Autism Spectrum Disorder

Contents

Page

1.0 Introduction 1

2.0 Definition of Autism Spectrum Disorder 1

3.0 Incidence and Prevalence of Autism Spectrum Disorder 2

3.1 Prevalence in Western Australia 2

3.2 Prevalence in Denmark 2

3.3 Incidence in Japan 2

4.0 Treatment for Autism 3

4.1 Applied Behavior Analysis 3

4.2 Medication for Autism Spectrum Disorder 3

5.0 Roles of health professionals in providing treatment for Autism 3

5.1 Role of Occupational Therapist in providing treatment for Autism 3

5.2 Role of Speech Therapist in providing treatment for Autism 4

5.3 Role of Nurses in providing treatment of Autism 4

6.0 Conclusion 5

7.0 References 6

1

1.0 Introduction

This research paper provides the information about Autism Spectrum Disorder and it will give various

insights and thought regarding the meaning, occurrence and prevalence of this medical condition in three

countries. The countries are Australia particularly in Western Australia area, Denmark and Japan. These

three diverse countries have consistent continuity of research, categorization procedure and population

based-register that aids in the evaluation of the incidence rate that can illustrate the perspective of Autism

(Parner et al., 2011). This research paper will also supply information about the treatment that can be

given to a person with Autism Spectrum Disorder and it will discuss the role of the health care

professionals such as the Occupational Therapist, Speech Therapist and Nurses in providing treatment for

ASD.

2.0 Definition of Autism Spectrum Disorder

Autism Spectrum Disorder is a condition which has mild to severe developmental impairment that a child

can manifest (Lauritsen, 2013). Asperger’s syndrome and childhood disintegrative syndrome are

examples of autistic disorder (Lauritsen, 2013).A child’s behaviour, verbal communication, social

dealings is affected by this condition (Lathe, 2006). Lathe (2006) stated that a person with Autism prefers

to do tasks on their own or separate themselves rather than joining a group on their same age. The usual

action of a child with Autism is they often enjoys watching spinning toys, cry for no cause and shows

some tantrums which are difficult to manage (Lathe, 2006).

The main reason of Autism is still unidentified but hereditary links can be a key aspect in affecting a child

as indicated by an increased number of reported incidence in relation to delayed neurodevelopment and

postponed maturation (Coleman & Betancur, 2005).There are some warning signs and indicators on how

you can identify a child with Autism and that involves changes in muscle tone, lack of eye contact and as

well as limited vocabulary (Coleman & Betancur, 2005). According to Coleman and Betancur (2005) a

person can be diagnosed with Autism when it comes to a time when they are having a hard time coping

up in school and work. Centers for Disease Control and Prevention (2010) stated that their learning skills,

problem solving prowess and thinking capabilities can vary from gifted to critically or severely

challenged.

Because of their massive concentration in a specific activity, a child with Autism can have the skill to

store information, details and figures in a very amazing and interesting approach (Lathe, 2006). “Autism

is not a disability, rather a different way of looking at the world.” (Lathe, 2006, p. 15).

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3.0 Incidence and prevalence of Autism Spectrum Disorder

3.1 Prevalence in Western Australia.

Result shows that out of 10,000 children there are 41.1 incidence rate of Autism Spectrum Disorder in the

year 2004 (Parner et al., 2011). There were 64,000 cases of Autism all around Australia in 2009

(Australian Bureau of Statistics, 2011).

3.2 Prevalence in Denmark.

In the year 2004, Autism Spectrum Disorder in Denmark shows that the prevalence rate is 65.8 per

10,000 children which are higher compared to Western Australia (Parner et al., 2011).

Table 1.

Birth years, years of follow up, number of autism cases and prevalence in Denmark and Western

Australia by 31 December 2004.

Adapted from “A Comparison of Autism Prevalence Trends in Denmark and Western

Australia” by E. Parner, P. Thorsen, G. Dixon, N. Klerk, H. Leonard, N. Nassar, J. Bourke, C.

Bower and J. Glasson, 2011, Journal of Autism Developmental Disorders,41,p. 1604.

3.3 Incidence in Japan

According to Kopetz & Endowed (2012) there were 3 out of 1,000 children that were diagnosed of

Autism in the year 2007 in Japan.

Birth years Years of

follow up

Number

of cases

Number

of births

Prevalence

per 10,00

Western Australia

ASD 1994-1995 9-10 203 50,120 41.1

Denmark

ASD 1994-1995 9-10 858 138,469 65.8

3

4.0 Treatment for Autism

4.1 Applied Behavior Analysis

According to Centers for Disease Control and Prevention (2010) Applied Behavior Analysis is a

significant treatment commonly used in treatment clinics and schools, this treatment involves recording

and tracking the improvement of a child with Autism. Applied Behavior Analysis promotes positive

behaviors and eliminates or discourages negative behaviors to increase and develop different skills of a

child (Centers for Disease Control and Prevention, 2010). Discrete Trial Training, Early Intensive

Behavioral Intervention and Verbal Behavior Intervention are some of the different types under Applied

Behavior Analysis that can facilitate in managing and improving the behavior, skills and proper or

positive responses of a person with Autism Spectrum Disorder (Centers for Disease Control and

Prevention, 2010). As stated by the Centers for Disease Control and Prevention (2010) aside from

behavioral approach there are also a variety of therapies that a child can undergo such as Speech Therapy,

Occupational Therapy and Picture Exchange Communication System that can enhance their interactions

and communication skills to help them in expressing themselves properly.

4.2 Medication for Autism Spectrum Disorder

There is still no definite type of medication that can treat or cure Autism Spectrum Disorder but there are

some medicines that can alleviate or lessen the signs of depression, seizures, high levels of energy

(Frazier et al., 2010).Antipsychotic drugs such as risperidone and aripripazole are commonly used

medication to treat a child having a severe form of tantrums or even aggression and violence that can

result to self harm and injuries (Frazier et al., 2010).

5.0 Roles of health professionals in providing treatment for Autism.

5.1 Role of Occupational Therapist in providing treatment for Autism

Smith & Arbesman (2008, p.416) stated that the Occupational therapists are responsible in studying

human development and growth and how a person reacts and interacts towards the environment by doing

activities of daily living. An Occupational Therapist also has the expertise in knowing the emotional,

physiological and social effect of an illness, disorder and even an injury. (Smith & Arbesman, 2008,

p.416).The information and knowledge they posses can help them in encouraging people with Autism

spectrum Disorder to improve their abilities by being independent in performing their daily tasks and

activities (Smith & Arbesman, 2008, p.417).

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Smith & Arbesman (2008, p.422) discussed that an Occupational therapist monitors children if they can

do activities that are expected to do at their age. They can observe children by videotaping them so that

they can review how the child interacts in the environment by checking their attention span, play skills

and response to touch or stimuli (Smith & Arbesman, 2008, p.423).After gathering enough and sufficient

information, the Occupational therapist will plan for different types of care and interventions that the

child with Autism will need (Smith & Arbesman, 2008, p.420).After the assessment and planning of care

the Occupational therapist will implement strategies and ways to assist the child and improve his or her

behavior,performane and reaction towards the environment and teach them the proper way of doing an

activity (Smith & Arbesman, 2008, p.420).

5.2 Role of Speech Therapist in providing treatment for Autism

Speech-language therapist are responsible in treating language problems that can aid children with

Autism and help them in expressing and verbalizing themselves by working hand in hand with the family,

school and other allied professionals (McDuffie, Yoder, & Stone, 2005). As stated by McDuffie, Yoder &

Stone (2005) speech therapist assesses and examines a child with Autism to enhance communication

through the use of electronic talkers, picture boards with words and singing. They also assist in improving

the child’s articulation by lip or facial muscle exercises to help a child to communicate in a very useful

and efficient ways (McDuffie, Yoder & Stone, 2005).

5.3 Role of Nurses in providing treatment of Autism

Nurses are in charge not only in giving the right amount of medication but also in performing the proper

assessment, planning of care and intervention to make sure that a person with Autism Spectrum Disorder

will improve and participate in the health care visit (Giarelli, Ruttenberg & Segal, 2011).They must be

knowledgeable in assessing a child by their compliance and increase in communication (Giarelli,

Ruttenberg & Segal, 2011).Nurses are also responsible in educating and making sure that the parents can

handle the challenges in taking care of a child with Autism as well as the behaviors that a child can

manifest that are difficult to manage (Giarelli, Ruttenberg & Segal, 2011).

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6.0 Conclusion

As discussed in the incidence and prevalence rate in Western Australia Denmark and Japan, the

prevalence rate in Denmark is higher compared to Australia and Japan because of the different factors

such as biological, environmental, hereditary and geographical viewpoint. Even though there are

variations on the results, it shows that constant reliable classification or categorization system of

registering cases of Autism Spectrum Disorder can facilitate increase information in identifying and

understanding the main reason and suitable management of the condition. The cause of Autism is still

unknown and the form of severity is quite large. The scope of the affectation of the disorder includes

almost all of the area of learning and communication.

In addition, there is still no cure for Autism Spectrum Disorder and the only thing that can be done is

managing and controlling the symptoms or behavior such as severe tantrums that can put a person with

Autism in harm. Medications, behavioral and speech therapies are some of the treatments that can

facilitate on their activities of daily living and help them express themselves in any forms of

communication. Health care professionals are essential in maximizing the capabilities of a child Autism

and they must be equipped with proper knowledge, skills and ability in taking in charge in this kind of

medical condition.

And lastly, children and adults who are affected with Autism Spectrum Disorder will not be given the

fullest extent of the health care provider’s capabilities if there will be stagnation of research about the

main cause Autism and how to decrease the incidence or prevalence in every country. Having Autism

does not mean having disability, but rather think of them with different ability and outlook or views in

life. The community is also included in finding ways on how to give proper guidance, support and

understanding a person with Autism so that they can live a quality life.

Word count: 1,500 words

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7.0 References

Australian Bureau of Statistics. (2011). Autism in Australia, 2009 (No. 4428.0). Retrieved from http://www.abs.gov.au

Centers for Disease Control and Prevention. (2010). Autism Spectrum Disorder [Fact Sheet]. Retrieved

from http://www. cdc.gov/ncbddd/autism/treatment.html

Coleman, M., & Betancur, C. (2005). Neurology of Autism. Cary,NC,USA:Oxford University Press.

Frazier, T., Youngstrom, E., Haycook, T., Sinoff, A., Dimitriou, F., Knapp, J., & Sinclair, L. (2010).

Effectiveness of Medication Combined with Intensive Behavioral Intervention for Reducing

Aggression in Youth with Autism Spectrum Disorder. Journal of Child and Adolescent

Psychopharmacology, Volume 20, 167–177. Retrieved from

http://dx.doi.org/10.1089=cap.2009.0048

Giarelli, E., Ruttenberg, J., & Segal, A. (2011). Continuing Education for Nurses in the Clinical

Management of Autism Spectrum Disorders: Results of a Pilot Evaluation. The Journal of

Continuing Education in Nursing, 43, 169-176. http://dx.doi.org/10.3928/00220124-20111115-01

Lathe, R. (2006). Autism, Brain, and Development. London and Philadelphia: Jessica Kingsley

Publishers.

Lauritsen, M. (2013).Autism Spectrum Disorders. European Child and Adolescent Psychiatry, 22, S37–

S42. http://dx.doi.org/10.1007/s00787-012-0359-5

McDuffie, A.,Yoder, P., & Stone, W. (2005). Prelinguistic Predictors of Vocabulary in Young Children

With Autism Spectrum Disorders. Journal of Speech, Language, and Hearing Research,

48(5),1080-1097. Retrieved from http://dx.doi.org/10.1044/1092-4388

Parner, E., Thorsen, P., Dixon, G., Klerk, N., Leonard, H., Nassar, N., Bourke, J., Bower, C., … Glasson, J. (2011). A Comparison of Autism Prevalence Trends in Denmark and Western Australia. Journal of Autism Developmental Disorders, 41, 1601–1608. http://dx.doi.org/10.1007/s10803-011-1186-0.

Smith, J., & Arbesman, M. (2008). Evidence-Based Review of Interventions for Autism Used in or of

Relevance to Occupational Therapy. The American Journal of Occupational Therapy,62(4), 417-

429.Retrieved from

http://www.media.proquest.com.dbgw.lis.curtin.edu.au