PREVALENCE & DIAGNOSIS IN THE UNITED STATES

Autism is no longer considered a rare disorder. The Centers for Disease Control and Prevention (CDC) estimates that an average of 1 in 110 children in the United States have an autism spectrum disorder (ASD). Although currently there is not a full population count of all individuals with an ASD in the United States, the CDC estimates that up to 560,000 individuals between the ages of 0 to 21 years have an ASD.

In 2006, 224,594 children ages 6-21 and 35,111 children ages 3-5 were served under the autism classification for special education services. These numbers are believed to be an underestimation of the prevalence of autism because some children with autism spectrum disorders may have been categorized under a different IDEA disability category, others may have been misclassified, and others have yet to be diagnosed.

Currently, diagnosis of autism is based on observation of behaviors detailed in the Diagnostic and Statistical Manual of Mental Disorders-IV-TR (2000). Because symptoms vary considerably from individual to individual, diagnosis can be quite difficult. In the Diagnostic and Statistical Manual of Mental Disorders-IV-TR (2000), autism falls under the clinical categorization of Pervasive Developmental Disorders. Other autism spectrum disorders which fall under the same umbrella category are Asperger Syndrome, Childhood Disintegrative Disorder, Rett Syndrome, and Pervasive Developmental Disorder: Not Otherwise Specified (PDD-NOS).

According to the Diagnostic and Statistical Manual of Mental Disorders - IV-TR (2000), individuals with autism can, although do not always, exhibit the following behaviors: difficulty using nonverbal behaviors for social purposes, difficulty developing appropriate peer relationships, lack of social/emotional reciprocity, difficulty in development of spoken language, impairment in sustaining conversation with others, stereotyped and repetitive use of language, lack of spontaneous social play, abnormal preoccupation with patterns of interest, inflexible adherence to routines, repetitive motor behaviors, and preoccupation with objects.

Individuals with autism will vary tremendously in the type, number, and severity of symptoms that they present, and in the type of other medical conditions and challenges that they have. Additionally, because it is a developmental disability, autism may affect an individual differently at different stages of their lifespan.

CAUSE, CURE & INTERVENTIONS

Although many theories regarding the etiology of autism have been proposed, the cause is not yet clear. It has been suggested that autism may be caused by genetic, immunological, metabolic, and environmental factors. This issue is the topic of much debate and is currently the focus of many autism research endeavors.

Additionally, there is no known cure for autism, and there are diverse views amongst those in the autism community regarding the possible benefits of a cure. However, common treatments and interventions target early and intensive education which can help the individual improve their social, communication, and cognitive skills. Common treatments and interventions include sensory integration therapy, nutritional therapy, intensive educational therapy, music therapy, play therapy, Developmental Individual-Difference Relationship-based Model/Floortime, Relationship Development Intervention, Treatment and Education of Autistic and Related Communication-handicapped Children (TEACCH), Applied Behavior Analysis (ABA), pharmacological treatments, augmentative and alternative communication (AAC) strategies, including facilitated communication, and comprehensive treatment programs.

AUTISM ACROSS THE LIFESPAN

Autism is a developmental disorder which often affects an individual throughout the lifespan; however, only a very small proportion of autism research, education, and service endeavors address issues that affect adults with autism. The vast majority of autism research focuses on children with autism, a disproportionate number of interventions for autism are appropriate only for children, and most autism services available are geared primarily towards children. The reality is that the majority of these children with autism do grow up to become adults with autism who are then left with significantly fewer resources and options.

As an individual with autism transitions from high school, there are a number of post-school issues that must be considered, such as postsecondary education, vocational training, supported employment, independent living, and community participation. As individuals with autism and their parents or caregivers get older, the issue of long-term life planning becomes more salient. Caregivers must ensure that the needs and desires of their loved one with special needs will be addressed once they are gone. This can be a complex process as the individual and caregiver must make decisions regarding the individual's medical care, living arrangements, daily activities, community participation, employment, religious involvement, guardianship, and long-term financial planning. As more communication strategies become available, individuals with autism are increasingly able to communicate their own lifespan needs and desires and take a more active role in the decision-making process.

REFERENCES

American Psychiatric Association, Taskforce on DSM-IV (2000). Diagnostic and Statistical Manual of Mental Disorders IV-TR. Washington, DC: American Psychiatric Association.

Centers for Disease Control and Prevention (2010). Autism Spectrum Disorders (ASD). Retrieved from Centers for Disease Control and Prevention Website: http://www.cdc.gov/ncbddd/autism/index.html

Centers for Disease Control and Prevention (2008). Prevalence of ASDs. Retrieved from Centers for Disease Control and Prevention Website: http://www.cdc.gov/ncbddd/autism/faq_prevalence.htm

Individuals with Disabilities Education Act Data Accountability Center. (2006). Number of children served under IDEA PART B by disability and age group, 2006. Retrieved from Data Accountability Center Website: http://www.ideadata.org/arc_toc8.asp#partbCC