Autism spectrum disorder (ASD) is a developmental and neurological disability that describes a constellation of early-appearing and repetitive sensory-motor behaviours and social communication deficits caused by differences in the brain. Individuals with ASD have different ways of paying attention, moving and learning. Autism spectrum disorder (ASD) is associated with a strong genetic component but can also be caused by other factors, and the symptoms can appear as early as two years. According to the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), people with ASD often have symptoms that affect their ability to function in work, school, and other areas of their lives, repetitive behaviors and restricted interests, difficulties interacting with people and communication. The outlook of ASD today is different compared to the past as the people suffering from the condition can live, read and speak comfortably after therapy and training while becoming free from the symptoms. Various studies about ASD have been conducted, and their findings have been significant in the clinical diagnosis and treatment of the disorder.
According to Hodges et al. (2020), clinical diagnosis of ASD involves a ‘gold standard to assess behavioural, historical, and parent-report information to determine the diagnosis. In DSM-5, the clinical diagnosis of ASD must follow a criterion whereby the symptoms must be present in the early developmental period. Nonetheless, all signs and symptoms of ASD might not manifest until social demands exceed limited capacities (Hodges et al., 2020). Another symptom that can help in the clinical diagnosis of ASD is the unusual interest in sensory aspects of the environment or the hyper- or hypo reactivity to sensory input, fixated and hyper restricted interests that are not normal in focus or intensity (Hodges et al., 2020). Young et al., (2018), includes that clinical diagnosis involves other signs and symptoms such as ritualized patterns of verbal or nonverbal behaviour, inflexible adherence to routines, Insistence on sameness, repetitive and stereotyped speech, use of objects and motor movements. In other words, any healthcare provider should establish whether the patient lacks social and emotional reciprocity, failure to develop peer relationships appropriate at their current stage of development when clinically diagnosing ASD. The body gesture and postures, facial expressions, and eye-to-eye gaze should also give the clinician a hint when diagnosing ASD.
ASD is associated with speech-language effects/impacts whereby the patient experiences delay in speech development language. In particular, autistic patients especially children experience challenges and difficulties in understanding spoken language. Vogindroukas et al. (2022) argues that some children suffering from ASD experience challenges across diverse language sub-systems including morphology, phonology, syntax, semantics, grammar, and pragmatics in written and oral languages while can demonstrate exceptional language abilities like linguistic creativity. All these assertions have been supported by Reindal et al. (2021) who elaborates that pragmatic language impairments are common in neurodevelopmental disorders such as ASD. Nonetheless, language and speech impairment vary depending on other developmental domains, the intellectual level of the patient, and an individual’s age of a child thus any healthcare provider in charge of such patients should consider those factors when intervening for any ASD patient (Reindal et al., 2021; Vogindroukas et al., 2022). Intervention for ASD patients may involve the development of programs that help the autistic children in developing spoken language and understanding communication through writing, gestures, facial expressions, eye contact and speech.
Crowe et al. (2021) conducted meta-analyses, systematic reviews, and mega-review of literature reviews to evaluate the effectiveness of using augmentative and alternative communicating (AAC) interventions for children suffering from ASD and found that the devices can be an important support for helping ASD patients with communication challenges. In particular, the AAC technology, with built-in speech generating capacity helps the child to understand what is being said and used by the child to express their thoughts. other benefits of using the AAC devices include increasing the quality of work in school and general life, literacy development, augment communication, language development and improves speech or the AAC users (Crowe et al., 2021). The AAC devices can be used to help in developmental skills like pragmatic skills, syntax, length of sentences and vocabulary because it is adaptable and personalized.
Autism affects other areas of a child’s development. Kiani et al., 2019; Lyall et al., 2017& Ratcliffe et al., 2015) concluded that autism affects a child’s cognitive ability, skills and strengths like execution of motor of fine and gross motor skills, memorizing vast amounts of information, attention to detail and theory of mind because of the delay in mental development compared to other children. On the flip side, Rai et al. (2018) conducted a population-based cohort study of 223 842 participants with a nested sibling comparison, individuals with autism spectrum disorders, particularly those without intellectual disability to establish whether they were prone to cognitive challenges in future. According to the study’s result, most patients who suffer from ASD are likely to develop mental challenges such as anxiety and depression in future because of the cognitive impairment and developmental challenges associated with the condition.
In addition to the cognitive challenges, autism is connected to social and emotional impacts on the life of a child. Jahromi et al. (2021) outlines that children with autism have a difficult time recognizing and regulating emotions. It is daunting for them to make responsible decisions and have social awareness. Consequently, social emotional learning (SEL) is the only way that can help children with autism to build social relationships and develop an awareness of emotions. Some of the students face challenges with academics thus they drop out of school early. The assertion has been suported by Dijkhuis et al. (2020) who explains that most autism spectrum disorders (ASDs) students attending higher education drop out prematurely because they cannot catchup with the other students. Another reason causing the students to drop out of school is because of the premature development in working memory and mental flexibility which slows their ability to execute mental functioning and cognitive based performances.
Lastly, the health characteristics associated with ASD are divided into two categories, namely restricted or repetitive behaviours or interests and social communication and interaction skills. Examples of social communication and social interaction characteristics include failure to play simple interactive games, not showing any facial interactions, not responding to names by 9 months of age, and avoiding eye contact. Other characteristics are having obsessive interests, getting upset about minor changes, continuous reputation of words and phrases.
Conclusion
Autism spectrum disorder (ASD) is a condition that affects the neurological and cognitive development of a child thus delaying their growth in diverse ways. In particular, patients diagnosed with ASD have challenges with communication, execution of cognitive functions; fine and motor skills thus they show different ways of paying attention, moving and learning. Genetics are thought to be one of the main causation factors for ASD even though there are other factors that lead to the development of ASD. Studies show that using augmentative and alternative communication (AAC) interventions for children suffering from ASD can help ASD patients with communication challenges. In particular, children who use the AAC devices tend to communicate better and have a normal social life with the people.
References
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