Early intervention is crucial with autism

There is much more to this complex disorder than was once understood. It's important for anyone living or working with young children to understand the disorder and learn to identify the early warning signs.

The term autism or "classic autistic" is a broad term commonly used for a group of developmental disabilities titled "autism spectrum disorder" or ASD.

These are neurobiological disorders, a condition caused by a problem with neuro-connections in the brain. ASD is not brain damage; rather, the brain's neurons are immature and may not make the proper connections. Children's brains continue to develop throughout the first five years of life, so with appropriate intervention, it is believed that many of the necessary connections can be established.

Parents and health practitioners may initially dismiss signs of ASD with a "wait and see" attitude.

Everyone has heard family stories of the relative who didn't say a word until he was five years old and then wouldn't stop talking. Or friends and family may insist the child is a late bloomer, confident that he or she will catch up to others.

This type of thinking is a reason that most children are not diagnosed until four years of age. The key to early intervention and treatment is early identification.

All children with ASD have difficulty in three areas

• social interaction or relationships,
  
• communication, and
  
• rigid or repetitive behaviors or interests.

In addition, children with ASD have problems with sensitivity to certain sounds, tastes, textures, odors, and sights.

ASD consists of a range of disorders that includes Asperger's, Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS), autism, childhood disintegrative disorder, and Rett syndrome. A diagnosis of ASD is on the spectrum from individuals who are gifted to others who are severely challenged.

A common saying is that once you have met one child with autism, you've met one child with autism.

ASD affects each child differently, with symptoms that range from mild to severe. For instance, a child may have little trouble learning to read but be unable to talk to his friends, or may be able to identify every type of dinosaur but be unable to tolerate the noise level at his own birthday party, resulting in an unexplained tantrum.

The first signs of ASD may be noticed between twelve and thirty-six months of age. These signs may be obvious or subtle.

• An early sign of ASD might include the lack of interest in pretend play, not pointing to objects, lack of interest in others, avoidance of eye contact, and preferring to play alone. Signs may also include repetition of words to a favorite cartoon or Disney movie over and over, flapping of arms or hands, or rocking.
• Children with ASD may not respond to someone calling their name, may appear to have difficulty hearing, or seem deaf. Some children prefer not be held or cuddled, or might only enjoy physical contact when they seek it. Other children have trouble adapting to changes in the daily routine, or have unusual responses to the way things smell, taste, look, feel, or sound. This results in children being picky eaters or refusing to wear certain clothes.

ASD is a lifelong developmental disability. The Centers for Disease Control and Prevention (CDC) reported in 2014 that 1 in every 68 children will be diagnosed on the spectrum. Boys are five times more likely to be diagnosed with autism than girls, and that breaks down to 1 in 42 boys versus 1 in 189 girls. This estimate of 1 in 68 is roughly 30 percent higher than the previous estimate (2012) of 1 in 88 children. Researchers are concluding that this increase in ASD is due to more effective early detection; however, other factors may contribute to this disorder.

The cause of ASD is unknown.

Researchers suggest that genetics play a large part, along with other factors such as environment and hormonal imbalance. Funding for research continues to be supported by the federal funding law for autism; the original Combating Autism Act enacted in 2006 and reauthorized in 2011 was renewed in 2014 for another five years as the Autism CARES Act, signed originally by President George W. Bush and later by President Obama. Total funding under the act should exceed $3 billion by 2019 for autism research, services, training and monitoring by the National Institutes of Health, the Centers for Disease Control and Prevention, and the Health Resources and Services Administration.

There is no known cure for ASD but there is much that can be done.

Intervention must be early and intensive. Early intervention can profoundly impact the outcome of every child and family. When there is a concern about a child, parents can talk to their pediatrician for the phone number of their local early intervention service that offers information and screenings at no cost. There is more information about ASD on the CDC website in the "Learn the Signs. Act Early." program.

If there is a concern, don't hesitate. With early educational, therapeutic, and biomedical interventions, children can make great strides in adaptation to everyday activities. Many parents, even this author, have children who have benefited from early intervention services. And like the author's, these children have a hopeful future.