Autism Spectrum Disorders — Diagnosis and Management

Abstract

Autism Spectrum Disorder (ASD) is a neuro-developmental disorder commonly seen in children. It is characterized by age inappropriate, impaired social communication and the presence of stereotypic behavior. This disorder is hypothesized to result from cerebral dysfunction arising from a complex interaction between genetic, epigenetic and environmental factors. ASD should be suspected in children failing ASD specific screening tests, in the presence of red flags in social, language and/or play domains, in children with developmental or language delay, abnormal behavior, poor school performance or in those who are at high risk. Comprehensive assessment comprises of a step-wise approach that includes taking a detailed history, performing a holistic examination and observing the child closely in relation to play, social interaction and behavior. Diagnosis is established by application of the diagnostic criteria for ASD of the Diagnostic and Statistical Manual of Mental Disorders, 5th edition (DSM V). The degree of severity, intellectual and language impairment and presence of other illnesses should be specified. Functional assessment identifies an individual's strengths and weaknesses. All these are important to formulate a customized intervention plan along with the family. The goal is to build up skills enabling optimal and as far as possible normal functioning while simultaneously reducing maladaptive behavior. This is achieved by a multi-disciplinary team comprising of various personnel experienced in tackling issues in ASD related to their respective areas of expertise. Intervention is primarily non-pharmacological, based on behavioral modification strategies. Drugs are only indicated in the reduction of target symptoms refractory to behavioral intervention. Although there is no cure, timely and appropriate intervention can improve the quality of life significantly.

Stressors experienced by children with autism spectrum disorder in Taiwan: Perspectives of children and their parents

“…Stress can increase the risk for depression and anxiety for children with ASD (Green & Ben‐Sasson, ; Simonoff et al, ). Characteristics and symptoms of ASD are not easily changed (Mukherjee, ). However, behavioral interventions have empirical support for helping children with ASD, which can be tailored to the age of the child (LeBlanc & Gillis, ).…”

“…Characteristics and symptoms of ASD are not easily changed (Mukherjee, 2017). However, behavioral interventions have empirical support for helping children with ASD, which can be tailored to the age of the child (LeBlanc & Gillis, 2012).…”

The Relationship of Visual Support Toward The Clinical Improvement In Children With Autism Spectrum Disorders

“…Estimasi peningkatan 30% selama periode 2012 sampai dengan 2014 menunjukkan insiden anak laki laki dengan GSA 5 kali lebih sering daripada anak perempuan (Ghalichi, Ghaemmaghami, Malek, & Ostadrahimi, 2016). Prevalensi GSA yang meningkat dari 0,04 menjadi 0,50 dalam 30 tahun terakhir disebabkan karena diagnosis ditegakkan pada usia yang lebih muda (Mukherjee, 2017). Peningkatan kasus GSA pada anak berdampak pada peningkatan kepedulian terhadap anak dengan GSA baik dari bidang kesehatan maupun dari masyarakat.…”

Crisis Behavior in Autism Spectrum Disorders: A Self‐Organized Criticality Approach

“…In addition to these core features, many other nonspecific behaviors, such as anxiety, depression, sleeping, and eating disorders, are quite common. It has been found that features of ASD are often accompanied by impairments in cognitive and adaptive functioning, learning styles, and attention skills [3,4].…”