By Claudia Padilla THE NEED FOR AUTISM SUPPORT GROUPS

 There are five ASD disorders  Autism- the child distributes problems with social skills, language, repetitive and restricted behaviors  Asperger syndrome- is a form of high-functioning autism in which they may display good language skills but have trouble being around others and possible other behavioral problems  PPD-NOS (pervasive development disorder not otherwise specified); this is a general diagnosis given to a child when they do not meet all specific criteria of autism or Asperger syndrome but have some similar symptoms,  Rett syndrome- is a very rare disorder that only affects girls in which autistic-like symptoms begin 6 to 18 months after birth  Childhood disintegrative disorder- is a rare disorder in which a child develops normally but then around the age of 3 or 4 begin to show autistic-like symptoms (Clinical Reference Symptoms,2010). AUTISM CATEGORIES

 The word “autism” comes from the Greek word “autos” which means “self” which now the word autism is used to describe a person who is removed from social interactions, an isolated self (WebMD).  Autism is an impaired or abnormal development in social interactions and communication (American Psychiatric Association, 2000).  Autism is a disorder in which a person has problems with language, social skills, and may display repetitive, restricted behaviors (Clinical Reference Systems, 2010). WHAT IS AUTISM

 Social skills- they may resist to being held or cuddled, may be withdrawn or fail to form relationships, may avoid eye-to-eye contact, may prefer to play alone (Clinical Reference Systems, 2010).  Language and imitation- usually has delayed in speaking than children of same age, cannot understand or copy speech or gestures, abnormal in speech by pitch, rate, tone or rhythm, speech will be immature and unimaginative, make up words or echo what someone else says, unable to engage in fantasy or imaginative play such as storytelling or role playing (2010). COMMON AUTISM CHARACTERISTICS

 Behavior, activities, and interests- develop strong habits and compulsive behaviors, lining up cars or stacking blocks, difficultly to changes in routine, obsessed with one topic or idea, attachment to unusual objects like a car door, walk on tiptoes or flicks or twiddle fingers for long periods, head banging, rocking, staring, sudden screaming spells, and possible seizures (2010).  Sensory problems- problem with senses, sensitive to sounds, textures, tastes, smells, feeling of clothes on skin unbearable, will cover ears to loud sounds (2010). COMMON AUTISM CHARACTERISTICS CON’T

- Autism has had a 600% increase in the last 10 years (Van de Water, 2012). -Autism diagnosis rates have been climbing steadily since the 1970’s - in 1975 autism diagnosis rates were 1 in 5,000 - in 1995 rates were 1 in in 2001 autism rates were 1in in 2009 rates were 1 in and now in 2012 autism diagnosis rates are 1 in every 88 (Van de Water, 2012). - The number of people being diagnosed with autism has surpassed other major chronic conditions such as Multiple sclerosis, Crohn’s disease, Type 1 diabetes, and Asthma (Van de Water, 2012). AUTISM PREVALENCE

 There are many emotions that go through parents when they hear that their child has been diagnosed with autism such as feelings of anger, fear, guilt and other difficult emotions (Clinical Reference Systems, 2010).  Having children with autism causes stress on the entire family by putting tension not only on sibling relationships, marriage, but on finances as well (2010).  According to a study done by Rivers & Stoneman (2003) they found that when marital stress was high, typically developing siblings reported more negative behaviors and less satisfaction directed towards their sibling with autism. COMMON ISSUES OF FAMILY MEMBERS

 A study performed by Kaminsky & Dewey (2001) found that there were low levels of intimacy and social behaviors between siblings of families who had children with autism.  Beyer (2009) stated that it is very difficult for typically developed siblings to have a “normal” sibling relationship when their brother or sister has autism because of the cognitive limitations, social and behavioral challenges involved with autism. COMMON ISSUES OF FAMILY MEMBERS CON’T

 Siblings of children with autism whether they are older or younger tend to become their siblings second parent by taking care and disciplining them (Beyer, 2009).  Parents tend to put added stress and pressure on the typically developed children to assist them with their child who has autism, which then can lead to negative relationships between the siblings (Beyer, 2009).  Beyer (2009) mentioned that typically developed siblings tend to report having feelings of resentment due to their sibling with autism getting all the family’s special attention and allowed to display what would be considered inappropriate behaviors by other family members. COMMON ISSUES OF FAMILY MEMBERS CON’T

 Hillman (2007) stated that the presence of autism changes the structure of the family, as well as increasing the family’s risk for stress and depression.  Hillman (2007) stated that previous studies reported parents of children with autism had higher stress levels than parents of children with mental retardation, cerebral palsy, and Down syndrome.  When examining marital rates among parents of children with disabilities compared to those with typical developing children the marital rates are lower and the divorce rates are higher (2007).  Gray (1993) results found that mothers tend to feel more stigmatized by their child’s autism disorder than fathers. COMMON ISSUES OF FAMILY MEMBERS CON’T

QUESTIONS, COMMENTS OR CONCERNS?

THE END