college essays about autism

College Essay: Finding purpose through my sister

“Your sister has autism.”

I have learned that life is not all about me. I realized that I need to focus on others, especially those who are most in need, like my sister.

Those four words changed my life.

In the fall of 2015, my parents, my two sisters and I gathered around our kitchen table. My sisters looked perplexed. My mother’s lips were trembling. She struggled to say the words. After, there was silence. Salty drops were running down my cheeks. The words that my mother spoke went through me like a bullet. I still hear those words every day. Now, though, they give me purpose, whereas before they left me devastated.

During the last 18 months, my love for my 12-year-old sister Magdaleny has grown stronger and stronger. I have learned that life is not all about me. I realized that I need to focus on others, especially those who are most in need, like my sister. I knew that it was not going to be an easy task, but I was determined to support her.

Opportunity found me quickly. One day, in a public library in Bloomington, the librarian finished asking me for the personal information needed to get a library card. Then he asked my sister for the same basic information. She stayed quiet when the librarian asked her date of birth. She didn’t say a word; she panicked. That’s when I knew that I had to step in and say, “June 22, 2004.”

The librarian said, “Thank you,” and gave me a confused smile. When I looked at Magdaleny, she seemed to be embarrassed, staring at her hands and not making eye contact with the librarian or me. My heart dropped. My sister did not know what she had or how her disability affected her, but I was there to help her with her communication skills and behavior.

I’m still helping her today.

I work with her interests and talents, focusing on what she can do rather than what she can’t. Her behavior at home can be hard to handle. She often acts like a toddler, demanding to be in control. During these times, I help her understand that “no” is an OK answer, and that there is no need to be frustrated. It’s tough, but I won’t give up. I believe God meant my autistic sister to be a way for me to learn my purpose in life. I know God allowed me to open my heart and understand that my mission is to serve others.

Importantly, that mission includes the poor. When I was growing up in Mexico, there wasn’t enough money for food and housing, and certainly not enough for the medical care my sisters and I needed. My father had to leave the family and go to the United States to earn money for our care. That’s when I realized that there’s no health care if you’re poor.

These two life experiences, my sister’s autism and growing up poor, have inspired me to become a pediatrician. I want to support families, especially those with infants and those who can’t afford medical care. I want to bring hope to families in developing countries. My dreams will bring challenges, and it won’t be easy. But courage, faith and knowledge are the values that will keep me going. I have Magdaleny to thank for that.

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• Feb 17, 2023

The Great List of Autistic Essays

I’m a late-identified autistic who loves writing about autism. How much do I love it? I’ve written over 150 essays on it in the past six months alone.

How do I think of so many autistic topics to write about? I’m an art therapist who specializes in late-identified autistic adults. That means I not only have my personal experience to draw from, but also the hundreds of hours spent listening to my clients.

I share most of my essays here on Medium, which means it has now become quite the library. In an effort to make my essays more accessible to those wanting clear, relatable information about late-identified autism in adults, I’ve sorted my essays into topics below. While I wish I could provide a link to each of them for you… I’ve got to prioritize my time and energy. So if a specific essay interests you, just pop it into the search and it’ll come up

Autism in a Neurotypical World

What Would a World Designed by Autistic People Be Like

The Harm in "They're a Little Autistic"

Autism Does Not Directly Cause Socializing Problems

Please Trust My Lived Autistic Experience

Can Someone Please Create a Neurodivergent Intentional Living Community

What if I Accept that Most Neurotypicals Won't Like Me

How Neuro-Bias Shows Up in Professional Testing

Your Autistic Experience Sounds Just LIke my Neurotypical One

Neurotypical Words that Don't Work for Autistics: Overachiever

But Neurotypicals Experience That, Too!

Neurotypical Norms That Don’t Work for Autistics: Hustle Goals

The Fear of Being a Hypocritical Autistic

Neurodiversity: Us vs Them?

How to Meet an Autistic Adult Exactly Where They're At

Autism Characteristics

The Autistic Mind Loves to Take Detours

4 Reasons Why Autism Symptoms Lists are Confusing

My Autistic Brain: Sunshine and Detours

The Joys of Being Autistic: Part 1

Stop Saying Autistic People Can't Empathize

Redefining Fun for Autistic Adults

9 Reasons Why Autism Looks So Similar to CPTSD

We Need More Depictions of the Interior Experience of Autism

Clarity is What my Autistic Mind Craves

How Trauma and Autism Can be a Confusing Mix to Decipher

Why am I like This? Understanding the Autistic Brain

My Autistic Mind Does What it Wants

The Dissociated Autistic Performance State

The Joys of Being Autistic: Increased Creativity and Innovation

My Autistic Memory Is Not the Same as Others

The Firehouse Dilemma: Autism and Infodumping

The Variability of the Autistic Sensory System

5 Reasons Autistics are Especially Hard on Themselves

The Shame That Often Accompanies Autism

Knowing You’re Different as an Autistic Adult

3 Reasons Autism is Worse After You Learn You're Autistic

Disability and Internalized Ableism

I Had to Dismantle My Fear of Autistic People

Is Autism a Disability?

I’m Ok With Saying I have a Disability, Right?

Dog Training

The Difficulties of Adjusting to a New Dog When You're Autistic

Tips for Adjusting to a New Dog When You're Autistic

5 Tips to Integrate a Dog into Your Autistic Life

Defining and Explaining Autism

What I Wish Others Knew About Autism

Let’s Drop the “Disorder” From Autism Spectrum Disorder

How Low and High Autism Labels are Misleading

We Need All the Autism Theories and Models

Autism Can Be a Murky Thing To Understand

How I Explain Autism to Someone Unfamiliar With It

What is Late Identified Autism

Autistic Statistics are Not Accurate for Late-Identified Autistics

I'm Here for the Autistic Awakening

How It Helps to Know You’re Autistic

Why It Matters to Know You're Neurodivergent

What is Neurodiversity and Why Does it Matter

How Neurodivergent Acceptance Can Improve Our Lived Experiences

How Unidentified Autistics are Taught to Socially Camouflage and Mask

Is There a World Where I can Be Unmasked?

The False Dichotomy of Masked and Unmasked Autism

6 Reasons Why UnMasking Is Harder Than it Sounds

What if You have to Mask Everywhere?

My Personal Experience as an Autistic

Hating Cooking as an Autistic Adult

I Make Giant Lists About Autism for Fun

The Challenges of Writing Publically About Autism

The Risk of Sharing my Autistic Passions with Others

I'm Reclaiming Weird for My Autistic Self

I Expand and Then I Contract

I Stopped Seeing Myself As Broken When I learned I was Autistic

Respecting my Limits as an Autistic Business Owner

I Need to Lessen the Pressure on my Autistic Self

My Autistic Brain Doesn’t Want to Watch TV Right Now

Embracing Who I am as an Autistic Adult

I Used to be a Very Judgemental When I Didn’t Know I was Autistic

A Letter from An Autistic Adult to Trust

Don’t Get So Upset: A Line that Doesn’t Work for This Autist

Why This Autistic Writer Didn't Respond to Your Comment

Relationships

Is Dating Worth it as an Autistic Adult?

Is it Possible to be Happily Partnered as an Autistic Adult?

Not Liking People as an Autistic Adult

Self-Identification

So You Think You Might Be Autistic

Dearly Newly Identified Autistic Person

Am I Actually Autistic?

Dearest Smart, Weird, and Caring Autistic

I Am Deeply Unsure About Autism

How to Self Identify Autism as an Adult

When the Past Makes Sense after a Late-Identification of Autism

Where to Start When You First Learn You’re Autistic

6 Strategies to Harness the Hyperfocus Power of an Autistic Mind

Leave the Gremlin In the Cave: Self-Isolation as a Necessary Autistic Tool

No Plans Days as an Autistic Tool

Making Accommodations for Myself as an Autistic Adult

How Many Accommodations Can We Ask for as Autistic Adults?

Using Art to Help Your Autistic Mind

Dissociation as an Autistic Tool

The Power of the Home Environment for Autistics

Is It Ok to Honor My Autistic Needs?

Recognizing When It's Not Time to Make Decisions as an Autistic

Therapy for Autistics

Dearest Autistic Client of Mine

8 Ways Therapy Can Help With Late Identified Autism

Gaslighting the Autistic Experience

Dearest Therapist Who Knows Barely Anything About Autism

I'm an Autistic Therapist: Sometimes It's Easier Than Everyday Life

Does Your Therapist Know Enough About Autism to Help You?

Questions to Ask a Potential Therapist When You're Autistic

How I Work with Newly Identified Autistic People

What to Ask When You're Seeking Therapy for Late-Identified Autism

12 Ways Therapy Can Enhance Life for Late Identified Autistic Adults

Therapy is Not for Fixing Autism

The Harm I Caused When I Didn't Know about Autism

A Newly Identified Autistic Therapist Working with Newly Identified Autistics

Common Therapy Advice That is Counterproductive for Autistics

A Therapist Told Me Treating Autism is Like Treating Depression

Who Can Diagnose Autism in Adults?

Autistic Adults Deserve Better from the Mental Health Field

Undiagnosed Autism

The Correlation Between Intelligence and Undiagnosed Autism

10 Consequences of a Life with Unidentified Autism

The Gap Between “Diagnosable Autism” and a Lifetime of Unidentified Autism

Autism Diagnosis Criteria are Limiting for Men Too

No Autistic Should Receive a Diagnosis Letter Like Mine

Identifying Autism in Undiagnosed Women Abstract

How I Identify Autism in Undiagnosed Women

Autistic Stereotypes Block People From Knowing They're Autistic

Thank you for reading. If you’d like to read more, sign up for my FUNletter . If you would like to explore your autistic identity with an autistic therapist, you can learn more about my therapy services here .

Recent Posts

My Autistic Sensory System is a Demanding, Bougie Princess

My Autistic Silence Does Not Mean Agreement

This Autistic is Quitting the News

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• Autism Essays

Autism Essays (Examples)

495+ documents containing “autism” .

Are you writing an essay on autism and need further assistance to help get your writers block in check?  For starters, you should know the definition of  ...

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Autism is a disorder that starts early in the childhood and stays until adulthood. It has now been known that many conditions are considered co morbid to autism spectrum disorders. These conditions are variable but some of the most common ones include fragile X syndrome and epilepsy. Furthermore, it is noted that autism most likely affects areas such as communication, social interaction and behavior of the person. Therefore, there is a strong tendency for the person to develop different psychiatric disorders. Some of the common disorders that are linked with autism include attention deficit hyperactivity disorders, anxiety disorders, and bipolar disorder. Many researchers also went onto look into chromosomal abnormalities in children who are affected with autism. Due to this reason, syndrome association such as fragile X syndrome was also discovered. This research goes on to show that Autism is co morbid with many psychiatric conditions such as ADHD, and OCD….

Lau, N., Green, P., Taylor, A., Hellberg, D., Ajamian, M., Tan, C., Kosofsky, B., Higgins, J., Rajadhyaksha, A. And Alaedini, A. (2013). Markers of Celiac Disease and Gluten Sensitivity in Children with Autism. PLOS ONE, 8 (6), p. 66155.

Leyfer, O., Folstein, S., Bacalman, S., Davis, N., Dinh, E., Morgan, J., Tager-Flusberg, H. And Lainhart, J. (2006). Comorbid psychiatric disorders in children with autism: Interview development and rates of disorders. Journal of autism and developmental disorders, 36 (7), pp. 849 -- 861.

Rapoport, J., Chavez, A., Greenstein, D., Addington, A. And Gogtay, N. (2009). Autism spectrum disorders and childhood-onset schizophrenia: clinical and biological contributions to a relation revisited. Journal of the American Academy of Child & Adolescent Psychiatry, 48 (1), pp. 10 -- 18.

Simonoff, E., Pickles, A., Charman, T., Ch, Ler, S., Loucas, T. And Baird, G. (2008). Psychiatric disorders in children with autism spectrum disorders: prevalence, comorbidity, and associated factors in a population-derived sample. Journal of the American Academy of Child & Adolescent Psychiatry, 47 (8), pp. 921 -- 929.

Autism Treatment Methods

Autism has reached epidemic proportions between American children with cases increasing amongst adults and children worldwide. Treatments initially began with helping children improve their social and communication skills. With medications like risperidone and aripiprazole to treat irritability, children with autism were managed short-term. However, these medications only present a temporary fix with symptoms continuing after stopping of medication and symptoms recurring even with higher doses. For there to be a suitable alternative to pills and traditional methods of treatment, current research must demonstrate efficacy and cost efficiency concerning new autism treatments. This literature review will highlight a variety of new treatment approaches along with ways to monitor, evaluate, and understand how autism effects a child to show what can be done to help children with Autism. In an article by Klintwall, Gillberg, Bolte, & Fernell, the authors discuss the use of intervention programs based on applied behavior analysis as the first….

Klintwall, L., Gillberg, C., Bolte, S., & Fernell, E. (2012). The Efficacy of Intensive Behavioral Intervention for Children with Autism: A Matter of Allegiance? Journal of Autism and Developmental Disorders, 42(1), 139-140. Doi: 10.1007/s10803-011-1223-z

Magiati, I., Moss, J., Yates, R., Charman, T., & Howlin, P. (2011). Is the Autism Treatment Evaluation Checklist a useful tool for monitoring progress in children with autism spectrum disorders? Journal of Intellectual Disability Research, 55(3), 302 -- 312. Retrieved from  http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2788.2010.01359.x/abstract?deniedAccessCustomisedMessage=&userIsAuthenticated=false 

Schreibman, L., & Stahmer, A.C. (2013). A Randomized Trial Comparison of the Effects of Verbal and Pictorial Naturalistic Communication Strategies on Spoken Language for Young Children with Autism. Journal of Autism and Developmental Disorders, 32(1), 6-11.

Silva, L.M., Schalock, M., & Ayres, R. (2011). A model and treatment for autism at the convergence of Chinese medicine and Western science: First 130 cases. Chinese Journal of Integrative Medicine, 17(6), 421-429. Doi: 10.1007/s11655-011-0635-0

Autism Spectrum Disorder the Objective

Stimuli other than explicit instruction are reported to have likely signaled the beginning of a new activity. In the case of the female student, Christie it was related that arranging and ordering was not an escapist activity as it had been for the male participants to avoid responding to instructions. In the case of one of the male students the ordering and arranging was believed to be due to lack of other stimulating attention. The work of Gongola and Sweeney (2011) report discrete trial teaching which is an educational instruction practice that is characterized by a fast pace that is delivered repetitively and which enables instruction that is intense is a short period of time. Discrete trial teaching sessions are reported to take place in environments that are highly structured. The area in which this instruction takes place should be as free of distractions as possible. An instructional team….

Gongola, L. And Sweeney, J. (2011) Discrete Trial Teaching: Getting Started. Intervention in School and Clinic. 2012 47: 193.

Parker, D. And Kamps, D. (2011) Effects of Task Analysis with Self-Monitoring for Children with Autism in Multiple Social Settings. Focus on Autism and Other Disabilities 26(3) 131-142. Mannill Institute on Disabilities.

Rodriguez, NM and Thompson, RH. (2012) Functional Analysis and Treatment of Arranging and Ordering by Individuals with an Autism Spectrum Disorder. Journal of Applied Behavior Analysis. 2012, 45, 1-22.

Thiessen, C. et al. (2009) Evaluation of a Self-Instructional Manual for Conducting Discrete-Trials Teaching Children with Autism. Behavior Modification 2009 33: 360.

Autism What Can We Learn

In ode to foste equitable management of the available esouces in the society, it becomes less valuable if the innate membes ae not esponsible. A lesson can be dawn fom the family of Rowan ove the avenues of esponding to the calls of duty. The family of Rowan is awae of the chaacteistic and developmental chaacteistic that ae found in the society. Theefoe, they ae vey eady to offe consequential avenues of managing the applicable esouces in ode to ensue the futue health status of thei son. Theefoe, it makes it less valuable o appoachable to take a consideate management of the health of the child iespective of the measues of gowth and development in the society. What changed between the boy and his paents and how did that affect his way of being in the wold? Fom a family systems pespective, how did the oveall family changed? The way of….

references that have been established in the family.

The whole family comes to the rescue of the needs and specification of the family members. This is possible with the change of attitude and perception drawn from the available measures of growth and development in the society. Initially, the parents to Rowan were not aware of the specified number of approvals that their son needed in order to assume a quality life in the society. Nonetheless, the presence of these facets necessitated for the growth and development of the horse needs. The family had to shift its intentions and even the place of settlement in order to offer the necessary measures and requirements to the growth and development of their son in the society. There are other specified characteristic of the family like managing the available avenues of growth within the sector of child development. The family had to shift its settlement locations. Moreover, the family had to ensure that it has provided all the requirements that are needed by the child in the society.

In essence, Rowan suffers the consequences of having to respond to his immediate needs in the family. It is not a big burden for the family to provide the required amenities in this regard. Nonetheless, there are specific managerial avenues that are directed at influencing positive establishment of the society and its growth agencies. In order to master the entire family and provide for the specified needs, the family has to change its plans starting from the vocational boundaries to school levels.

Autism Is a Developmental Disorder as it

Autism is a developmental disorder as it is marked with pervasive and severe impairment revolving around areas of development such as communication, imagination, reciprocal interaction and behavior. The diagnostic criteria for autism as incorporated by the DSM IV T includes symptoms such as impairment in the use of nonverbal behaviors like eye contact, gestures, bodily postures during the normal routine social interaction, the inability to form good peer relationships, delay or lack in the development of the language being spoken, failure to start a conversation despite an adequate ability to speak, restricted and repetitive behaviors and stereotyped behavior patterns, interests and activities. Many of these symptoms along with few others are supposed to be present in an individual by the age of 3 years in order to be diagnosed as autistic. As a matter of fact, even if the parents notice something wrong or abnormal in their child during infancy,….

Abramson, L. (2007). Public schools prepare to educate children with Autism. Npr. Retrieved from:  http://www.npr.org/templates/story/story.php?storyId=12776434 

American Psychiatric Association. (2000). Diagnostic and Statistical Manual of Mental Disorders. Fourth Edition. Text Revision. Washington DC

Arthur-Kelly. (2006). Enhancing everyday communication for children with disabilities. Baltimore: Paul H. Brookes.

Attwood, T. (2000). Strategies for improving the social integration of children with Asperger Syndrome. Autism, 4, 85-100

Autism the Neural Development of

In some students, autism is more severe than it is in others, and teachers must learn to anticipate this if they are to be successful in the classroom. The severity of the autism can make the difference between whether students with autism should be included or whether they should be taught separately (Shattuck, et al., 2009). Students cannot make that decision, of course, but the parents and teachers can work together to determine which is going to be the best option for the individual student. Where some subjects are concerned it is more difficult to make this choice, as well. One of those subjects is math, because math can be complicated and can build on what was previously learned (Jimenez & Garcia, 2002). That can be a problem for autistic students, because they often do not learn as easily or retain the information they have learned for as long or as….

Beckman, P.J., Hanson, M.J., & Horn, E. (2002). Family perceptions of inclusion. In S.L. Odom (Ed.), Widening the circle: Including children with disabilities in preschool programs (pp. 98-108). New York: Teachers College Press.

Caronna, E.B., Milunsky, J.M., & Tager-Flusberg, H. (2008). Autism spectrum disorders: Clinical and research frontiers. Archives of Dis Child, 93(6):518 -- 23.

Casas, AM & Castellar, RG. (2004). Mathematics Education and Learning Disabilities in Spain. Journal of Learning Disabilities, 37(1), 62-66.

Cross, AF, Traub, EK, Hutter-Pishgahi, L, & Shelton, G. (2004). Elements of Successful Inclusion for Children with Significant Disabilities. Topics in Early Childhood Special Education, 24(3), 169-181.

Autism if a Man Does

" Presentation of new tasks accompanied by old tasks promotes the child to target behaviors quicker. Letting the child chose the items of stimulus is another motivational tool. Self-motivation and self-management teach the child the consequences associated with their actions or behaviors. Self-management involves: 1. Choosing a specific behavior to target, such as aggression, hygiene, or verbal communication with others 2. Teaching the child to recognize when he/she behaves appropriately. Do not focus on the absence of the negative behavior, rather reward when appropriate behaviors are displayed. 3. Once the child has learned to differentiate the desirable behavior from undesirable, then the child is taught to monitor brief periods of time or occurrences of the positive behavior. 4. After mastering step #3, the child can be taught to self-manage in any environment. The provider should only remind the child to begin self-management and then gradually fade out of the new environment by leaving for….

Bibliography

Articlesbase.com. (2009). Autism Social Interaction- How to Deal with Negative Autism Social

Skills. Retrieved on April 12, 2010 from  http://www.articlesbase.com/mental-health-articles/autism-social-interaction-how-to-deal-with-negative-autism-social-skills-1483772.html 

Bakken, T.L., Friis, S., Lovoll, S., Smeby, N.A., & Martinsen, H. (2007). Behavioral

Disorganization as an Indicator of Psychosis in Adults with Intellectual Disability and Autism. Mental Health Aspects of Developmental Disabilities, 10(2), 37+. Retrieved April 14, 2010, from Questia database:

Autism Spectrum Disorder The Keys

As noted in the located research, "individuals with autism may have an IQ at any level. By convention, if an individual with autism has an IQ in the normal range (or above), they are said to have 'high-functioning autism' (HFA)." (Baron-Cohen, 1) For a parent with a young child who exhibits signs of true intelligence or even of prominent and unique talents, the understanding of autism as a disorder becomes somewhat difficult to accept. This leads us to consider a question which remains today up for ongoing debate in diagnosis and treatment perpsecitve. Namely, it is argued that the term disorder is improperly applied to those with symptoms of autism which might otherwise display the capacity for a healthy and full development as individuals. Accordingly, the research conducted here brings us into contact with an article which "considers whether Asperger Syndrome (AS) or high-functioning autism (HFA) necessarily lead to disability….

Works Cited:

Autism Network International (ANI). (2002). Diagnostic Criteria for 299.00 Autistic Disorder. Diagnostic and Statistical Manual of Mental Disorders: DSM IV. Online at  http://ani.autistics.org/dsm4-autism.html 

Baron-Cohen, S. (2000). Is Asperger's sundrome/High-functioning Autism necessarily a disability? Developmental and Psychopathology. Online at http://www.geocities.com/CapitolHill/7138/lobby/disability.htm

Bishop et al. (2004). Using self-report to identify the broad phenotype in parents of children with autistic spectrum disorders: A study using the Autism Spectrum Quotient. Journal of Child Psychology and Psychiatry, 45, 1431-1436.

Easterbrook, G. (2006). In search of the cause of autism. Slate. Online at  http://www.slate.com/id/2149002/

Autism Is One of the Most Severe

Autism is one of the most severe and disruptive of all childhood disorders. It is a communicative disorder that interferes with an individual's ability to form social relationships, as well as to communicate with others. Autism Spectrum Disorders (ASD's) officially belong to a group of illnesses known as 'developmental disabilities'. They are characterized by problems with social and communication skills of varying degrees (Schechter & Grether, 20). Autistic people also commonly display unusual ways of learning, reacting to different sensations and paying attention. Sufferers also tend to repeat certain behaviors and have difficulties when required to change their usual daily activities. ASD's are commonly said to start in childhood and last for the person's whole life, but as you will see below, there are many new theories as to the cause(s) of these disorders and many offer the hope of effective treatments (Gerber & Offit, 457). ecent reviews in environmental health….

References:

Gerber, J.S., & Offit, P.A. "Vaccines and autism: A tale of shifting hypotheses." Clin Infect Dis. 48.4

(2010): 456-461. doi: 10.1086/596476

Jordan, C.J. "Evolution of autism and understanding via the world wide web." Intellectual and Developmental Disabilities. 48.3 (2010): 220-227. doi: 10.1352/1934-9556-48.3.220

Baker, J.P. "One controversy, three histories: Mercury, vaccines, and autism." American Journal

Autism in Depth Autism Is

Dr. David Miller, in his article examined the methods of testing for autism. He concluded that a discovery of genetic variables contributing to autism (ASD) is the first step in developing effective clinical diagnostic genetic tests. He concluded that most cases are still unexplained by current genetic testing and will require ongoing discovery to improve the yield from clinical testing. Miller (2010). n other words, Miller suggests that the current genetic testing is not yielding the results that would best explain the causes of autism and in light of the available testing mechanisms. As a solution to this issue, Miller suggests that the ideal genetic test would identify genetic susceptibility to autism. Miller (2010) . n light of Miller's testing theories and to illustrate an example of how genes are evaluated in autism studies, in the Traylor study, six subjects were studied from different areas of the world. Study subjects….

Incidents and Prevalence

The Steer study was referred to as the Avon Longitudinal Study of Parents and Children (ALSPAC) sample. The study originally recruited 14,541 pregnant women with expected delivery dates between April 1992 and December 1992. Of the children in the study with ASD there were 86 such children identified with the disorder by age 11 years giving a prevalence of 62 per 10,000 children. These numbers were based upon the original recruited sample of 13, 971 children. Steer (2010). However, these numbers are somewhat lower than previous numbers. For example, a recent study by Baron-Cohen et. al suggests a prevalence rate of 0.9% based upon a survey of special educational needs (SEN) children among 96 schools. Steer (2010).

When the ALSPAC studies were conducted on the sample of 13,138 children (a significantly smaller sample than the original sample), there were 80 cases of ASD identified. Of the 80 ASD cases identified, 28 represent childhood autism, 14 were atypical, 21 were Asperger's syndrome, 3 had unspecified pervasive developmental disorders, and 14 had

Autism Teaching Children With Autism

ut sometimes, depending on how severe a child is affected with autism, the decision to place such a child in a residential environment, such as a specialized care facility, must be made. Yet for those children who are only slightly or moderately afflicted with autism, the classroom, under the guidance of a trained professional and with the assistance of parents, appears to be the best environment for instruction and education. However, as Karen S. Exkorn sees it, all autistic children must experience "full classroom inclusion and be made a part of the mainstream experience in order to guarantee their civil rights as human beings" (2005, 213). References 2007). Autism Fact Sheet. National Institute of Neurological Disorders and Stroke. Internet. Available at http://www.ninds.nih.gov/disorders/autism/detail_autism.htm. Exkorn, Karen S. (2005). The Autism Sourcebook. New York: Prentice-Hall. Jordan, Rita and Stuart Powell. (2002). Understanding and Teaching Children with Autism. New York: John Wiley & Sons. Mesibov, Gary ., et….

2007). Autism Fact Sheet. National Institute of Neurological Disorders and Stroke. Internet. Available at  http://www.ninds.nih.gov/disorders/autism/detail_autism.htm .

Exkorn, Karen S. (2005). The Autism Sourcebook. New York: Prentice-Hall.

Jordan, Rita and Stuart Powell. (2002). Understanding and Teaching Children with Autism. New York: John Wiley & Sons.

Mesibov, Gary B., et al. (2003). Autism: Understanding the Disorder. New York: Kluwer Academic Press.

Autism Spectrum Disorder Is a

According to Bock & Goode (2003), the plasticity of the brain during early childhood allows for the best outcomes when treating the disorder. Because autism is a spectrum disorder some children benefit more from the aforementioned interventions than others. However regardless of the severity of the disorder all children seem to benefit from early diagnosis and early treatment (pg, 254). Conclusion The purpose of this discussion was to compare and contrast two theoretical models of intervention in Autism. The two models that we reviewed were behavioral and educational. The research suggests that behavioral interventions are amongst the most studied and most effective interventions for those suffering from autism. Behavioral interventions are beneficial because they increase communication, skills and peer interaction. The research also found that educational interventions can be beneficial to those with autism. The types of educational interventions discussed included conductive education and gentle teaching. Both of these types of….

Works Cited

Bock, G. & Goode, J. (Eds.). (2003). Autism: Neural Basis and Treatment Possibilities. Hoboken, NJ: Wiley.

Hollander, E. (Ed.). (2003). Autism Spectrum Disorders. New York: Marcel Dekker.

Jacobson, J.W., Foxx, R.M., & Mulick, J.A. (Eds.). (2004). Controversial Therapies for Developmental Disabilities: Fad, Fashion, and Science in Professional Practice. Mahwah, NJ: Lawrence Erlbaum Associates.

Schoen, a.A. (2003). What Potential Does the Applied Behavior Analysis Approach Have for the Treatment of Children and Youth with Autism?. Journal of Instructional Psychology, 30(2), 125+.

Autism Is a Neuro-Developmental Disorder Language and

Autism is a neuro-developmental disorder. Language and communication skills are deeply affected by autism; therefore it is difficult for those with autism to interact in social situations. There is a spectrum of disabilities related to autism, sometimes called pervasive developmental disorders. These disorders can range from mild to severe (Sathrum 36). Symptoms of autism generally appear by the time a child is three years old. oys are much more likely than girls to have autism. Some symptoms of autism are speech problems, avoiding eye contact, impulsive behavior, need for routine, and repetitive movements (Goin and Myers 5-12). Autism is diagnosed when a child displays all three of the following signs: delayed speech and language, difficulty with social contact, and repetitive or odd behaviors (Sathrum 36). All of the signs must occur before age three, but a child is not typically diagnosed with autism until three years of age or later. A late….

Barrett, Rowland P. "Is There an Autism Epidemic?" Brown University Child and Adolescent Behavior Letter 20.4 (2004): 8-9.

Carothers, Douglas E., and Ronald L. Taylor. "How Teachers and Parents Can Work Together to Teach Daily Living Skills to Children with Autism." Focus on Autism and Other Developmental Disabilities 19.2 (2004): 102-104.

George, O'Brien. "Progress - in Small Bites." Business West 20.12 (2004): 73-75.

Goin, Robin P., and Barbara J. Myers. "Characteristics of Infantile Autism: Moving Toward Earlier Detection." Focus on Autism and Other Developmental Disabilities 19.1 (2004): 5-12.

Autism Refers to a Group

The Article concludes by reiterating the IOM's recommendation to continue with the current immunization programs in the absence of any strong and concrete evidence on the contrary. [Michelle Meadows] The last few years have triggered intense debate on the autism and vaccination topic with research results supporting both sides. A study by weibel et.al (1998) concluded by stating a rare but important link between measles vaccine and brain encephalopathy among children. [Weibel et.al] Another study by Singh VK et.al (1998) implicated measles virus induced autoimmunity in autistic children. [Singh, et.al] the fact that Dr. Megson's prescription of vitamin a therapy via cod liver oil capsules reversed or considerably improved the condition for her autistic patients serves to attest the 'G alpha proteins' theory and consequently the link between autism and DPT vaccination. Also, recently a hepatitis protein strain was extracted from a similar retinoid receptor gene (RAR beta). Thus, it….

Mary Megson, MD, 'Autism and Vaccinations',

Accessed 8th Nov 2007, Available at  http://www.westonaprice.org/children/autism 

Michelle Meadows, 'IOM Report: No link between Vaccines and Autism',

Accessed 8th Nov 2007, Available at  http://www.fda.gov/fdac/features/2004/504_iom.html

Autism Explanation the Best Way to Explain

Autism Explanation The best way to explain to a friend that that a close relative, such as a son, has autism, would be to begin by explaining that there are certain traits that such a relative may manifest that are decidedly at variance with others his age. Quite frequently, such differences pertain to various aspects of socialization and education, although these two areas are not mutually exclusive. It would certainly be worthwhile to explain to one's friend that one of the endemic processes of formal, classroom-based education is related to socialization -- knowing how and what to say in appropriate situations, as well as how to work (and play) with others. The friend needs to hear that autistic children learn things and socialize differently than other people do. Furthermore, it is very important to explain to one's friend that just because one's son is autistic, it does not mean that he is….

I am looking for some help coming up with an outline for a term paper on Autism and ABA therapy

As you are probably already aware, applied behavioral analysis (ABA) therapy as a treatment modality for people on the Autism spectrum is incredibly controversial .  While ABA therapy was once seen as the ultimate treatment and the most successful means of helping people with Autism function in a neurotypical world, many adults with Autism report experiencing ABA therapy as a dehumanizing approach.  The goal of ABA therapy is to make people with Autism appear “normal,” but there are very valid questions about whether this is ethical.  For some people with Autism, the approach....

I am having to write a research paper on traumatic brain injuries, and I have no idea what direction I want to go with it.

Traumatic brain injuries , or  TBIs  as they often called, are injuries to the brain that are caused by outside sources, such as a fall or a blow to the head.  This differentiates them from brain injuries that are caused by internal situations, such as a stroke.   TBIs  include a broad group of different types of injuries, from seemingly minor concussions to injuries that clearly and significantly impact the ability to function.  Because they are so varied, there are many different directions you could take in a research paper about TBIs.  To help you decide what direction....

Having trouble with a title for my essay on Autism

Below are some recommendations for essay titles on Autism.

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• The True Cost of Autism as Measured by the Social, Emotional and Economic Tolls
• How Autism is Depicted in Popular Media and the Way This Shapes Public Perception of the Disorder

how are people diverse learners

People are diverse learners in various ways. Here are a few examples: 1. Learning Styles: Individuals have different preferred learning styles, such as visual, auditory, or kinesthetic. Visual learners learn best through pictures, diagrams, and visual aids, while auditory learners grasp information better through listening and speaking. Kinesthetic learners, on the other hand, learn best through physical activities and hands-on experiences. 2. Sensory Preferences: People have different sensory preferences and sensitivities. Some may have a heightened sense of touch, taste, smell, sight, or hearing, which may affect their learning. For instance, individuals who are visually impaired may need alternative methods, like Braille....

Autism is a disorder that starts early in the childhood and stays until adulthood. It has now been known that many conditions are considered co morbid to autism spectrum…

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Autism is a neuro-developmental disorder. Language and communication skills are deeply affected by autism; therefore it is difficult for those with autism to interact in social situations. There is…

The Article concludes by reiterating the IOM's recommendation to continue with the current immunization programs in the absence of any strong and concrete evidence on the contrary. [Michelle…

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Autism Explanation The best way to explain to a friend that that a close relative, such as a son, has autism, would be to begin by explaining that there are…

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Essays About Autism

What makes a good autism essay topics.

When it comes to writing an essay on autism, it's important to choose a topic that is not only interesting but also relevant and impactful. The topic you choose can make or break your essay, so it's crucial to select one that is both engaging and thought-provoking. Here are some recommendations on how to brainstorm and choose an essay topic, what to consider, and What Makes a Good essay topic.

When brainstorming for autism essay topics, it's important to consider the audience and the purpose of the essay. Think about what you want to achieve with your essay and who will be reading it. Consider the impact you want to make and the message you want to convey. It's also important to choose a topic that is manageable and can be effectively explored within the constraints of the essay.

A good autism essay topic should be relevant and timely. Consider current issues and debates surrounding autism and choose a topic that is both current and significant. It's also important to choose a topic that is unique and original. Avoid cliché topics and instead focus on something that has not been extensively explored or discussed. A good essay topic should also be specific and focused. Avoid broad and generic topics and instead narrow down your focus to a specific aspect or issue related to autism.

Best Autism Essay Topics

• The impact of early intervention on children with autism
• The role of sensory processing in autism
• The link between autism and genetics
• The portrayal of autism in popular media
• The challenges of parenting a child with autism
• The benefits of music therapy for individuals with autism
• The use of technology in autism interventions
• The importance of inclusive education for children with autism
• The impact of autism on the family dynamics
• The experiences of adults with autism in the workplace
• The connection between autism and co-occurring conditions
• The role of speech therapy in treating autism
• The challenges of accessing autism services in rural communities
• The intersection of race and autism diagnosis
• The potential of animal-assisted therapy for individuals with autism
• The link between autism and mental health
• The experiences of girls and women with autism
• The impact of autism on social relationships
• The role of advocacy in the autism community
• The potential of alternative therapies for individuals with autism

Autism essay topics Prompts

• Imagine a world where autism acceptance is the norm. How would society be different?
• Write a letter to a parent of a newly diagnosed child with autism, offering support and guidance.
• Create a fictional story that explores the experiences of a teenager with autism navigating high school.
• Imagine a future where a cure for autism is discovered. What are the potential implications and consequences?
• Write a reflective essay on your own experiences with autism, whether as an individual on the spectrum or as a caregiver or advocate.

Choosing a topic for an autism essay can be a daunting task, but with careful consideration and creativity, you can choose a topic that is not only engaging but also impactful. Whether you're exploring the latest research on autism interventions or delving into the personal experiences of individuals with autism, there are endless possibilities for compelling and thought-provoking essay topics. So, take your time, brainstorm, and choose a topic that will captivate your audience and leave a lasting impression.

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Sensation and Perception: Autism

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Autism spectrum disorder is a condition related to brain development that impacts how a person perceives and socializes with others, causing problems in social interaction and communication.

Trouble with social interaction, verbal and nonverbal communication, and presence of restricted interests and repetitive behavior.

Autism spectrum disorder has no single known cause. Given the complexity of the disorder, and the fact that symptoms and severity vary, there are probably many causes. Both genetics and environment may play a role.

Autism is about 4 times more likely in boys than girls. Autism affects children of all racial, ethnic, and socioeconomic groups. Autism can be reliably diagnosed by age 2, but children may be diagnosed at earlier ages. ASD affects about 1 in 68 children Visit disclaimer page in the United States.

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A Short Review on the Current Understanding of Autism Spectrum Disorders

Hye ran park.

1 Department of Neurosurgery, Seoul National University Hospital, Seoul 03080, Korea.

Jae Meen Lee

Hyo eun moon, dong soo lee.

2 Department of Nuclear Medicine, Seoul National University College of Medicine, Seoul 03080, Korea.

Bung-Nyun Kim

3 Division of Child and Adolescent Psychiatry, Department of Psychiatry, Seoul National University College of Medicine, Seoul 03080, Korea.

Jinhyun Kim

4 Center for Functional Connectomics, Korea Institute of Science and Technology (KIST), Seoul 02792, Korea.

Dong Gyu Kim

Sun ha paek.

Autism spectrum disorder (ASD) is a set of neurodevelopmental disorders characterized by a deficit in social behaviors and nonverbal interactions such as reduced eye contact, facial expression, and body gestures in the first 3 years of life. It is not a single disorder, and it is broadly considered to be a multi-factorial disorder resulting from genetic and non-genetic risk factors and their interaction. Genetic studies of ASD have identified mutations that interfere with typical neurodevelopment in utero through childhood. These complexes of genes have been involved in synaptogenesis and axon motility. Recent developments in neuroimaging studies have provided many important insights into the pathological changes that occur in the brain of patients with ASD in vivo. Especially, the role of amygdala, a major component of the limbic system and the affective loop of the cortico-striatothalamo-cortical circuit, in cognition and ASD has been proved in numerous neuropathological and neuroimaging studies. Besides the amygdala, the nucleus accumbens is also considered as the key structure which is related with the social reward response in ASD. Although educational and behavioral treatments have been the mainstay of the management of ASD, pharmacological and interventional treatments have also shown some benefit in subjects with ASD. Also, there have been reports about few patients who experienced improvement after deep brain stimulation, one of the interventional treatments. The key architecture of ASD development which could be a target for treatment is still an uncharted territory. Further work is needed to broaden the horizons on the understanding of ASD.

INTRODUCTION

Autism spectrum disorder (ASD) is a set of neurodevelopmental disorders characterized by a lack of social interaction, verbal and nonverbal communication in the first 3 years of life. The distinctive social behaviors include an avoidance of eye contact, problems with emotional control or understanding the emotions of others, and a markedly restricted range of activities and interests [ 1 ]. The current prevalence of ASD in the latest large-scale surveys is about 1%~2% [ 2 , 3 ]. The prevalence of ASD has increased in the past two decades [ 4 ]. Although the increase in prevalence is partially the result of changes in DSM diagnostic criteria and younger age of diagnosis, an increase in risk factors cannot be ruled out [ 5 , 6 ]. Studies have shown a male predominance; ASD affects 2~3 times more males than females [ 2 , 3 , 7 ]. This diagnostic bias towards males might result from under-recognition of females with ASD [ 8 ]. Also, some researchers have suggested the possibility that the female-specific protective effects against ASD might exist [ 9 ].

A Swiss psychiatrist, Paul Eugen Bleuler used the term "autism" to define the symptoms of schizophrenia for the first time in 1912 [ 10 ]. He derived it from the Greek word αὐτὀς (autos), which means self. Hans Asperger adopted Bleuler's terminology "autistic" in its modern sense to describe child psychology in 1938. Afterwards, he reported about four boys who did not mix with their peer group and did not understand the meaning of the terms 'respect' and 'polite', and regard for the authority of an adult. The boys also showed specific unnatural stereotypic movement and habits. Asperger describe this pattern of behaviors as "autistic psychopathy", which is now called as Asperger's Syndrome [ 11 ]. The person who first used autism in its modern sense is Leo Kanner. In 1943, he reported about 8 boys and 3 girls who had "an innate inability to form the usual, biologically provided affective contact with people", and introduced the label early infantile autism [ 12 ]. Hans Asperger and Leo Kanner have been considered as those who designed the basis of the modern study of autism.

Most recently, the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) adopted the term ASD with a dyadic definition of core symptoms: early-onset of difficulties in social interaction and communication, and repetitive, restricted behaviors, interests, or activities [ 13 ]. Atypical language development, which had been included into the triad of ASD, is now regarded as a co-occurring condition.

As stated earlier, the development of the brain in individuals with ASD is complex and is mediated by many genetic and environmental factors, and their interactions. Genetic studies of ASD have identified mutations that interfere with typical neurodevelopment in utero through childhood. These complexes of genes have been involved in synaptogenesis and axon motility. Also, the resultant microstructural, macrostructural, and functional abnormalities that emerge during brain development create a pattern of dysfunctional neural networks involved in socioemotional processing. Microstructurally, an altered ratio of short- to long-diameter axons and disorganization of cortical layers are observed. Macrostructurally, MRI studies assessing brain volume in individuals with ASD have consistently shown cortical and subcortical gray matter overgrowth in early brain development. Functionally, resting-state fMRI studies show a narrative of widespread global underconnectivity in socioemotional networks, and task-based fMRI studies show decreased activation of networks involved in socioemotional processing. Moreover, electrophysiological studies demonstrate alterations in both resting-state and stimulus-induced oscillatory activities in patients with ASD [ 14 ].

The well-conserved sets of genes and genetic pathways were implicated in ASD, many of which contribute toward the formation, stabilization, and maintenance of functional synapses. Therefore, these genetic aspects coupled with an in-depth phenotypic analysis of the cellular and behavioral characteristics are essential to unraveling the pathogenesis of ASD. The number of genes already discovered in ASD holds the promise to translate the knowledge into designing new therapeutic interventions. Also, the fundamental research using animal models is providing key insights into the various facets of human ASD. However, a better understanding of the genetic, molecular, and circuit level aberrations in ASD is still needed [ 15 ].

Neuroimaging studies have provided many important insights into the pathological changes that occur in the brain of patients with ASD in vivo. Importantly, ASD is accompanied by an atypical path of brain maturation, which gives rise to differences in neuroanatomy, functioning, and connectivity. Although considerable progress has been made in the development of animal models and cellular assays, neuroimaging approaches allow us to directly examine the brain in vivo, and to probably facilitate the development of a more personalized approach to the treatment of ASD [ 16 ].

ASD is not a single disorder. It is now broadly considered to be a multi-factorial disorder resulting from genetic and non-genetic risk factors and their interaction.

Genetic causes including gene defects and chromosomal anomalies have been found in 10%~20% of individuals with ASD [ 17 , 18 ]. Siblings born in families with an ASD subject have a 50 times greater risk of ASD, with a recurrence rate of 5%~8% [ 19 ]. The concordance rate reaches up to 82%~92% in monozygotic twins, compared with 1%~10% in dizygotic twins. Genetic studies suggested that single gene mutations alter developmental pathways of neuronal and axonal structures involved in synaptogenesis [ 20 , 21 , 22 ]. In the cases of related with fragile X syndrome and tuberous sclerosis, hyperexcitability of neocortical circuits caused by alterations in the neocortical excitatory/inhibitory balance and abnormal neural synchronization is thought to be the most probable mechanisms [ 23 , 24 ]. Genome-wide linkage studies suggested linkages on chromosomes 2q, 7q, 15q, and 16p as the location of susceptibility genes, although it has not been fully elucidated [ 25 , 26 ]. These chromosomal abnormalities have been implicated in the disruption of neural connections, brain growth, and synaptic/dendritic morphology [ 27 , 28 , 29 ]. Metabolic errors including phenylketonuria, creatine deficiency syndromes, adenylosuccinate lyase deficiency, and metabolic purine disorders are also account for less than 5% of individuals with ASD [ 30 ]. Recently, the correlation between cerebellar developmental patterning gene ENGRAILED 2 and autism was reported [ 31 ]. It is the first genetic allele that contributes to ASD susceptibility in as many as 40% of ASD cases. Other genes such as UBE3A locus, GABA system genes, and serotonin transporter genes have also been considered as the genetic factors for ASD [ 18 ].

Diverse environmental causative elements including pre-natal, peri-natal, and post-natal factors also contribute to ASD [ 32 ]. Prenatal factors related with ASD include exposure to teratogens such as thalidomide, certain viral infections (congenital rubella syndrome), and maternal anticonvulsants such as valproic acid [ 33 , 34 ]. Low birth weight, abnormally short gestation length, and birth asphyxia are the peri-natal factors [ 34 ]. Reported post-natal factors associated with ASD include autoimmune disease, viral infection, hypoxia, mercury toxicity, and others [ 33 , 35 , 36 ]. Table 1 summarizes the known and putative ASD-related genes and environmental factors contributing to the ASD.

In recent years, some researchers suggest that ASD is the result of complex interactions between genetic and environmental risk factors [ 37 ]. Understanding the interaction between genetic and environmental factors in the pathogenesis of ASD will lead to optimal treatment strategy.

Clinical features and Diagnosis

ASD is typically noticed in the first 3 years of life, with deficits in social behaviors and nonverbal interactions such as reduced eye contact, facial expression, and body gestures [ 1 ]. Children also manifest with non-specific symptoms such as unusual sensory perception skills and experiences, motor clumsiness, and insomnia. Associated phenomena include mental retardation, emotional indifference, hyperactivity, aggression, self-injury, and repetitive behaviors such as body rocking or hand flapping. Repetitive, stereotyped behaviors are often accompanied by cognitive impairment, seizures or epilepsy, gastrointestinal complaints, disturbedd sleep, and other problems. Differential diagnosis includes childhood schizophrenia, learning disability, and deafness [ 38 , 39 ].

ASD is diagnosed clinically based on the presence of core symptoms. However, caution is required when diagnosing ASD because of non-specific manifestations in different age groups and individual abilities in intelligence and verbal domains. The earliest nonspecific signs recognized in infancy or toddlers include irritability, passivity, and difficulties with sleeping and eating, followed by delays in language and social engagement. In the first year of age, infants later diagnosed with ASD cannot be easily distinguished from control infants. However, some authors report that about 50% of infants show behavioral abnormalities including extremes of temperament, poor eye contact, and lack of response to parental voices or interaction. At 12 months of age, individuals with ASD show atypical behaviors, across the domains of visual attention, imitation, social responses, motor control, and reactivity [ 40 ]. There is also report about atypical language trajectories, with mild delays at 12 months progressing to more severe delays by 24 months [ 40 ]. By 3 years of age, the typical core symptoms such as lack of social communication and restricted/repetitive behaviors and interests are manifested. ASD can be easily differentiated from other psychosocial disorders in late preschool and early school years.

Amygdala and ASD

The frontal and temporal lobes are the markedly affected brain areas in the individuals with ASD. In particular, the role of amygdala in cognition and ASD has been proved in numerous neuropathological and neuroimaging studies. The amygdala located the medial temporal lobe anterior to the hippocampal formation has been thought to have a strong association with social and aggressive behaviors in patients with ASD [ 41 , 42 ]. The amygdala is a major component of the limbic system and affective loop of the cortico-striato-thalamo-cortical circuit [ 43 ].

The amygdala has 2 specific functions including eye gaze and face processing [ 44 ]. The lesion of the amygdala results in fear-processing, modulation of memory with emotional content, and eye gaze when looking at human face [ 45 , 46 , 47 ]. The findings in individuals with amygdala lesion are similar to the phenomena in ASD. The amygdala receives highly processed somatosensory, visual, auditory, and all types of visceral inputs. It sends efferents through two major pathways, the stria terminalis and the ventral amygdalofugal pathway.

The amygdala comprises a collection of 13 nuclei. Based on histochemical analyses, these 13 nuclei are divided into three primary subgroups: the basolateral (BL), centromedial (CM), and superficial groups [ 42 ]. The BL group attributes amygdala to have a role as a node connecting sensory stimuli to higher social cognition level. It links the CM and superficial groups, and it has reciprocal connection with the orbitofrontal cortex, anterior cingulate cortex (ACC), and the medial prefrontal cortex (mPFC) [ 48 ]. The BL group contains neurons responsive to faces and actions of others, which is not found in the other two groups of amygdala [ 49 , 50 ]. The CM group consists of the central, medial, cortical nuclei, and the periamygdaloid complex. It innervates many of the visceral and autonomic effector regions of the brain stem, and provides a major output to the hypothalamus, thalamus, ventral tegmental area, and reticular formation [ 51 ]. The superficial group includes the nucleus of the lateral olfactory tract [ 42 ].

Neurochemistrial studies revealed high density of benzodiazepine/GABAa receptors and a substantial set of opiate receptors in the amygdala. It also includes serotonergic, dopaminergic, cholinergic, and noradrenergic cell bodies and pathways [ 52 ]. Since some patients with temporal epilepsy and aggressive behavior experienced improvement in aggressiveness after bilateral stereotactic ablation of basal and corticomedial amygdaloid nuclei, the role of amygdala in emotional processing, especially rage processing has been investigated [ 53 , 54 , 55 , 56 ]. Some evidences for the amygdala deficit in patients with ASD have been suggested. Post-mortem studies found the pathology in the amygdala of individuals with ASD compared to age- and sex-matched controls [ 57 , 58 , 59 ]. Small neuronal size and increased cell density in the cortical, medial, and central nuclei of the amygdala were detected in ASD patients.

Several studies proposed the use of an animal model to confirm the evidence for the association between amygdala and ASD [ 60 , 61 ]. Despite the limitation which stems from the need to prove higher order cognitive disorder, the studies suggested that disease-associated alterations in the temporal lobes during experimental manipulations of the amygdala in animals have produced some symptoms of ASD [ 62 ]. Especially, the Kluver-Bucy syndrome, which is caused by bilateral damage to the anterior temporal lobes in monkeys, has characteristic manifestations similar to ASD [ 63 , 64 ]. Monkeys with the Kluver-Bucy syndrome shows absence of social chattering, lack of facial expression, absence of emotional reactions, repetitive abnormal movement patterns, and increased aggression. Sajdyk et al. performed experiments on rats and discovered that physiological activation of the BL nucleus of the amygdala by blocking tonic GABAergic inhibition or enhancing glutamate or the stress-associated peptide corticotropin-releasing factor (CRF)-mediated excitation caused reduction in social behaviors [ 65 ]. On the contrary, lesioning of the amygdala or blocking amygdala excitability with glutamate antagonist increased dyadic social interactions [ 60 ]. Besides animals, humans who underwent lesioning of the amygdala showed impairments in social judgment. This phenomenon is called acquired ASD [ 66 , 67 , 68 ]. The pattern of social deficits was similar in idiopathic and acquired ASD [ 69 ]. Felix-Ortiz and Tye sought to understand the role of projections from the BL amygdala to the ventral hippocampus in relation to behavior. Their study using mice showed that the BLS-ventral hippocampus pathway involved in anxiety plays a role in the mediation of social behavior as well [ 70 ].

The individuals with temporal lobe tumors involving the amygdala and hippocampus provide another evidence of the correlation between the amygdala and ASD. Some authors reported that patients experienced autistic symptoms after temporal lobe was damaged by a tumor [ 71 , 72 ]. Also, individuals with tuberous sclerosis experienced similar symptoms including facial expression due to a temporal lobe hamartoma [ 73 ].

Although other researchers failed to find structural abnormalities in the mesial temporal lobe of autistic subjects by performing magnetic resonance imaging (MRI) studies [ 74 , 75 , 76 ], recent development in neuroimaging has facilitated the investigation of amygdala pathology in ASD. Studies using structural MRI estimated volumes of the amygdala and related structures in individuals with ASD and age-, gender, and verbal IQ-matched healthy controls [ 77 ]. Increase in bilateral amygdala volume and reduction in hippocampal and parahippocampal gyrus volumes were noted in individuals with ASD. Also, the lateral ventricles and intracranial volumes were significantly increased in the autistic subjects; however, overall temporal lobe volumes were similar between the ASD and control groups.

There was a significant difference in the whole brain voxel-based scans of individuals with ASD and control groups [ 78 ]. Individuals with ASD showed decreased gray matter volume in the right paracingulate sulcus, the left occipito-temporal cortex, and the left inferior frontal sulcus. On the contrary, the gray matter volume in the bilateral cerebellum was increased. Otherwise, they showed increased volume in the left amygdala/periamygdaloid cortex, the right inferior temporal gyrus, and the middle temporal gyrus.

Recently, the development of functional neuroimaging also provided some evidence for the correlation between amygdala deficit and ASD. A study using Technetium-99m (Tc-99m) single-photon emission computed tomography (SPECT) found that regional cerebral blood flow (rCBF) was decreased in the bilateral insula, superior temporal gyri, and left prefrontal cortices in individuals with ASD compared to age- and gender-matched controls with mental retardation [ 79 ]. Also, the authors found that rCBF in both the right hippocampus and amygdala was correlated with a behavioral rating subscale.

On proton magnetic resonance spectroscopy (MRS) in the right hippocampal-amygdala region and the left cerebellar hemisphere, autistic subjects showed decreased level of N-acetyl aspartate (NAA) in both areas [ 80 ]. There was no difference in the level of the other metabolites, such as creatine and choline. This study implies that a decreased level of NAA might be associated with neuronal hypofunction or immature neurons.

These findings support the claim that amygdala might be a key structure in the development of ASD and a target for the management of the disease.

Prefrontal cortex and ASD

Frontal lobe has been considered as playing an important role in higher-level control and a key structure associated with autism. Individuals with frontal lobe deficit demonstrate higher-order cognitive, language, social, and emotion dysfunction, which is deficient in autism [ 81 ]. Recently, neuroimaging and neuropsychological studies have attempted to delineate distinct regions of prefrontal cortex supporting different aspects of executive function. Some authors have reported that the excessive rates of brain growth in infants with ASD, which is mainly contributed by the increase of frontal cortex volume [ 82 , 83 ]. Especially, the PFC including Brodmann areas 8, 9, 10, 11, 44, 45, 46, and 47 has been noted for the structure related with ASD [ 84 ]. The PFC is cytoarchitectonically defined as the presence of a cortical granular layer IV [ 85 ], and anatomically refers to the regions of the cerebral cortex that are anterior to premotor cortex and the supplementary motor area [ 86 ]. The PFC has extensive connections with other cortical, subcortical and brain stem sites [ 87 ]. It receives inputs from the brainstem arousal systems, and its function is particularly dependent on its neurochemical environment [ 88 ].

The PFC is broadly divided into the medial PFC (mPFC) and the lateral PFC (lPFC). The mPFC is further divided into four distinct regions: medial precentral cortex, anterior cingulate cortex, prelimbic and infralimbic prefrontal cortex [ 89 ]. While the lPFC is thought to support cognitive control process [ 90 ], the mPFC has reciprocal connections with brain regions involved in emotional processing (amygdala), memory (hippocampus) and higher-order sensory regions (within temporal cortex) [ 91 ]. This involvement of mPFC in social cognition and interaction implies that mPFC might be a key region in understanding self and others [ 92 ].

The mPFC involves in fear learning and extinction by reciprocal synaptic connections with the basolateral amygdala [ 93 , 94 ]. It is believed that the mPFC regulates and controls amygdala output and the accompanying behavioral phenomena [ 95 , 96 ]. Previous authors investigated how memory processing is regulated by interactions between BLA and mPFC by means of functional disconnection [ 97 , 98 ]. Disturbed communication within amygdala-mPFC circuitry caused deficits in memory processing. These informations provide support for a role of the mPFC in the development of ASD.

Nucleus Accumbens and ASD

Besides amygdala, nucleus accumbens (NAc) is also considered as the key structure which is related with the social reward response in ASD. NAc borders ventrally on the anterior limb of the internal capsule, and the lateral subventricular fundus of the NAc is permeated in rostral sections by internal capsule fiber bundles. The rationale for NAc to be considered as the potential target of DBS for ASD is its predominant role in modulating the processing of reward and pleasure [ 99 ]. Anticipation of rewarding stimuli recruits the NAc as well as other limbic structures, and the experience of pleasure activates the NAc as well as the caudate, putamen, amygdala, and VMPFC [ 100 , 101 , 102 ]. It is well known that dysfunction of NAc regarding rewarding stimuli in subjects with depression. Bewernick et al. demonstrated antidepressant effects of NAc-DBS in 5 of the 10 patients suffering from severe treatment-resistant depression [ 103 ].

Two groups reported about the neural basis of social reward processing in ASD. Schmitz et al. examined responses to a task that involved monetary reward. They investigated the neural substrates of reward feedback in the context of a sustained attention task, and found increased activation in the left anterior cingulate gyrus and left mid-frontal gyrus on rewarded trials in ASD [ 104 ]. Scott-Van Zeeland et al. investigated the neural correlates of rewarded implicit learning in children with ASD using both social and monetary rewards. They found diminished ventral striatal response during social, but not monetary, rewarded learning [ 105 ]. According to them, activity within the ventral striatum predicted social reciprocity within the control group, but not within the ASD group.

Anticipation of pleasurable stimuli recruits the NAc, whereas the experience of pleasure activates VMPFC [ 106 ]. NAc is activated by incentive motivation to reach salient goals [ 106 ]. Increased activation in the left anterior cingulate gyrus and left mid-frontal gyrus was noted during both the anticipatory and consummatory phase of the reward response [ 104 , 107 , 108 ]. However, the activity within the ventral striatum was decreased in autistic subjects, which caused impairment in social reciprocity [ 105 ].

These findings indicate that reward network function in ASD is contingent on both the temporal phase of the response and the type of reward processed, suggesting that it is critical to assess the temporal chronometry of responses in a study of reward processing in ASD. NAc might be one of the candidates as a target of DBS which is introduced as below.

Various educational and behavioral treatments have been the mainstay of the management of ASD. Most experts agree that the treatment for ASD should be individualized. Treatment of disabling symptoms such as aggression, agitation, hyperactivity, inattention, irritability, repetitive and self-injurious behavior may allow educational and behavioral interventions to proceed more effectively [ 109 ].

Increasing interest is being shown in the role of various pharmacological treatments. Medical management includes typical antipsychotics, atypical antipsychotics, antidepressants, selective serotonin reuptake inhibitors, α2-adrenergic agonists, β-adrenergic antagonist, mood stabilizers, and anticonvulsants [ 110 , 111 ]. So far, there has been no agent which has been proved effective in social communication [ 112 ]. A major factor in the choice of pharmacologic treatment is awareness of specific individual physical, behavioral or psychiatric conditions comorbid with ASD, such as obsessive-compulsive disorder, schizophrenia, mood disorder, and intellectual disability [ 113 ]. Antidepressants were the most commonly used agents followed by stimulants and antipsychotics. The high prevalence of comorbidities is reflected in the rates of psychotropic medication use in people with ASD. Antipsychotics were effective in treating the repetitive behaviors in children with ASD; however, there was not sufficient evidence on the efficacy and safety in adolescents and adults [ 114 ]. There are also alternative options including opiate antagonist, immunotherapy, hormonal agents, megavitamins and other dietary supplements [ 109 , 113 ].

However, the autistic symptoms remain refractory to medication therapy in some patients [ 115 ]. These individuals have severely progressed disease and multiple comorbidities causing decreased quality of life [ 44 , 110 ]. Interventional therapy such as deep brain stimulation (DBS) may be an alternative therapeutic option for these patients.

Two kinds of interventions have been used for treating ASD; focused intervention practices and comprehensive treatments [ 116 ]. The focused intervention practices include prompting, reinforcement, discrete trial teaching, social stories, or peer-mediated interventions. These are designed to produce specific behavioral or developmental outcomes for individual children with ASD, and used for a limited time period with the intent of demonstrating a change in the targeted behaviors. The comprehensive treatment models are a set of practices performed over an extended period of time and are intense in their application, and usually have multiple components [ 116 ].

Since it was approved by the FDA in 1997, DBS has been used to send electrical impulses to specific parts of the brain [ 117 , 118 ]. In recent years, the spectrum for which therapeutic benefit is provided by DBS has widely been expanded from movement disorders such as Parkinson's disease, essential tremor, and dystonia to psychiatric disorders. Some authors have demonstrated the efficacy of DBS for psychiatric disorders including refractory obsessive-compulsive disorder, depression, Tourette syndrome, and others for the past few years [ 119 , 120 , 121 ].

To the best of our knowledge, there have been 2 published articles of 3 patients who underwent DBS for ASD accompanied by life-threatening self-injurious behaviors not alleviated by antipsychotic medication [ 122 , 123 ]. The targets were anterior limb of the internal capsule and globus pallidus internus, only globus pallidus, and BL nucleus of the amygdala, respectively. All patients obtained some benefit from DBS. Although the first patient showed gradual re-deterioration after temporary improvement, the patient who underwent DBS of the BL nucleus experienced substantial improvement in self-injurious behavior and social communication. These experiences suggested the possibility of DBS for the treatment of ASD. For patients who did not obtain benefit from other treatments, DBS may be a viable therapeutic option. Understanding the structures which contribute to the occurrence of ASD might open a new horizon for management of ASD, particularly DBS. Accompanying development of neuroimaging technique enables more accurate targeting and heightens the efficacy of DBS. However, the optimal DBS target and stimulation parameters are still unknown, and prospective controlled trials of DBS for various possible targets are required to determine optimal target and stimulation parameters for the safety and efficacy of DBS.

ASD should be considered as a complex disorder. It has many etiologies involving genetic and environmental factors, and further evidence for the role of amygdala and NA in the pathophysiology of ASD has been obtained from numerous studies. However, the key architecture of ASD development which could be a target for treatment is still an uncharted territory. Further work is needed to broaden the horizons on the understanding of ASD.

Acknowledgements

This study was partly supported by the Korea Institute of Planning & Evaluation for Technology in Food, Agriculture, Forestry, and Fisheries, Republic of Korea (311011-05-3-SB020), by the Korea Healthcare Technology R&D Project (HI11C21100200) funded by Ministry of Health & Welfare, Republic of Korea, by the Technology Innovation Program (10050154, Business Model Development for Personalized Medicine Based on Integrated Genome and Clinical Information) funded by the Ministry of Trade, Industry & Energy (MI, Korea), and by the Bio & Medical Technology Development Program of the NRF funded by the Korean government, MSIP (2015M3C7A1028926).

To Disclose or Not to Disclose: College Acceptances and Youth with Autism Spectrum Disorder

Distinguished Professor, UC Presidential Chair, Director, SEARCH Autism Center, UCR. Research focus on families, ASD, schooling.

Meet Sam, who is highly gifted in mathematics and recently joined a large public university with dreams of majoring in Engineering. Yet despite his brilliance and success, Sam was forced to drop engineering because of the demands made by the lab instructors: switching lab partners every week, for example. This created such anxiety for Sam, as he lacked the social skills required to meet new students every time he came to class, that he dropped out of engineering. Sam's experience is not unique, at least for college students with autism spectrum disorder (ASD).

To disclose or not to disclose? This is the dilemma faced by thousands of students with autism who have just been accepted to college.

Because ASD is "invisible," it is not usually apparent to college professors or instructors. It is difficult for them to reconcile how high functioning individuals with autism can be so advanced intellectually while lacking the practical and social skills necessary to succeed in college. This places students with ASD in difficult situations, and places their long term success in potential jeopardy.

Does Sam have the courage to disclose his ASD and risk the consequences? Or, should he not disclose and risk being put in a classroom environment not suited to his needs and in the academic care of professors who don't understand his weaknesses--as well as his obvious strengths?

For the past 30 years, I have taught at a large university campus, where I have encountered a number of students on the autism spectrum. While research shows the percentage of these students currently attending U.S. colleges and universities may only be two percent, there will be an increasing number of students with autism spectrum disorder attending college, in part because of the recognition that more than 50% of them have average intellectual disability, and some have superior cognitive ability and outstanding talents in certain skill areas (e.g., math, music, science).

My research team has utilized the campus community as a kind of living laboratory, where we have explored campus members' awareness of autism, and interviewed both young men and women with ASD about their personal experiences, and professors about what it's like - or might be like - having students on the spectrum in college classes. With this as context, I offer advice about when and where students might disclose as well as some advice for professors.

The first time a student will face the decision about whether to disclose is while writing his or her college application essay. The purpose of the college essay is often three-fold: 1) To assess the applicant's writing skills; 2) To assess the applicant's creativity or depth of knowledge; and 3) To learn something about the applicant.

The second juncture for disclosing occurs once enrolled in college. At that point, disclosing the autism spectrum disorder to the campus disabilities office is the only way to find out what resources will be available. Note that if the accepted student has a diagnosis, the university is mandated by law, specifically by Section 504 of the Rehabilitation Act and the Americans with Disabilities Act, to provide academic and physical accommodations, should they be needed.

However, I would argue that a third disclosure point -- letting professors or instructors know that the student has autism spectrum disorder -- is an often overlooked but crucial one. In Sam's case, for example, letting his professors know, in addition to the disabilities office, could have been pivotal to his success.

For all the 'Sams' in our higher education institutions, as well as those to come, I offer the following advice to campus communities:

To students: Come prepared. Develop a list of things that help you perform better (knowing about test requirements ahead of time; being given extra readings instead of oral reports; tolerance when you ask questions or if you get up suddenly and walk out of class) and those that don't (requiring new lab partners every week; interacting with others in small groups; being called on unexpectedly.) Your professors will appreciate these suggestions.

To professors: Although you are required to provide accommodations, you can do that well only if informed about ASD. Professors in one of the Science, Technology, Engineering, Mathematics (STEM) fields should be particularly attuned to this issue. Indeed, one study utilizing a nationally representative sample reported 34.7 percent of young men and women with ASD attended college during the first six years after high school, with a higher proportion majoring in STEM fields, when compared across disability categories.

We were encouraged to learn from our research, involving interviews with professors and both undergraduate and graduate students, that some progress is being made. In one case, a professor in a STEM field chose to work with a graduate student who disclosed that he was "on the spectrum." This student was not shy about talking - in fact, he spoke loudly, focused intensely on one topic, and was not a good listener - hallmarks of the social deficits in autism. By teaching him when not to talk, and to listen to what his peers had to say, the professor found that the student was a real asset in the lab, and all benefited from this learning experience and from the student's expertise.

Despite the increasing enrollment of students with ASD in college, the importance of an informed and supportive faculty, and the fact that ASD doesn't appear to be going away any time soon, there is virtually no data on the effectiveness of educating faculty about this spectrum of disorders.

There are some guidelines for enhancing college success available from the websites of national organizations, such as Autism Speaks or the Organization for Autism Research. There are also guides on the market (e.g., The Parent's Guide to College for Students on the Autism Spectrum) and several U.S. universities and private companies have well-developed websites for this purpose.

Researchers in the U.K. have a jump on this topic. Fiona Knott and colleagues at the University of Reading have studied life at the university for students with Asperger syndrome, for the purposes of developing additional supports for these students. At Warwick University, there is a major project called Finished at School that documented the launching of young people with autism into college and provided an empirical evaluation of the effort .

To disclose or not to disclose is no longer the question. Rather, it is how we can best educate college and university faculty about making micro changes in their course procedures and activities that have macro effects on their students, like Sam, with autism spectrum disorder

Jan Blacher is a Distinguished Professor and UC Presidential Chair at the University of California, Riverside. She directs the SEARCH Family Autism Resource Center and is the principal investigator of a study to develop Autism 101, a faculty guide for understanding and supporting college students on the spectrum.

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Autism Spectrum College Essays Samples For Students

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Do you feel the need to examine some previously written College Essays on Autism Spectrum before you get down to writing an own piece? In this free collection of Autism Spectrum College Essay examples, you are given a fascinating opportunity to discover meaningful topics, content structuring techniques, text flow, formatting styles, and other academically acclaimed writing practices. Adopting them while composing your own Autism Spectrum College Essay will surely allow you to finalize the piece faster.

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and he was born in the United States. His parents migrated from Ecuador and they speak

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College Life and Career With Asperger’s Syndrome Essay

Introduction.

The problem of autism is not so much in autism itself as in discrimination from society. In countries where work with autistic people is aimed at making the community more accessible to them, many autistic people can work, create families, and sometimes do amazing things. Vocational rehabilitation counselors are part of this effort with the job of assisting people with various disabilities to find employment. Adam from the video is too affected by the implications of Asperger’s Syndrome. He says that the issue is not only in his illness but also in how people react to it. These reactions, as Adam believes, might affect his academic performance. Opportunities, however, do exist for him and people with similar illnesses because how well they will do is only a matter of the environment where they are working.

Despite the suspicious and often hostile attitude of potential employers, workers with autism have many personality traits that are perfect for certain types of work. For instance, autistic workers often enjoy routine and permanence and can be extremely reliable. They often correctly recognize any phenomena and succeed in logical constructions, and they can usually remember instructions well, which is vital in urgent situations or emergencies. For these reasons, I believe that Adam is capable of working in many positions and should not be deprived of any opportunities. Furthermore, as Adam stated himself, while there are people that cannot talk properly because of autism, Adam has an excellent delivery. He is also capable of communicating with other people well because he has a sense of humor and speaks excellently. Hostility from other adolescents, however, could be the only challenge that is posing a hindrance. His pushfulness can be seen from the fact that he had a YouTube channel when he was only ten years old, where he talked about the implications of autism in his life.

There are several ways in which vocational rehabilitation counselors might help people like Adam. I would personally concern myself with his stress management skills, self-determination, and motivation. Because he is sometimes a subject to taunting and mocking, he needs to learn how to deal with it and manage it in a way it does not affect his life. Also, he needs to learn about many opportunities that are available to him. Some companies in the IT industry, for instance, have been welcoming candidates with autism spectrum disorder (ASD) for many years. Most autistic individuals, however, may not know this because they believe autism is an ultimate hindrance to employment. They spend so much time contemplating their condition that they let possibilities pass by unnoticed. That is why self-determination and motivation are crucial pieces to develop in people with autism.

The video leaves only positive emotions and even gives some inspiration. There are many who talk about Asperger’s syndrome, but only a few people speak about it as a matter of their personal experience. Adam’s attempt to sharing and chatting about his condition is a subject only for admiration. He, just like any other teenager, likes to play video games and be part of the community. He also expresses an interest in programming and extracurricular activities, which are excellent for his future employment and networking opportunities. This video opens a magnitude of problems related to how society perceives people with ASD and the need for collective action.

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IvyPanda. (2024, February 23). College Life and Career With Asperger's Syndrome. https://ivypanda.com/essays/college-life-and-career-with-aspergers-syndrome/

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IvyPanda . 2024. "College Life and Career With Asperger's Syndrome." February 23, 2024. https://ivypanda.com/essays/college-life-and-career-with-aspergers-syndrome/.

1. IvyPanda . "College Life and Career With Asperger's Syndrome." February 23, 2024. https://ivypanda.com/essays/college-life-and-career-with-aspergers-syndrome/.

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Autism as an essay topic

<p>I am thinking about using having Asperger’s syndrome and how it has affected my life in my college essay. I was diagnosed with a mild form of Asperger’s syndrome at a very young age and I have always struggled with it to a point that I have ‘‘overcome’’ it in a certain way. People with Asperger’s are generally considered to be antisocial and not able to adapt to changes, as well as other things. However, I have emigrated to another country where I learned two languages and have made a big group of friends and I sort of ‘‘fit in’’ (I hate that expression). So no special school, no social outcast, etc. When I confess to people I have autism they always tell me that they haven’t noticed it for a single second and they tend not to believe me. So would an essay about having Asperger’s, its effect on my childhood and my battle with it until the present day be a good thing for an application or do you think that it is too much or that when admissions officers read the word ‘‘autism’’ they immediately throw away my app. Do you think this is a good idea? Thank you!</p>

<p>sounds like a great topic! Just keep in mind that you should really show colleges who you are through your essay; that is the point of the essay: to fill in the gaps that your grades/extracurriculars could not.</p>

<p>Thank you very much for your feedback! Anybody else something to comment?</p>

<p>I wrote an essay on having high functioning autism. I don’t think to me it is worth hiding it’s who you are. Also write about your life and things you have done.</p>

<p>Yes, I think it would show who you are and how you have overcome a challenge. Also keep in mind that Asperger’s can be a gift. Do you have any outstanding talents and interests? What did you do to help overcome the social challenges? These are also your strengths. I think there are many positive aspects to AS- loyalty, hard working. Consider addressing some of the stereotypes that people have about autism and show that they are not necessarily true- that people with AS do make friends, adapt to new situations, and that you have what it takes to do well in college. I hope a school would not discriminate, but I understand the fear of people not understanding, yet many well accomplished people have AS.</p>

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