Feinsinger 1

Blaine Feinsinger

Whitney Gilchrist

ENC 2135

30 April 2017

Making a Difference:

An Insight on Autism Spectrum Disorder

All every person truly wants is to be liked and to fit in, its what makes us all human.

Along with that tedious task comes being successful in both the social and working world. As

difficult as it is right now for each of us to reach those points in our life, fulfilling these wants

and needs as a child with Autism Spectrum Disorder is one hundred times more difficult. This

reason, is one of the many reasons why we need to reach out and help those who may have much

greater mountains to climb each and every day.

The simple task of helping a child in need or merely treating them with mutual respect

and understanding is something that every person can do to make a positive impact on these

childrens lives. While the thought of changing lives and making an impact may seem

troublesome and demanding, the physical actions take nothing but a little nudge. With a little

insight on this disorder and brief stories about some children diagnosed, your will be shown just

how effective your voice can be.

Foremost, it is important to understand that this disorder is based on a large spectrum,

hence the name. Each point on the spectrum is used to diagnose those with ASD by representing

a multitude of characteristics and specific behaviors. As shown in DSM-5, some of the main

behaviors that are measured include: language impairment, social deficits, and repetitive
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behaviors (F80-89). By rating these children on their different deficits within each of these skill

groups, professionals are able to get a close grip on what exactly this child is living with.

Regarding the age of diagnosing ASD, German developmental psychologist Uta Frith

reiterates that:

ASD must be present from infancy or early childhood, but in the new DSM-5 the age

criteria for the diagnosis will not be further specified and it is recognized that the deficits

of ASD may not be detected until later in life because of minimal social demands and

because the deficits may be compensated for by parents or caregivers earlier in life

(R787)

So, ultimately, it is in the hands of the adults and caregivers as to when they bring in their

children to get checked. As shared by Michael Davidovitch, some red flags that these

caretakers should look out for are lack of eye contact, poor response to name (in the absence of

an identified hearing loss), lack of pointing or showing (joint attention) poor pretend play,

limited use of gestures (waving goodbye, so big), and regression of any language or social skill

at any age (3).

Once the child is brought in, those specialists with a trained eye will be able to properly

diagnose and accommodate these children. As stated in Diagnosis, Causes & Symptoms.",

[The] child may [be] diagnosed by a developmental pediatrician, a neurologist, a psychiatrist or

a psychologist. When the findings are clear and all other explanations have been properly ruled

out, the child will be evaluated to determine their diagnosis. Psychologist Catherine Lord claims

that, ultimately, it is a heterogeneous condition; no two children or adults with autism have

exactly the same profile (355). She then shares that these diagnoses encompass: Childhood

Disintegrative Disorder, Aspergers Disorder, and Pervasive Development Disorder-Not

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Otherwise Specified (PDD-NOS) (355). Each different diagnosis makes one child vastly

different from the next, which is why each child or adult must be treated and helped in different

ways.

Although as of now the disease is incurable, there are many ways to help alleviate

symptoms or keep their bodies and minds occupied so they can carry out these day to day

functions. Overall, the goal of intervention is to optimize the functional independence of the

individual with ASD by minimizing the core ASD features, Doctor Marlene Briciet Lauritsen

states (S41). Some of these tactics include things such as: using visual cues, using incentives,

allowing movement so the children dont fidget and making clear rules as to what is acceptable

in certain settings. While some of these tactics may work for certain individuals, others may be

trickier to help. Considering these issues, Brahm Norwich, professor of educational psychology

and special educational needs, adds that:

there are few special educational needs that are uniform across the ASD group (and

distinct from those without an ASD) and none that can be considered out of the context of

the individuals pattern of strengths and weaknesses (including interests), learning style,

personality, the learning environment and supports (112).

So each individual must be looked at closely for their symptoms, how they respond to help and

what works the best for each of them. Even some children who are the same age, gender, and in

the same place will prove to be very different.

*****

These differences are apparent when we take a look at James and Brandon who attend an

elementary school together in South Florida. These two boys have different diagnoses within

Autism Spectrum Disorder. Their unique traits and disabilities show immense distinctions and
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they must be helped in completely different ways. To compare these differences, an interview

was completed with a teacher who has been working at this elementary school for over 30 years

and has personally formed a bond with these two individuals.

At the beginning of this interview, the teacher decided to give a brief background on the

children and share a snippet of what interacting with the two of them is like.

Every day I see James sitting at lunch with a cup of applesauce and the smallest spoon.

Thats all he likes and all he eats five days a week. At lunch he will sit between two people and

not say a word, just eat his apple sauce taking painstakingly small bites. the teacher shares,

Usually you hear about the rowdy fifth grade boys but not James, he didnt even begin to speak

until the fourth grade and when he did he would cover his mouth and whisper to you. As found

in DSM-5 (F80-89), one of the more common symptoms of ASD is the individual lack of ability

to interact in a social setting. Or rather more, their lack of ability to interact properly. It seems

that they are not able to properly read their surroundings and what is occurring around them.

Although James may not communicate well in a social setting he does excel in other areas.

What many dont know about James, is that he is also the fastest runner in the schools

running club. In each race I have entered with him, he has either won or placed right in the top

of his age group, she boasted happily, It doesnt surprise me though with the hard work he puts

in. He goes to running club twice a week and will not stop running until he has run a complete

5K, every time. You couldnt stop him if you tried and believe me I have. His face could be pale

and he will not even take a sip of water for a break. DSM-5 (F80-89) concluded that obsession

also can be a common thing for children with ASD and while it may be a hindrance to some, in

James case it has blessed him with a healthy lifestyle. James shows more dedication and

perseverance than the majority of kids at this age.

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Another child that is in the same grade at the elementary school as James is Brandon.

Like James, Brandon had an obsession of his own. He had become fixated on planes. While this

sounds like a normal thing for young boys, Brandons case was different in that was not

interested in the toys or pointing out the ones flying overhead but the runways. He had

memorized and could share with you the length of each runway at any airport in the world.

7,170 feet he would tell me, thats how long the runway would be if we landed at the Ronald

Regan National Airport in Washington DC on runway 01/19. 5,000 feet if we landed on 04/22

and if we landed on and I had to stop him there. She continued, he could have listed the feet

at any airport in Washington DC or in any state for that matter. That was his passion, to

remember the number of feet on each airport runway.

In Brandons case, he was diagnosed with Aspergers Syndrome. As defined by

psychiatrist Lorna Wing:

Aspergers is a condition characterized by borderline or normal IQ; social isolation or

nave, inappropriate social interaction; intensive interest in one or two subjects; a narrow,

repetitive life style; limited or inappropriate intonation and body language; and poor motor

coordination (327).

Yet, like Brandon, these children diagnosed can carry out all normal functions of everyday life.

Although socialization may be an issue due to the very exclusive amount of topics they are

interested in, such as the distance of plane runways, they can do all other things if they choose to.

*****

Like the previous mentioned cases, there are many other children who simply have a

passion and just need the help finding it rather than being held back for a simple diagnosis that

they have been given. Autism is known to be one of the fastest-growing disorders in children in
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the United States. The reported prevalence rates of autism and its related disorders have been

increasing worldwide over the past decades, from approximately 4 per 10000 to 6 per 1000

children. The reasons for this increase include wider public awareness of these disorders,

broadening of the diagnostic concepts, reclassifications of disorders and improved detection,

pediatrician Hadeel Fares communicates (296). Since there is such a vast increase in diagnoses,

there has also been a vast increase in classes opening up for ASD children as well as jobs

opening up for ASD adults.

With help from an early age and guidance in school and social settings to take the right

paths, these children diagnosed with ASD can be made into successful, working adults. One

example of this plan working is Satoshi Tajiri. While his name may not be commonly known, the

game he created undoubtedly is. Tajiri was diagnosed with Asperger Syndrome and he merely

turned his childhood obsession and fascination with bugs and other creatures into the world-

known game, Pokmon. ("8 Successful People with Autism.")

When given the opportunity to follow their passion, like Tajiri, these children can become

something surprising and remarkable. Perhaps Brandon and James will be lucky enough to

follow their passion of planes and running to become someone the world will remember. It is the

small things that can affect their life the most and perhaps a small push in the right direction that

can change their whole future. These children, along with an abundance of others, should not be

looked at nor treated differently because of a meek diagnosis. We are not fortunate enough to

know what takes place in the brain of a child with ASD on a daily basis but perhaps one day you

will be lucky enough to work side by side with someone diagnosed.

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Works Cited

"8 Successful People with Autism." Autism Speaks. N.p., 26 Sept. 2015. Web. 17 Mar. 2017.

<https://www.autismspeaks.org/news/news-item/answerscom039s-list-famous-people

living-autism>.

American Psychiatric Association. "Autism Spectrum Disorders." Diagnostic and Statistical

Manual of Mental Disorders (DSM-5). Fifth ed. N.p.: n.p., 2013. F80-89. Print.

Davidovitch, Michael, Nava Levit-Binnun, Dafna Golan, and Patricia Manning-Courtney. "Late

Diagnosis of Autism Spectrum Disorder After Initial Negative Assessment by a

Multidisciplinary Team." Journal of Developmental & Behavioral Pediatrics 36.4 (2015):

227-34. Web. 26 Feb. 2017./.latest_citation_text

"Diagnosis, Causes & Symptoms." Autism Speaks. N.p., 29 Mar. 2016. Web. 12 Mar. 2017.

<https://www.autismspeaks.org/family-services/tool-kits/100-day-kit/diagnosis-causes-

symptoms>.

Faras, Hadeel, Nahed Al Ateeqi, and Lee Tidmarsh. "Autism Spectrum Disorders." Annals of

Saudi Medicine 30.4 (2010): 295. Web. 24 Feb. 2017.

Frith, Uta, and Francesca Happe. "Autism Spectrum Disorder." Current Biology 15.19 (n.d.):

R786-790. Science Direct. 10 Oct. 2005. Web. 25 Feb. 2017.

Lauritsen, Marlene Briciet. "Autism Spectrum Disorders." European Child & Adolescent

Psychiatry 22.S1 (2013): 37-42. Web. 23 Feb. 2017.

Lord, Catherine, Edwin H. Cook, Bennett L. Leventhal, and David G. Amaral. "Neuron." Neuron

28.2 (2000): 355-63. Science Direct. 11 Apr. 2001. Web. 26 Feb. 2016.

Norwich, Brahm, and Ann Lewis. "Chapter 9." Special Teaching for Special Children?:

Pedagogies for Inclusion. Maidenhead: Open UP, 2005. 110-18. Print.

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South Florida School Teacher. "Autism Spectrum Disorder Essay Interview." Personal interview.

16 Mar. 2016.

Wing, L. "Autistic Spectrum Disorders." Bmj 312.7027 (1996): 327-28. Web. 26 Feb. 2016.