Overview
ASD is a neurological disorder that causes limited, repetitive behavior, interests, hobbies and social communication and engagement issues (Thom et al., 2024). It affects people of all ages. However, diagnosis is usually made at the early stages of childhood, when the child is 2-3 years old. ASD is a multifaceted condition with different proportions of complexity and an extensive array of symptoms, which make it hard to diagnose and manage appropriately.
Causes/Associations
ASD is a wide-spectrum disorder that has multiple contributing factors, including hereditary and environmental ones. It is also scientifically sound that a habitat environment can have a hand in the expression of the genetic predisposition to ASD, as up to date, it is recognized that this disorder runs in families (Genovese & Butler, 2023). Genovese and Butler (2023) uncovered several gene variations and mutations associated with ASD, including gene changes that control brain development and synaptic functions. Such family history gets involved in various forms and degrees of ASD clinical manifestations that can be seen in people.
Environmental factors, apart from the genetic effects, are also linked to the etiology of ASD. The role of environmental factors, among them early life exposure to several possible risk factors of ASD, is also emphasized. The exposure of pregnant women to various toxins, including air pollutants, heavy metals, pesticides and maternal infections in that period of pregnancy, may provoke an increase in ASD-risk offspring. Such environmental exposures may disrupt normal fetal diagenesis and affect neurodevelopmental mechanisms, leading to ASD-related vulnerability.
Additionally, prenatal factors such as maternal stress, maternal age, and maternal health conditions like diabetes or obesity also contribute to the risk of ASD (Katz et al., 2021). Additionally, parents who were exposed to medications, toxins, or infections early on may also increase the possibility of their baby developing ASDs. Nevertheless, the concrete rules through which environmental influences explain ASD formation are yet the subject of the studies in question. However, observations detailing the need for comprehensive research in this field are provided.
Even though the genetic and environmental associations of autism spectrum disorder are becoming better understood, the exact cause of autism spectrum disorder is still unknown as it is a mix of genetic predisposition and environmental exposures that probably cause ASD. However, individual differences in susceptibility and resilience result in a heterogeneous disorder. Long-term research strives to identify the complex mechanisms responsible for ASD development and eventually provide children with better prevention, early detection and intervention services.
Treatment/Maintenance
Therapy and care of ASD include taking up whole complex and personalist manners of various science branches that are being used to meet many different needs of persons with such problems. The preventive strategy has a vital role in reducing the impact of ASD and ensuring better long-term effects. However, this proactive approach is to find and solve developmental breaks and obstacles as soon as possible, and these checks usually begin around the age of diagnosis, which occurs between 2 and 3 years old.
Key therapeutic options utilized for ASD management and care are as follows. ABA is a behavior-based intervention which targets positive behaviours and minimizes negative ones (Campbell et al., 2020). Speech therapy addresses the verbal and non-verbal communication deficits of individuals who need the tools for social communication. As occupational therapy’s primary goal is independence, this profession strives to improve day-to-day living skills, accounting for sensory behavior troubles and motor difficulties often experienced by people with ASD. Social skill training includes planned, well-structured activities for people with social disorders to understand and communicate effectively and appropriately in a given sociocultural situation.
Moreover, medication may help to control specific symptoms such as anxiety, hyperactivity or aggression that often occur in individuals with severe behavior disorders besides behavior and developmental interventions. Under physician supervision, SSRIs and atypical antipsychotics can lessen distressing symptoms and improve mental function. However, it is also vital to take into account that medicine management in ASD still requires caution and multifaceted treatment options analysis.
Fundamentally, the heterogeneity of ASD requires a customized approach to treatment, addressing the to-be-mentioned individual strengths, weaknesses and family aspirations of each youngster. Deepening for one individual may not be justified for another, emphasizing the need for constant assessment and instrumentalization of actions to improve outcomes. The interventions should also be capable of sensing cultural and family scenarios where media mileage is given to the varieties and viewpoints of communities which ASD impacts.
Developmental Concerns
For the issue of children’s development of ASD, consideration of Piaget’s, Vygotsky’s and Erikson’s is a must because they are renowned developmental theorists. Piaget’s theory of cognition development stressed that children need to be actively involved in the processing of knowledge entailment process (Ondog & Kilag, 2023). ASD might cause difficulty in social interaction and communication with children. The situation inflicts a negative influence on the child’s cognitive development. It can be seen in cases of symbolic play and problem-solving. Vygotsky’s sociocultural theory considers the nature of the core socialization process in the growth of human mentality, the life experiences and cultural views of a given society (Rubtsov, 2020). For children with ASD, interventions should be about providing social opportunities and scaffolding their learning through supported participation. Erikson’s Psychological theory also emphasizes the acquisition of identity and the sense of belonging. The formation of identity in young individuals with autism spectrum conditions is often affected by social issues and stigma that surround the condition. Thus, interventions should be geared towards cultivating positive self-esteem and social integration within their specific context.
One individual may not need to deepen things as much as another, highlighting the importance of regularly evaluating and adjusting actions to enhance results. Children with ASD commonly have difficulties in social cues understanding and responding, friendship formation, and maintaining significant relationships (Øzerk et al., 2021). Communicative difficulties may block language development, which is finally reflected in delayed speech, imitation (echolalia), or problems expressing their needs and emotions. Cognitive problems often include abstract reasoning, executive functioning, and sensory processing deficits. Sometimes, emotional regulation is affected. Therefore, that person may throw temper tantrums, becoming anxious or depressed. The holistic approach must involve targeting individuals’ skills that they lack and developing interests that they might not know.
The child with ASD, as well as the families he is growing up with, are in the process of shaping the culture, and it changes. Cultural principles and practices may act as filters in the cognitive function of the mind, such as taste in ASD; access to diagnosis, treatment, and support services is usually altered (Aderinto et al., 2023). For instance, there may be a case where some cultures may connect ASD symptoms to spiritual issues or demonic possessions. It can generate the attention of alternative care providers or stigma. Also, social conduct styles, family structure and social communications all form connections with how the community views and children with ASD are accepted. The therapy public must comply with and lawsuit the cultural ethnicity of the individuals, coping with them to form culturally sensitive interventions and supporting techniques. However, this can be achieved by incorporating cultural rituals, customs, and languages into therapy sessions and collaborating with community leaders and organizations to promote ASD acceptance within varied cultural frameworks.
Personal Reflection
Reflecting on the issue of ASD, I feel empathy and determination to help individuals affected and their families. Having had a glance at the difficulties of children with ASD and their families reveals the role of awareness, acceptance, and advocating for inclusive policies and services. I would work to create a respectful and accepting workplace where people with ASD feel valued and empowered to succeed. I would develop meaningful relationships and encourage understanding and acceptance to support the welfare and development of ASD individuals and their families.
References
Aderinto, N., Olatunji, D., & Idowu, O. (2023). Autism in Africa: prevalence, diagnosis, treatment and the impact of social and cultural factors on families and caregivers: a review. Annals of Medicine and Surgery, 85(9), 4410-4416.
Campbell, J. M., Albright, J., & Scarpa, A. (2020). Evidence-based therapies for autism spectrum disorder. Handbook of Evidence-Based Therapies for Children and Adolescents: Bridging Science and Practice, pp. 169–185.
Genovese, A., & Butler, M. G. (2023). The autism spectrum: behavioural, psychiatric and genetic associations. Genes, 14(3), 677.
Katz, J., Reichenberg, A., & Kolevzon, A. (2021). Prenatal and perinatal metabolic risk factors for autism: a review and integration of findings from population-based studies. Current opinion in psychiatry, 34(2), 94-104.
Ondog, J., & Kilag, O. K. (2023). A Constructivist Framework for Early Grade Numeracy: Drawing on Jean Piaget’s Cognitive Development Theory. Excellencia: International Multi-disciplinary Journal of Education (2994-9521), 1(4), 308-320.
Øzerk, K., Özerk, G., & Silveira-Zaldivar, T. (2021). Developing social skills and social competence in children with autism. International Electronic Journal of Elementary Education, 13(3), 341-363.
Rubtsov, V. V. (2020). Two Approaches to the Problem of Development in the Context of Social Interactions: LS Vygotsky vs J. Piaget. Cultural-Historical Psychology, 16(3).
Thom, R. P., Friedman, N. D., Nasir, R., Politte, L. C., Nowinski, L. A., & McDougle, C. J. (2024). Neurodevelopmental Disorders: Autism Spectrum Disorder. In Tasman’s Psychiatry (pp. 1–54). Cham: Springer International Publishing.
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