History of Autism
Transcript of History of Autism
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History of Autism
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Autism comes from the Greek word “autos” meaning self.
A person who is removed from social interaction- an
isolated self.
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Term first used by Swiss psychiatrist Eugen Bleuler in 1911
Applied to adult schizophrenia
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L E O K A N N E R
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Kanner
� Research on 11 children between 1938 and 1943 � Used the term early infantile autism � Described a withdrawal of human contact as early as
age 1 � Prior to his description of a pattern of symptoms,
children were classified as emotionally disturbed or mentally retarded
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Clinical Observations
� Socially remote � Self-satisfied � No response to physical touch � No interactive play � Obsession with objects � Tantrum when activity interrupted
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Clinical Observations
� Stereotypical behaviors � Routinized behaviors � Literal understanding of language
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Parent histories
� Tracked emotional states of parents ¡ High strung ¡ Birth order ¡ Relationships with their own parents
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Treatments
� Change in home or care environment ¡ Tuberculosis hospital ¡ Private school placement ¡ Foster home placement
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Hans Asperger
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Asperger
� Working independently of Kanner � Described autistic psychopathy � Genetically transmitted � High language subjects with poor social skills � Term Asperger’s Syndrome not used until 1981
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Asperger’s
� Speech begins as expected � Non-verbal communication – lack of facial
expression, vocal intonation, limited gestures, comprehension of other’s expressions and gestures is poor
� Social interaction – lack of ability to understand and use the roles governing social behavior
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Consider
� Speech � Gesture � Posture � Movement � Eye contact � Choice of clothing � Proximity to others
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� Repetitive activities and resistance to change � Motor coordination � Skills and interests
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1940-1960
� Childhood psychosis � Childhood schizophrenia
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1960-80
� Medications such as LSD � Electric shock � Behavior change techniques that relied on pain and
punishment
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Bruno Bettleheim
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Bettleheim
� Traumatized unloved children retreat into autism
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Bettleheim
� Freudian � Psychoanalysis � Refrigerator mothers
� Autism had no organic basis but resulted when mothers withheld affection and failed to bond
� Related autism to conditions in concentration camps
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Attachment theory
� Based on Freud’s theories of love
� John Bowlby ¡ Lasting psychological connectedness between human beings ¡ Early experiences in childhood have an important influence on
development and behavior in later life
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Characteristics of attachment
� Proximity maintenance – desire to be near the people we are attached to
� Safe haven – returning to the attachment figure for comfort and safety in the face of fear
� Secure base – attachment figure acts as a base of security from which the child can explore the environment
� Separation distress – anxiety that occurs in the absence of the attachment figure
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Milieu Therapy
� University of Chicago – Sonia Shankman Orthogenic School
� Planned treatment environment � All aspects of the experience are considered
therapeutic
� Scientific structuring of the environment in order to effect behavioral changes and to improve the individuals psychological health and functioning
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Bernard Rimland
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Rimland
� Father of a high-functioning autistic son � Rejected theories of Bettelheim � Elicited the support of Kanner
� Neurological cause � Identified dramatic increase in incidence
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Rimland
� Biomedical treatment � Supported vaccinations as a primary cause
¡ thermisol
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Defeat Autism Now
� Biomedical treatments � Dietary intervention � Vitamin supplements
� Many causes of autism result from an immune-system dysfunction that affects the body’s ability to break down certain proteins and combat yeasts and bacteria
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� Chronic constipation (lack of bowel movements) and/or diarrhea (multiple daily bowel movements)
� Undigested food in the stool � Frequent or smelly gas � Smelly bowel movements � Very bad breath that won't get better despite good tooth brushing � Bloated belly/malnourished looking � Acid Reflux and/or ulcers � Night waking, especially if the child is upset/in distress � Abdominal pain � Pain before pooping � Odd positions while pooping � Laying on furniture or using hands to press against abdomen � Parasites, either now or previously � Growth Chart abnormalities – decrease in height or weight percentile � Any confirmed GI dxs such as IBD, Colitis
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� Food allergies and/or food intolerances (such as lactose intolerance) � Over the top cravings of certain foods, especially if wheat, dairy, or soy � Allergies to grasses, weeds, pollens, etc. � Unexplained rashes, hives or eczema � Asthma � Red ears, or dark circles under eyes – "allergic shiners” � Worsening behaviors during allergy (pollen) season (usually spring & fall) � Repeated cases of Strep Throat � Numerous ear infections, sinus infections or other infections now or earlier � Previous treatment for yeast infections or thrush � Nosebleeds � Never getting sick with common viruses or the flu � Frequently sick as a young child, and then never sick after that others
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� Worsening of behaviors over time despite being in quality therapy programs
� Inability to get to sleep or stay asleep � Heavy snoring or frequent night waking � Adenoid and/or Tonsil enlargement/removal � Excessively Sweaty /Sweaty Heads � Excessive Mouthing or Sucking of Items, and/or Teeth Grinding � Super Human, lift a car off a person strength � Lymph Gland Problems � Thyroid Problems � Immune System Issues � Auto-Immune Diseases � Cancer
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� Potential exposure to environmental toxins, here or in birth country
� Mercury (silver) dental fillings � Reactions to vaccines such as high fevers, swelling at injection
site, high pitched screaming, etc. � Vaccines given while child was sick, underweight, on
antibiotics, or after Tylenol was administered � Double vaccinated both here & in birth country � Vaccinated here under an accelerated program in order to get
the child quickly "caught up” � Regression shortly after a certain set of vaccines � Being ill with Roseola close to the time of MMR and/or
Chicken Pox vaccine
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Supplements
� Vitamin B6 and Magnesium – pyridoxine – nutrient found in fish, meat and bananas
� DMG – metabolic enhancer � TMG – trimethylglycine – may influence
neurological functioning � Digestive enzymes – help break down gluten (grains)
and casein (milk protein) products � Gluten-free diet � Casein-free diet
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Supplements
� Methyl B12 – methylcobalamin – brain and nervous system function and regulation of immune system
� Hyperbaric oxygen – oxygen at a pressure level higher than the atmosphere – increase oxygen to the brain
� Chelation – remove heavy metals � IVIG – intravenous immunogloblin – affects
immune deficiencies
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Drugs
� Anti-psychotics � Antic-convulsants � Anti-depression � Anti-anxiety � Benzodiazepines (sedatives) � Beta blockers – aggression of hyperactivity � Opiate blockers – self-injury � Stimulants
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Drugs
� Secretin – hormone – neurotransmitter that controls digestion
� Benedryl - allergies � Risperdal – anti-psychotic � Prozac – depression or compulsive behaviors � Ritalin - hyperactivity � Nystatin – anti-fungal
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O. Ivar Loovas
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Lovaas History
� Behavior modification techniques using aversives � Electric grate
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� Applied behavior analysis ¡ Principles of behavior analysis designed to change behavior is
a precisely measurable and accountable manner ¡ Defining assumption is that behavior is learned and controlled
by contingencies in the environment
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Discrete trial
� An instruction stated as concisely as possible � Response might be corrct, or considered partial
success, noncompliance or unresponsiveness � A consequence is provided – positive for correct,
negative for incorrect � An inter-trial interval
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Lovass
� Demonstrated success with early intervention Criticism
Overstated claims (cure) Use of negative reinforcement Intensity and duration of therapy Replication difficulty for parents
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Theories of Autism
� Theories of child variance � Theory of mind
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Theories of Child Variance
� Psychodynamic � Biophysical � Sociological � Ecological � Behavioral
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Psychodynamic
� Focus on individuals and their internal motivation. � How does the individual see his or her life and
behavior?
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Psychodynamic intervention
� Help individuals understand their needs and express them in socially acceptable ways.
� Psychotherapy � Counseling � Play, music, art therapy
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Biophysical
� Physiological nature and condition of the human organism.
� Heredity � Developmental variance � Accidental body damage
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Biophysical treatments
� Drugs � Alterations of diet � Correction of biochemical imbalances � Surgical operations
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Sociological
� Focus on society and the groups with society. � Consider existing social patterns. � Deviant behavior results from forces in society rather
than individual pathology.
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Sociological treatments
� Changes in the larger system � Examples: compensatory education, bilingual
education, racial integration, delabeling
� Adapt instruction to meet the needs of deviant individuals and subgroups.
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Culture
� Family � Ethic or racial group � Religious group � Profession � Social groups
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Ecological
� Considers the individual and the environment with equal concern.
� Behavior results from the interaction of characteristics of the individual and factors in the setting.
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Ecological interventions
� Change the behavior � Change the environment � Change the perceptions
� Eclectic in that strategies from other models might be employed.
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Behavioral
� Considers behavior and the conditions surrounding its occurrence.
� How often it occurs? � What event precedes it? � What event follows it?
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Behavioral
� Internal motivation is of less concern. � A behavior is either appropriate or inappropriate for
a particular setting.
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Behavioral interventions
� Behavior modification � Applied behavior analysis � Positive behavior support
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Traditional positions
� There are standards of behavior to which children should conform.
� Children who do not conform are a problem to themselves and to others.
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Traditional
� Teachers must intervene to solve behavior problems indirectly (by modifying the environment) or directly (by modifying the child).
� The purpose of education is to prepare children to deal with the reality of the outside world.
� Be good citizens.
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Non-traditional
� No standard of behavior is innately more desirable than any other
� Children should be free to choose their own mode of behavior
� Reality is socially constructed rather than objectively existing apart from human experience.
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Theory of Mind
� Primary representation – things as they really are � Metarepresentational deficits –which are used in
pretending � Mindblindness - inability to infer the mental state of
another.
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Theory of Mind
� Orienting to social stimuli � Social referencing (awareness of the emotional state
of others, mimic parent’s reaction to situations)
� Theory of Mind – others have thoughts that are different from one’s one
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The False Belief Test
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Executive function theory
� Ability to maintain an appropriate problem-solving set for attainment of a future goal
� Executive function deficit –inability to disengage from an object
� Inability to inhibit a previously rewarded response � Lack of joint attention behaviors