CHAPTER I

INTRODUCTION: (Effect of the Autism on the PHIL. In year 2010-2019)

In the experience one of the researchers have a relative who have Autism
Spectrum Disorders (ASD)/ (Can Autism affect communication?) (The
challenges of Autism?) (Knowing of Autistic Disorders?) (Knowing of
Asperger’s Syndrome?)

1. A Children with autism Spectrum Disorders (ASD) may have Difficulty

developing language skills and understanding what others say to them.
They also often have difficulty communicating nonverbally, such as
through hand gestures, eye contact, and facial expressions. And some
of Children with ASD have ability to communicate and their using a
language depends on their intellectual and social development. And
some children with ASD may not be able using speech or language, and
some have a very limited speaking skills. And others have a rich
vocabularies and able to talk about specific subject in great detail. And
many children have problems with the meaning rhythm of words and
sentence also unable to understand body language the meanings of
different vocal tones. When taken together these difficulties affect the
ability of children with ASD to interact with others. Especially people with
same age.

2. The definition of autism is very narrow: autism is a developmental disorder

that affects communication and interaction. Many pediatric patients did
not fit well into this narrow definition so practitioners used different terms,
such as asperser’s and childhood disintegrative disorder, to create a
treatment plan and for coding. Today, mental health and developmental
professionals use the term ‘autism spectrum disorders’ to describe the
infinite continuum of the type and severity of developmental issue faced by
people with autism spectrum disorder (Dr. Stephen Shore)

3.
The autism core symptoms are social communication, restricted, repetitive
behaviors. In autism, these symptoms are begin in early childhood (though
they may go unrecognized persist and interfere with daily living and the
specialized healthcare providers diagnose autism using a checklist of
Criteria two categories above. They also asses severity .Autism severity scale
reflects how much support A person needs for daily function .Many people
with autism have sensory issues .These typically involve over-or under-
sensitives to sound, lights, touch, smells, pain, and other stimuli. Autisms is
also associated with high rates of certain and mental health conditions.
 4. Autisticdisorder (also called autism: more recently described as “mind
blindness”) is a neurological and developmental disorder that usually
appears during the first three years of life. A child with autism appears to
live in their own world. Showing little interest in others and a lack of social
awareness. The focus of an autistic child a consistent routine and includes
an interest in repeating odd and peculiar behaviors. Autistic children often
have problems in communication. Avoid eye contact and show limited
attachment to others.

5. When you meet someone who has Asperger’s syndrome, you might
notice two thing right off. He’s just as smart as other folks, and others have a
Rich vocabularies and able to talk about specific subject in great. He also
tends to have an obsessive focus on one topic or perform the same
behaviors again.

Historical Background:

There has been tremendous progress made in the field of autism over the last six
decades. While it was once a syndrome that was rarely discussed in public, we
find information about autism spectrum disorder (ASD) all around us today—on
television and radio, websites and internet searches, public service
announcements, and in the views of celebrities sharing their stories. Political
leaders discuss the Importance of autism diagnosis, cause, and cure, and have
earmarked federal dollars for research and treatment initiatives that will be
instrumental in furthering the field in the years to come.

Before discussing the current state of autism, however, let’s briefly review the
history of this disorder and what we have learned over the years.

In 1943, a doctor named (Leo Kanner) began observing a group of children who
were previously thought to have mental retardation. He noticed that these
children had difficulty developing speech, and did not socially interact with their
peers. He also noted that these children engaged in ritualized and/or repetitive
behaviors to the exclusion of their activities.

These children had difficulties with transition, and did not like changes in their
routines or schedules. Some of them experienced regression in their
Functioning over time, losing skills that had been established previously.
We Know Kanner’s description will be familiar to you if you are a parent,
 Care giver, or teacher of a child on the autism spectrum.

At the time, treatment for autism was very limited. Most of these children were
placed in institutions, far from the public eye, to live out their lives. Professional
commonly held the view that “refrigerator mothers” were responsible for the
symptoms observed in these children. Deficits in the children’s functioning were
assumed to be linked to poor attachment

and\or absentee parenting (Bettelheim, 1967). Because parents were often

blamed for their children’s disorders, many experienced great shame for having a
child with ASD.

Around the same time that Kanner was identifying symptoms of autism,
pediatrician (Hans Asperger) was studying another group of children (Wing &
Gould, 1979). These boys and girls were also having problems in social interactions
with their peers. Like their counterparts, they exhibited behavioral problems
commonly seen in children with autism.
 CHAPTER II

Review of Related Literature

Local Related Literature

(A Report on Autism Spectrum Disorder in the Philippines) (Dr. Maria Lourdes

Arellano Carandang). At present, there is no formal curriculum that addresses the
plight of persons with Autism Spectrum Disorder (ASD) in the educational system.
A few teachers, on their own, without any formal training in children’s disorders
are able to “spot” possible disorders. These suspected cases are then referred to
private practitioners, namely, the Developmental Pediatricians, Psychologists and
Psychiatrists. In her paper in 2009, Dr. Alexis Reyes, a leading Developmental
Pediatrician, summarizes the diagnostic criteria currently being used by
practitioner under the Triad of Impairments: Social, Language and
communication, Thought and Behavior (refer to the chart below). In terms of
prevalence, Dr. Reyes presents the following chart showing estimates of
individuals in selected nations such as China, India, U.S., U.K and the Philippines.

Local Related Studies

(RAISING CHILDREN WITH AUTISM SPECTRUM DISORDER: A STUDY ON

PARENTING STYLES AND TECHNIQUES) (JEFFREY ALCANTARA LUCERO). The
researcher knows someone who has a child with autism and saw the
struggles in rearing the child and it caught his attention. In addressing the
concern, this study was conducted to better understand and discover the
techniques parents usually use and employ on their child with autism by
using qualitative approach. As of the year 2014, the number of people
diagnosed with Autism Spectrum Disorder (ASD) in the Philippines and in
other countries worldwide has doubled for the past six years and still
growing. According to The Philippine Star author, Mayen Jaymalin (2014),
Erlinda Borromeo, the president of Autism Speaks Foundation in the
Philippines said that one in 68 children worldwide had autism that summed
up an estimated rise of 500,000 in 2008 to one million at the present, autism
cases in the Philippines. The news raised concern to health experts and
parents for the increasing number of cases because there were some areas
in the Philippine which were not covered yet.
Foreign Related Literature

(Autism, Asperger's & Theory of Mind A Literature Review)(Lars Sorensen).This

literature review examines the history and pertinent research on Autism, a brain
development disorder characterized by social impairment, communication
difficulties and ritualistic behavior, and Theory of Mind, the ability for one to
impute mental states to the self and to others. In 1943 Dr. Leo Kanner published a
report on level of his patients at a Baltimore clinic. Entitled, “Autistic Disturbances
of Affective Contact.” (Kanner, 1943), this seminal paper became the base for all
study on what came to be known as autism. It is a disorder characterized by
deficits in three major areas of behavior - social, communicative and the display
of repetitive or restricted behaviors. The DSM-IV-TR lists the essential features as
“the presence of markedly abnormal or impaired development in social
interaction and communications and a markedly restricted repertoire of activities
and interests” (APA, 1994). The social problems include less eye contact, less
attention to social stimuli and difficulty in learning and using the social skills
needed to function in society. The communication problem is due to a significant
delay in language development seen in classic cases of autism. This varies on a
case by case basis and if speech does develop it is often joined by echolalia, a
simple repeating of what's just been said by someone else. Lastly, and perhaps
most often identified with autism, is the repetitive or ritualistic behaviors that
manifest. Behaviors such as wanting the same foods and cloths every day,
organizing things into lists and insisting on sameness, resisting any change in
routine or schedule. All of these symptoms are the hallmarks of classic autism.

(Psychophysiology of children with autism spectrum disorder)(Sarah A. Scheon,

Lucy Jane Miller, Barbara Brett-Green, Susan L. Hepburn).The psychophysiological
literature on sensory functioning in children with autism spectrum disorder (ASD) is
inconsistent. Findings vary among studies although support for atypical
psychophysiologic reactions to sensory stimuli in ASD using electrodermal activity
(EDA) as an outcome exists (Bernal & Miller, 1970; James & Barry, 1980; Lelord,
Laffont, Jusseaume, & Stephant, 1973; Lincoln, Courchesne, Harms, & Allen, 1995;
Miller, Reisman, McIntosh, & Simon, 2001; Pritchard, Raz, & August, 1987).
Interpretation of results is difficult because (1) the samples have broadly defined
inclusion criteria thus groups are heterogeneous; (2) the physiology measures do
not study the relation between arousal and reactivity; and (3) sensory functioning
is studied in only one sensory domain. Thus, not surprisingly, conclusions are
contradictory, due to methodological issues and differences in scientific
standards (Rogers & Ozonoff, 2005).

(Review of Literature Related to the Social, Emotional, and Behavioral Adjustment

of Siblings of Individuals with Autism Spectrum Disorder)(Hedda Meadan, Julia B.
Stoner, Maureen E. Angell) Many individuals with autism spectrum disorder (ASD)
 have unique characteristics such as impairments in social interactions and
communication that are expected to have an impact on members of the family.
Much of the research investigating impact on family members when a child has
ASD has focused on the parents and not the siblings. The purpose of this paper is
to review the literature related to the social, emotional, and behavioral
adjustment of siblings of individuals with ASD. A comprehensive review of the
literature identified 12 articles published between 1997 and 2008 that were
related to the social, emotional, and behavioral adjustment of sibling of
individuals with ASD. Six themes related to the challenges of studying siblings of
individuals with disabilities (Hodapp et al. Mental Retardation 45:334-338, 2005)
are described in relation to the reviewed studies. The literature review revealed
mixed results on outcomes for and adjustment of the typically developing siblings.
Implications for both research and practice are discussed.

(Milieu Therapy as a Communication Intervention: A Review of the Literature

Related to Children with Autism Spectrum Disorder)(G. Richmond Mancil). Several
researchers have employed milieu therapy to address the communication needs
of children with autism spectrum disorder (ASD). Thus, the purpose of this review is
to examine milieu therapy, particularly, the environments and individuals involved
in the training and the effectiveness of milieu therapy with children who have a
diagnosis of ASD and to provide suggestions for practitioners and researchers.
Milieu therapy consistently increases communication and generalizes to other
settings, while maintaining over time; however, milieu therapy does not analyze
connections to challenging behaviors and few studies have focused on teachers
in the classroom or peers. Future research teams should continue to train parents
and teachers while addressing the connection to challenging behavior and
including peers in the interventions.

(A comparison of food refusal related to characteristics of food in children with

autism spectrum disorder and typically developing children)(Kristie L. Hubbard,
PhD, MPH, RD, Sarah E. Anderson, PhD, Linda G. Bandini)Parents of children with
autism spectrum disorder (ASD) frequently report child food refusal based on
characteristics of food. The present study sought to determine if parent report
of food refusal based on the characteristics of food was: (1) greater in children
with ASD than typically developing (TD) children; (2) associated with a greater
percentage of foods refused of those offered; and (3) associated with fruit and
vegetable intake. A modified food frequency questionnaire (FFQ) was used to
determine overall food refusal as well as fruit and vegetable intake. Parent-
reported food refusal related to characteristics of food (texture/consistency,
temperature, brand, color, shape, taste/smell, foods mixed together, or foods
touching other foods) was compared between 53 children with ASD and 58 TD
children age 3–11 years in the Children’s Activity and Meal Patterns Study
(CHAMPS) (2007–2008). Children with ASD were significantly more likely to
refuse foods based on texture/consistency (77.4% versus 36.2%), taste/smell
(49.1% versus 5.2%), mixtures (45.3% versus 25.9%), brand (15.1% versus 1.7%),
and shape (11.3% versus 1.7%). No differences between groups were found for
food refusal based on temperature, foods touching other foods, or color.
Irrespective of ASD status, the percentage of foods refused of those offered
was associated with parent reports of food refusal based on all characteristics
 examined, except temperature. Food refusal based on color was inversely
associated with vegetable consumption in both groups. Routine screening for
food refusal among children with ASD is warranted to prevent dietary
inadequacies that may be associated with selective eating habits. Future
research is needed to develop effective and practical feeding approaches
for children with ASD.

Foreign Related Study

(Advances in Understanding Causes of Autism and Effective Interventions)(Indu

Joshi, Maire Percy, and Ivan Brown).Understanding the aberrant biological
mechanisms that underlie autism and its spectrum disorders is an exciting challenge
for researchers and clinicians because breakthroughs in our understanding of the
primary causes of autism are expected to lead to new approaches for intervention,
prevention or even cures. This review will highlight some recent advances in our
understanding of the causes of autism and of its treatment. Autism was first
described in detail in 1943 by Leo Kanner after observing similar behavior patterns
in 11 children. He further noticed a common "extreme aloneness from the
beginning of life and an anxiously obsessive desire for the preservation of sameness"
(Kanner, 1943, p. 217). He referred to his children as being autistic, a term coined in
1911 by Eugen Bleuler who used it to refer to a narrowing of relationships to people
and to the outside world, a narrowing so extreme that it seemed to exclude
everything except the person's own self.

(The Autism Genetic Resource Exchange: A Resource for the Study of Autism and
Related Neuropsychiatric Conditions)( Dr. Daniel H. Geschwind) we describe the
Autism Genetic Resource Exchange (AGRE), a resource for the study of autism and
pervasive developmental disorder (PDD). Autism presents within the first 3 years of
life, is characterized by qualitative impairments in communication and social
interaction—in the presence of restricted repetitive and stereotyped patterns of
behavior, interests, and activities—and is part of a spectrum of disorders that
includes Asperger syndrome and PDD (American Psychiatric Association 1994).
Estimates of the prevalence of autism in the general population ranges from 0.04%
to 10.l% (Bryson et al. 1988; Gillberg et al. 1991). Twin and family studies have
demonstrated that the genetic contribution to autism and PDD is significant, with
an MZtwin concordance of 60%–90% and a 45- to 150-fold increase in risk to siblings
(Ritvo et al. 1989; Jorde et al. 1990; Bailey et al. 1995). Thus, molecular genetic
studies of autism-spectrum disorders are likely to contribute significantly to our
understanding of this condition, as the recent results of several independent
genome scans suggest (International Molecular Genetic Study of Autism
Consortium 1998; Barrett et al. 1999; Philippe et al. 1999; Risch et al. 1999).
Chapter III