AUTISM SPECTRUM

DISORDER
 Autism
introduction
Definition
Theories
Symptoms
Causes
Treatment Approaches
Introducti
• Autism spectrum disorder (ASD) is a developmental

d i s a b i l i t y c a u s e d b y d i ff e r e n c e s i n t h e b r a i n .

• S o m e p e o p l e w i t h A S D h a v e a k n o w n d i ff e r e n c e s , s u c h a s a

genetic condition.

• People with ASD may behave, communicate, interact, and

l e a r n i n w a y s t h a t a r e d i ff e r e n t f r o m m o s t o t h e r p e o p l e .

• A u t i s m i s u s u a l l y i d e n t i fi e d b e f o r e a c h i l d i s 3 0 m o n t h s o f

age and dignostic stability over the childhood years is quit

high.

• LO R D A N D CO LLE A G UE S ( 2 0 0 6 ) r ep o r t t h a t ch i l d r en

diagnosed with autism by age 2 tend to be similarly

 WHAT IS ASD?
Definition:?Autism Spectrum Disorder
(ASD) is a lifelong developmental
disorder that affects how individuals
perceive and interact with others. It is
called a "spectrum" because it
manifests in a range of severity and
presents with varying symptoms in
each person.
 AMERICAN PSYCHIATRIC ASSOCIATION
(APA) DEFINITION?

"Autism Spectrum Disorder (ASD) is a

neurodevelopment disorder characterized by deficits
in social communication and interaction, alongside
restricted and repetitive patterns of behavior,
interests, or activities."
National Institute of Mental Health (NIMH) Definition ?

Autism is a developmental disorder that affects how

a person acts, interacts with others, learns, and
experiences the world."
NIMH highlights that autism is a condition that
emerges in early childhood and impacts
communication, behavior, and social skills. It is
often diagnosed before the age of 3.
The CDC (Centers for Disease Control and Prevention)
Definition

Autism Spectrum Disorder (ASD) is a developmental disability

caused by differences in the brain. People with ASD often have

problems with communication and social interaction, and they

may engage in repetitive behaviors."

The CDC also stresses the neurobiological aspects of autism,

pointing to early identification as critical to improving outcomes.

 World Health Organization (WHO) Definition

Autism Spectrum Disorder is a range of conditions

characterized by challenges with social skills,
repetitive behaviors, speech, and nonverbal
communication."
According to WHO, autism exists along a spectrum,
meaning it manifests in various forms and intensities
of symptoms and abilities
HISTORY
 HISTORY OF AUTISM
Early Descriptions:

1943 – Leo Kanner: First identified autism in children

as a distinct disorder, calling it "early infantile autism"
due to its early onset and unique characteristics (social
withdrawal, language delays).
1944 – Hans Asperger: Described similar symptoms in
children, which became known as Asperger Syndrome, a
milder form of autism, marked by social difficulties and
intense focus on specific interests.
 Evolution of Understanding:

1960s-1970s: Autism was misunderstood and often wrongly linked to

"cold" parenting (refrigerator mother theory).

1980s: Autism was officially included in the DSM (Diagnostic and

Statistical Manual of Mental Disorders).

Recent Understanding: Autism is now recognized as a

neurodevelopment disorder with a genetic and environmental basis,

impacting individuals in varying degrees (spectrum).

 THEORIES
RELATED TO
AUTISM
 Theory of Mind (ToM):

The inability to attribute mental states (e.g., beliefs,

intentions) to others. Children with autism may

struggle to understand that others have different

thoughts, feelings, and perspectives.

 Weak Central Coherence Theory

The tendency of individuals with

autism to focus on details rather
than processing the bigger picture.
For example, they might excel at
tasks requiring attention to detail
but struggle to understand overall
concepts.
 Executive Dysfunction Theory:

This theory suggests that individuals

with autism experience challenges
in cognitive flexibility, organization,
and planning. They may have
trouble transitioning between tasks
or adapting to new situations.
Empathizing-Systemizing Theory:

Proposed by Simon Baron-Cohen,

this theory suggests that individuals
with autism excel at systemizing
(understanding systems and
patterns) but find it difficult to
empathize (understanding emotions
and social situations).
DEVELOPMENTAL
STAGES
Infancy (0–2 Years)
 Physical Development:
Rapid growth in height and weight.
Motor skills development, such as sitting, crawling, walking,
and grasping objects.

Cognitive Development:
Sensory motor Stage (Piaget): Infants learn through sensory
exploration and motor activity. They develop object
permanence (understanding that objects continue to exist even
when not in sight).
 Social and Emotional Development
Attachment to primary caregivers begins to form (e.g., bonding with

parents).

Infants express basic emotions like joy, fear, and anger.

Language Development
First words appear around 12 months, and early communication is

primarily non-verbal (crying, facial expressions).

By age 2, toddlers start using short sentences.

 Early Childhood (2–6 Years)

Physical Development:
Steady growth in height and weight, although not as rapid as infancy.

Increased coordination and development of fine motor skills (e.g.,

drawing, using utensils).

 Cognitive Development
Preoperational Stage (Piaget): Thinking
becomes more symbolic, and children
engage in imaginative play. They are
egocentric, meaning they have difficulty
understanding that others have different
perspectives.
 Social and Emotional Development
Socialization begins: Children start interacting with peers and

learning to share, take turns, and understand basic social

rules.

Emotion regulation is still developing, and tantrums may

occur due to frustration in not getting what they want.

 Moral Development
Beginning of understanding right and
wrong, largely based on external
consequences (e.g., punishment and
reward)
Middle Childhood (6–12 Years)?
 Physical Development
Slower, steady growth compared to
earlier stages.
Improvement in physical coordination
and strength.
Beginning of puberty may start near the
end of this stage for some children.
 Cognitive Development:
Concrete Operational Stage (Piaget): Children
develop logical thinking, but this thinking is
concrete (focused on actual experiences
rather than abstract concepts). They can
understand conservation (the idea that
quantity remains the same despite changes
in shape).
 Social and Emotional Development
Peer relationships become increasingly
important. Friendships are based on shared
interests.
Children develop a sense of self-esteem and
begin to compare themselves to others.
Increased understanding of empathy, though
 Moral Development

Moral reasoning is more advanced and begins to

focus on intentions behind actions. Children

understand the concept of fairness and justice.

ADOLESCENCE
(12–18 YEARS)
 Physical Development:
Puberty: This stage is marked by rapid physical
changes, including sexual maturation (e.g.,
development of secondary sexual
characteristics, growth spurt).
Increased strength, coordination, and physical
abilities, though some adolescents may
experience body image concerns due to these
 Cognitive Development:

Formal Operational Stage (Piaget): Adolescents develop the ability to think abstractly,

logically, and hypothetically. They can plan for the future, consider multiple

perspectives, and think critically about complex issues.

Improved problem-solving abilities, but impulsivity and risk-taking behavior can

still be prominent in some adolescents.

 Social and Emotional Development

Identity Development (Erikson): Adolescents explore who they

are and what they value. This is often a period of

experimentation with different identities, including career,

relationships, and beliefs.

Peer relationships become central, and adolescents may face

conflicts with family as they seek independence.

 Moral Development
Moral reasoning becomes more complex, often influenced by

personal values, ethics, and social justice. Adolescents begin to

question societal norms and develop their sense of right and

wrong.
 EARLY ADULTHOOD (18–40
YEARS)?
Physical Development:

Peak physical health and strength, though the body’s systems begin to show

early signs of aging by the late 20s (e.g., metabolism slowing down).

Cognitive Development:

Adults continue to refine problem-solving and decision-making skills. They

develop better judgment and reasoning based on experience.

Increased ability to manage complex tasks and responsibilities, such as in the

workplace and personal life.

 Social and Emotional Development:

Intimacy vs. Isolation (Erikson): Early adulthood is marked by forming intimate

relationships. Successful resolution leads to close, meaningful relationships, while

failure may lead to feelings of isolation.

Individuals in this stage often focus on establishing a career, pursuing education,

and forming long-term relationships or starting families.

 DEVELOPMENTAL
STAGES IN AUTISM?
 Infancy (0-2 years):
Red Flags: Lack of eye contact, delayed or absent babbling, reduced social

engagement.

Behavioral Observations: Limited response to social stimuli, such as not smiling

back at caregivers or not responding to their name.

Early Childhood (2-5 years):

Language Delays: Speech may be delayed or absent. Limited use of gestures like

pointing or waving.

Social Withdrawal: Difficulty engaging in pretend play or making friends.

 Middle Childhood (5-12 years):

Social Challenges: Difficulty forming friendships and understanding

social norms.

Repetitive Behaviors: May engage in repetitive movements like

hand-flapping, spinning, or lining up objects.

 Adolescence (12-18 years):
Emotional Development: Struggles with emotional regulation and may
experience anxiety, depression, or frustration.
Behavioral Adaptations: Repetitive behaviors might decrease but can still
persist in some individuals.

Adulthood (18+ years):

Independent Living: Some individuals may live independently, while
others may require lifelong support.
Workplace Challenges: Difficulty with social interactions in professional
environments but can excel in tasks requiring technical skills or attention
to detail.
 THEORIES OF
DEVELOPMENTAL
STAGES IN AUTISM
 Piaget’s Stages of Cognitive
Development
Sensorimotor Stage (0-2 years):

Infants with autism may experience delayed motor skills development and struggle

with sensory integration.

Preoperational Stage (2-7 years):

Difficulty with symbolic thinking, such as using an object to represent something else.

Children may struggle with imaginative or pretend play.

 Concrete Operational Stage (7-11 years):

Children with autism may develop concrete thinking and problem-solving skills

but may still struggle with abstract concepts like moral reasoning or

hypothetical scenarios.

Formal Operational Stage (12+ years):

Adolescents with autism may find it difficult to engage in abstract reasoning,

although some individuals might demonstrate exceptional skills in certain

areas (e.g., math, logic).

 Piaget's Perspective:
Piaget proposed that cognitive development progresses through fixed stages.
Children with autism, however, may experience these stages differently,
especially in the areas of social and symbolic thought.
Differences in Autism:
Sensorimotor Stage: Autistic children may have delays in object permanence
(understanding that objects still exist even when out of sight).
Preoperational Stage: Difficulty with egocentric thinking, meaning they may
find it hard to understand others’ viewpoints.
Concrete Operational Stage: May excel in concrete tasks but have difficulty
with hypothetical thinking or understanding abstract concepts.
Formal Operational Stage: While some individuals with autism may develop
abstract thinking, many continue to struggle with hypothetical or abstract
scenarios.
SYMPTOMS
Autism Spectrum Disorder (ASD) manifests differently in each

individual, but there are some common symptoms and

behaviors that tend to appear across the spectrum. The

symptoms generally fall into two broad categories: Social

Communication and Interaction Challenges and Repetitive

Behaviors and Restricted Interests. Here's a breakdown of

common symptoms:
 Social Communication and Interaction Challenges

Difficulty with Eye Contact:

Children with autism may avoid making eye contact or may have difficulty

maintaining eye contact during conversations or interactions.

Challenges with Understanding Social Cues:

Difficulty interpreting body language, facial expressions, tone of voice, or gestures.

They may struggle to understand social norms, like when to take turns in

conversation or respond to others' feelings.

 Limited or Atypical Social Interactions:

Difficulty forming relationships with peers or engaging in reciprocal conversations.

They may seem disinterested in social interactions and prefer to play alone.

Struggles with making friends or engaging in pretend play (e.g., pretending to be a

superhero or playing house).

Lack of Joint Attention:

Children with autism may not follow someone else's gaze to look at an object or

event that the other person is focusing on. This affects shared attention and

communication.
 Difficulty in Expressing Emotions:

Limited or inappropriate emotional responses. For example, they might not smile

back when others smile at them or have trouble recognizing and responding to

others' emotions.

Delayed or Abnormal Speech and Language Development:

Language delays are common, with some children having no speech at all, while

others may have delayed language skills. Some children with autism may also use

unusual speech patterns or echolalia (repetition of words or phrases).

 Repetitive Behaviors and Restricted
Interests
Repetitive Movements or Gestures:

Engaging in repetitive behaviors such as hand-flapping, rocking, spinning, or

other body movements. These behaviors may serve to calm or stimulate them

and are often observed in moments of excitement, anxiety, or stress.

text
 Intense Focus on Specific Interests:

People with autism often have deep, intense interests in a particular subject

(e.g., trains, dinosaurs, specific numbers, or facts) and may focus on it to the

exclusion of everything else.

They may show an extraordinary level of knowledge in these topics but

might have difficulty branching out to other subjects or engaging in general

conversations.
 Need for Routine and Predictability:

Children with autism often become distressed if their routine is disrupted.

They may insist on performing certain rituals or routines and become upset

if these routines are changed (e.g., the way they get dressed or the order in

which they eat meals).

 Resistance to Changes in Environment:

A reluctance or distress at changes in their environment or routine. This

might include refusing to switch seats, using the same route every day,

or having a rigid attachment to specific objects.

 Unusual Sensory Sensitivities:

Overreaction or under reaction to sensory stimuli, such as lights,

sounds, textures, tastes, and smells. For example, a child with autism

might be highly sensitive to bright lights or loud noises, or

alternatively, they may not respond to pain in the way others would.
 Repetitive Play Patterns:

Engaging in repetitive play with toys, such as lining up toys, arranging objects

in a certain order, or spinning objects. There may be a lack of interest in

imaginative or pretend play.

 Additional Symptoms and
Associated Traits
• Motor Coordination
Issues
• Language Use and Speech
Pattern
• Difficulty with
Transitions
• Emotional Regulation
• Sleep Issues
Problems
 Intellectual and Cognitive
Differences
Varying Intellectual Abilities

Autism spectrum includes individuals with a range of intellectual abilities, from

those with significant intellectual disabilities to those with average or above-

average intelligence.

Some individuals may show a "savant" ability in certain areas like math, music, or

art (known as "savant syndrome").

 Other Behavioral
Symptoms
SELF-INJURIOUS BEHAVIOR
In some cases, individuals with autism may engage in self-injurious behaviors, such
as head-banging, biting themselves, or scratching themselves.

HYPERACTIVITY OR HYPO ACTIVITY

Some individuals with autism might display high levels of activity (hyperactivity) or
appear overly passive and have low levels of energy (hypo activity).
CAUSE OF
AUTISM
The exact cause of Autism Spectrum Disorder (ASD) is not fully understood,

but research suggests that a combination of genetic, environmental, and

neurobiological factors contribute to the development of autism. There is no

single cause, and the condition is likely to be the result of complex

interactions between multiple influences. Below are some key factors

believed to contribute to autism.

 1. Genetic Factors

Genetics play a significant role in the development of autism. Some key points about
genetic causes are:
Hereditary Influence:

a. Research shows that autism tends to run in families, suggesting a genetic link. If

one child has autism, the chances of a sibling also being diagnosed are higher.

b. There may be multiple genes involved, and each may contribute to autism in

small ways. Some genes affect brain development and how neurons

communicate with each other.

 Genetic Mutations:

a. Certain mutations or changes in specific genes are linked to autism. Some

of these mutations may be inherited, while others may occur

spontaneously (de novo mutations).

b. Genes related to the development of the brain, communication between

nerve cells (synapses), and neural plasticity are thought to be involved.

 Chromosomal Abnormalities

Rare genetic conditions, such as Fragile X syndrome, ** Rett syndrome**, or

Tuberous Sclerosis, are linked to autism. However, only a small percentage of

people with autism have these conditions.

X-Chromosome and Gender Differences

Males are more likely to be diagnosed with autism than females. Research suggests

that females may have protective genetic factors that make them less likely to develop

autism, or that autism presents differently in females.

 2. Environmental
Certain environmental Factors
factors, particularly during pregnancyor early childhood, may
contribute to the development of autism. Some of these include:

Prenatal Factors:
• Maternal infections during pregnancy (e.g., rubella or cytomegalovirus) may increase
the risk of autism.
• Exposure to certain medications during pregnancy, such as valproic acid (used to treat
epilepsy) or thalidomide, can increase the risk.
• Advanced parental age (older fathers, particularly, may have a higher risk of having a
child with autism) has been associated with an increased likelihood of autism.
Toxins and Pollutants
• Exposure to environmental toxins such as air pollution, pesticides, or heavy metals

(e.g., mercury) during pregnancy or early childhood may be associated with an

increased risk of autism.

Prenatal Stress and Maternal Health

• Certain prenatal conditions, such as high blood pressure or diabetes in the

mother, might contribute to the development of autism. Emotional stress during

pregnancy may also play a role.

Complications During Birth

• Oxygen deprivation at birth, premature birth, or low birth weight are factors

that have been linked to a higher risk of autism.

Neurobiological Factors
• Changes in the brain’s structure and function are thought to
be important in the development of autism:

Abnormal Brain Development:

• Research has shown that children with autism often have
differences in the size and structure of certain brain
regions. For example, some areas involved in social
communication, sensory processing, and motor control
may show differences in development.
• There may be a disruption in the connections between
brain cells (neurons) or differences in the way neurons
communicate. These disruptions could affect how sensory
information is processed or how individuals understand
social cues.
Neurotransmitter Imbalance:

Some studies suggest that imbalances in neurotransmitters (the

chemicals that help neurons communicate) like serotonin and

dopamine may contribute to autism. These neurotransmitters are

involved in mood regulation, behavior, and sensory processing.

Brain Connectivity Issues:

Studies suggest that people with autism may have atypical brain

connectivity, with either too many connections (over-connectivity) or too

few (under-connectivity) between different brain regions. This could

contribute to difficulties in processing sensory information, making

decisions, and managing social interactions.

 3. Immune System
The immune
Factors
system may also play a role in autism development,
although research is ongoing in this area:

Immune System Abnormalities:

• Some studies have suggested that children with autism may have immune system
dysfunction, including differences in inflammatory responses. This could impact
brain development, though the exact mechanism is still being researched.
Autoimmune Disorders:
• In some cases, the mother may develop autoimmune diseases (e.g., rheumatoid
arthritis) that affect the developing fetus. This could increase the risk of autism,
though the relationship is not yet fully understood.
 4. Infections and Viral
Exposure
Certain infections and viral exposures during pregnancy or early childhood
have been investigated for their role in autism:

Prenatal Viral Infections:

Some studies have suggested that maternal infections (such as rubella or

cytomegalovirus) during pregnancy can increase the risk of autism. The timing of

the infection and the stage of pregnancy may influence the impact on the

developing brain.
 Early Childhood Infections:
There is some evidence linking early childhood infections with a higher risk of

autism, but this is not yet definitively proven.

TREATMENT FOR
AUTISM
• There is no single cure for Autism Spectrum Disorder (ASD), but early and

comprehensive treatment can help individuals with autism improve their skills,

manage symptoms, and lead fulfilling lives. The goal of treatment is to support

individuals in areas where they face challenges, such as communication, social

interactions, and behavior. Treatment plans should be personalized and may

involve a combination of therapies, educational interventions, and family support.

Below are some common treatment strategies:

Behavioral
Therapies
 A. Applied Behavior Analysis (ABA):
• What it is: ABA is one of the most widely used and effective

treatments for autism. It involves breaking down skills into

small, manageable tasks and teaching them using

reinforcement techniques.

• How it works: ABA focuses on reinforcing positive behaviors

and discouraging negative behaviors by providing rewards for

appropriate actions.

Benefits: It has been shown to improve communication, social

skills, adaptive behavior, and reduce problematic behaviors (like

aggression or self-injury).
 B. Early Intensive Behavioral Intervention (EIBI):
• What it is: A form of ABA designed for young children, typically between the ages
of 2 and 6.
• How it works: EIBI involves a high intensity of therapy and is often provided
several hours a day, focusing on skill development, behavior modification, and
socialization.

C. Discrete Trial Training (DTT):

• What it is: DTT is a structured form of ABA that breaks down skills into small,
teachable units.

• How it works: It involves a "trial" (learning task), followed by a clear reinforcement

(reward) for correct answers. This is repeated until the skill is learned.

Benefits: This method is particularly useful for teaching communication and self-help
THANKYO
U

shamna T
S