Early Detection of Autism (Ulrich, 2008)

• Early diagnosis is difficult because many infants are too young to show the traits of autism – Language, difficulty expressing feelings and

understanding other’s emotions, inappropriate reactions to activities around them

• Most diagnosis is at 2-3 years old– Problematic because misses a large window of

opportunity for intervention when the brain is developing a lot

• Researchers are now using blood tests to look for markers of autism– Identified higher proportion of immune system cells

and differences in proteins among children with autism– With further research, could lead to screening tests

• Communication problems between areas of brain– Early diagnosis would allow intense early intervention

to ‘rewire’ areas of brain – Stimulate networks early on with the correct input– Not a cure, but would help symptoms

Dr. Zwaigembaum, University of Alberta (Glenrose)

• Developed a 16 point observational checklist for autism behaviors among infants

• Evaluated 65 1-year-olds who has older siblings with autism on this scale.

• Children were tested at age 2 on traditional autism diagnostic tests.

• Of those children diagnosed with autism at 2 almost all had 7+ specific traits at 1 year. – Easily irritated, difficulty with visual tracking, focused on a few

objects, did not look towards speaker, few interactions with others– Repetitive motions (stroking), few gestures, less receptive

language

Treatments for Autism(Ritvo, 2006)

• Rational treatments: eliminating the cause of the disease

• Supportive treatments: assisting and helping skills– No rational treatment for autism

• The earlier the treatment the better

Behavior TherapyApplied Behavioral Analysis (ABA) therapy• See autism as a behavioral deficit• Teach small units of behavior systematically• Skills broken into steps• Prompts are used

– Positive reinforcement (candy, smiles etc)– Physical prompts (hands-on guidance)

• Appropriate behavior is reinforced• Trials are repeated until no prompts needed• Focus on increasing language, attention, imitation,

social behavior, play, self-care skills.

Other treatments• Special Education Programs

– Educational supports, aides, special classes

• Medication• Occupational Therapy

– Sensory integration therapy• Assist child in organizing and processing sensory

information• Teach child to compensate for their difficulty in regulating

intensity of sensations

– Fine and Gross Motor treatment• Most difficulty with fine motor skills: special programs and

tools to help develop fine motor skills

– Play and Socialization treatment• Play groups, games, cooperation and interaction

• Speech and language therapy– Speech: make proper sounds etc– Language: use language for communication

• Life skills coaching• Vocational training• Supporting living environments• Sports and hobbies

– Non-competitive, non-group activities