide for Educators & Parents.
Austin, TX: PRO-ED.
Trivette, C.
(2003) Influence of caregiver responsiveness on the development of young children with or at risk for developmental disabilities.
Bridges, 1 (3): 1-13.
Pardo, C.
, Vargas, D.
L.
& Zimmerman, A.
W.
(2006).
Immunity, neuroglia and neuroinflamation Autism.
International Review of Psychiatry, 17(6), 485-595.
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