Autism therapies

My Aspergers Child: Therapy for Aspergers and High-Functioning Autism

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Autism therapy is an intervention that attempts to reduce deficits and problem behaviors associated with autism spectrum disorder (ASD) to improve the quality of life and autonomous functional independence of autistic individuals. Treatment usually serves a person's needs. Treatment is divided into two main categories: educational and medical management interventions. Training and support is also provided to families of those suffering from ASD.

The study of intervention has some methodological issues that prevent definitive conclusions about efficacy. Although many psychosocial interventions have some positive evidence, suggesting that some forms of treatment are better than no treatment, a systematic review has reported that the quality of the study is generally poor, their clinical outcome is largely tentative, and there is little evidence for the relative effectiveness of treatment options. An intensive and sustained early and intensive program of intensive and behavioral therapy can help children with ASD receive self-care, social, and work skills, and can often improve function, and reduce the severity of symptoms and maladaptive behavior; claims that intervention by about three years of age is very important is not proven. Available approaches include applied behavior analysis (ABA), developmental models, structured teaching, speech and language therapy, social skills therapy, and occupational therapy. Educational interventions have some effectiveness in children: intensive ABA care has shown effectiveness in improving the global function of preschoolers, and is well established to improve the intellectual performance of children. Neuropsychological reports are often poorly communicated to educators, so there is a gap between what is recommended by the report and what education is provided. Limited research on the effectiveness of adult housing programs shows mixed results.

Many drugs are used to treat ASD-related problems. More than half of US children diagnosed with ASD are prescribed psychoactive or anticonvulsant medications, with the most common class of drugs being antidepressants, stimulants, and antipsychotics. In addition to antipsychotics, there is little reliable research on the effectiveness or safety of drug treatments for adolescents and adults with ASD. A person with ASD may respond atypically to medication, the medication may have side effects, and no known drug that relieves the core symptoms of social disorder and autism communication.

Some new treatments are aimed at children with ASD and focus on community-based education and life, and early intervention. Treatments that may have the greatest benefit focus on early behavioral development and have shown significant improvements in communication and language. These treatments include parental involvement as well as special educational methods. Further research will examine the long-term outcome of this treatment and the details surrounding the process and its implementation.

Many alternative therapies and interventions are available, ranging from diet elimination to chelation therapy. Little is supported by scientific studies. The treatment approach lacks empirical support in the context of quality of life, and many programs focus on measures of success that have no predictive validity and real-world relevance. Scientific evidence seems less important to service providers than to program marketing, availability of training, and parental demand. Even if they do not help, conservative treatments such as changes in the diet are expected to be harmless apart from their disruptions and costs. Undoubted invasive treatment is a far more serious problem: for example, in 2005, chelation therapy failed to kill a five-year-old boy with autism.

Treatment is expensive; indirect costs are better. For a person born in 2000, a study in the United States estimated a $ 4.2 million average lifetime cost (2018 dollars, adjusted for inflation from the 2003 estimate), with about 10% of medical care, 30% additional education and other treatments, and 60% lost economic productivity. A study in the UK estimated lifetime cost discounts of 1.64 million and 1.06 million for autistic people with and without intellectual disabilities, respectively (Ã‚ Â£ 2018, adjusted for inflation from the 2005/06 estimate). The legal rights for care are complex, varying according to location and age, and require advocacy by caregivers. Publicly supported programs are often inadequate or inappropriate for a given child, and unpaid medical or medical expenses related to possible family financial problems; one US study in 2008 found an average 14% loss of annual income in a family of children with ASD, and a related study found that ASD was associated with a higher probability that child-care issues would greatly affect the work of parents. After childhood, major care issues include home care, job training and placement, sexuality, social skills, and housing planning.

Video Autism therapies

Educational interventions

Educational interventions seek to help children not only to learn academic subjects and gain traditional readiness skills, but also to improve functional communication and spontaneity, improve social skills such as mutual concern, gain cognitive skills such as symbolic play, reduce annoying behavior, and generalize who learned skills by applying them to new situations. Several program models have been developed, which in practice often overlap and share many features, including:

early intervention that is not awaiting a definitive diagnosis;
intensive intervention, at least 25 hours per week, 12 months per year;
low student/teacher ratio;
family involvement, including parental training;
interactions with neurotypical peers;
social stories, ABA, and other visual-based training;
structures that include predictable routines and clear physical boundaries to reduce interference; and
continuous measurement of planned interventions systematically, resulting in customized adjustments.

Several methods of educational intervention are available, as discussed below. They can take place at home, at school, or in centers devoted to autism treatments; they can be performed by parents, teachers, speech and language therapists, and occupational therapists. A 2007 study found that adding a center-based program with weekly home visits by special education teachers enhanced cognitive development and behavior.

The study of intervention has a methodological problem that prevents definitive conclusions about efficacy. Although many psychosocial interventions have some positive evidence, suggesting that some forms of treatment are better than no treatment, the methodological quality of systematic review of these studies is generally poor, their clinical outcome is largely tentative, and there is little evidence for the relative effectiveness of treatment options. Concerns about outcome measures, such as inconsistent use, greatly affect how the results of scientific studies are interpreted. A 2009 Minnesota study found that parents followed behavioral care recommendations significantly less frequently than they followed medical recommendations, and that they were more likely to adhere to reinforcement rather than punishment recommendations. Intensive and sustainable specialized education programs and early behavioral therapy can help children acquire self-care, social, and occupational skills, and often improve function and reduce the severity of maladaptive symptoms and behaviors; claims that intervention by about three years of age is very important is not proven.

Applied behavioral analysis

Applied behavioral analysis (ABA) is the field of applied research from behavioral analysis science, and it underlies various techniques used to treat autism and many other behaviors and diagnoses, including those who are patients in rehabilitation or who need to have changed behavior. ABA-based interventions focus on teaching one-on-one tasks using behaviorist principles of stimulus, response and reward, and reliable measurement and objective evaluation of observed behaviors. There are many variations in professional behavior analysis practice and among the assessments and interventions used in school-based ABA programs.

In contrast, key figures in the autistic community have written biographies detailing the dangers caused by the provision of ABA, including restraint, sometimes used with mild self-stimulating behaviors such as hand flapping, and verbal abuse. Brain Advocacy Network Campaigns Self-employed in the use of ABA in autism.

Discrete trial training

Many intensive behavioral interventions rely heavily on discrete experimental teaching methods (DTTs), which use gift-stimulus-response techniques to teach basic skills such as attention, compliance, and imitation. However, children have problems using skills taught DTT in the natural environment. These students are also taught with naturalistic teaching procedures to help generalize these skills. In a functional assessment, a general technique, a teacher formulates a clear description of the behavior of the problem, identifies antecedents, consequences, and other environmental factors that influence and retain behavior, develop hypotheses about what events and maintain behavior, and collect observations to support the hypothesis. Some of the more comprehensive ABA programs use multiple assessments and intervention methods individually and dynamically.

ABA-based techniques have demonstrated effectiveness in several controlled studies: children have been shown to earn sustained benefits in academic achievement, adaptive behavior, and language, with significantly better outcomes than controls. A 2009 review of educational interventions for children, whose average age was six years or less in intake, found that higher-quality studies all assessed ABA, that ABA was established and that no other educational treatment was thought to be efficacious, and intensive ABA care, conducted by trained therapists, has been shown to be effective in improving the global function of pre-school children. This advantage may be complicated by the initial IQ. A 2008 evidence-based review of a comprehensive treatment approach found that ABA was well established to improve the intellectual performance of children with ASD. A comprehensive comprehensive synthesis of intensive behavioral intervention (EIBI) 2009, a form of ABA treatment, found that EIBI produces strong effects, suggesting that it can be effective for some children with autism; it was also found that the large effects might be comparative artifacts of the comparison groups with treatments that had not been empirically validated, and that no comparison between EIBI and other widely known treatment programs had been published. The systematic review of 2009 came to the same major conclusion that EIBI is effective for some but not all children, with wide variability in response to treatment; he also suggested that each of the greatest possible gains occurred in the first year of intervention. A 2009 meta-analysis concludes that EIBI has a major influence on full-scale intelligence and moderate effects on adaptive behavior. However, a systematic review and meta-analysis of 2009 found that applied behavioral intervention (ABI), another name for EIBI, did not significantly improve outcomes compared to standard preschool care with ASD in the areas of cognitive outcomes, expressive language, receptive language, and adaptive behavior. The behavioral analysis applied is cost effective for administrators

Recent behavioral analysts have built a comprehensive model of child development (see Analysis of child development behavior) to produce models for prevention and treatment for autism.

Essential response trainer

Important response treatment (PRT) is a naturalistic intervention derived from ABA principles. Instead of individual behavior, it targets important areas of child development, such as motivation, responsiveness to cues, self-management, and social initiation; it aims to increase the area in areas not specifically targeted. The child determines the activities and objects to be used in the exchange of domestic workers. Attempts aimed at target behavior are rewarded with a natural amplifier: for example, if a child tries a request for a stuffed animal, the child accepts the animal, not a candy or other unrelated ampli fi er.

Aversive Therapy

The Judge Rotenberg Education Center uses rejection therapy, especially contingent shock (electric shock delivered to the skin for a few seconds), to control the behavior of the patient, many of whom are autistic. This practice is controversial and has not been popular or used elsewhere since the 1990s.

Communication interventions

The inability to communicate, verbally or non-verbally, is a core deficit in autism. Children with autism often engage in repetitive activities or other behaviors because they can not communicate their intentions in other ways. They do not know how to communicate their ideas to caregivers or others. Helping autistic children learn to communicate their needs and ideas is at the core of any intervention. Communication can be either verbal or non-verbal. Children with autism require intensive intervention to learn how to communicate their intentions.

Communication interventions fall into two main categories. First, many autistic children do not speak, or have little talk, or have difficulty in using effective language. Social skills have proven effective in caring for children with autism. Interventions that seek to improve communication are usually done by speech and language therapists, and work on mutual concern, communicative intent, and alternative or augmentative and alternative communication methods (AAC) such as visual methods, eg visual timetables. The AAC method does not seem to hamper the conversation and can produce a modest gain. A 2006 study reported benefits both for joint attention intervention and for symbolic play interventions, and a 2007 study found that joint attention intervention was more likely than symbolic play interventions to cause children to engage later in joint interaction.

Second, the treatment of social skills tries to improve the social and communicative skills of the autistic individual, overcoming the core deficit of autism. Various intervention approaches are available, including modeling and reinforcement, adult and peer mediation strategies, peer tutoring, social games and stories, self-management, essential response therapy, video modeling, direct instruction, visual cuing, Circle of Friends and social group skills. A 2007 meta-analysis of 55 school-based social skill intervention studies found that they were at least effective for children and adolescents with ASD, and a 2007 review found that social skills training had minimal empirical support for children with Asperger syndrome or high function. autism.

SCERTS

The SCERTS model is an educational model for working with children with autism spectrum disorder (ASD). It's designed to help families, educators and therapists work together to maximize progress in supporting children.

Abbreviations refers to the focus on:

SC - social communication - the development of functional communication and emotional expression.
ER - emotional setup - well-regulated emotional development and ability to cope with stress.
TS - transactional support - the implementation of support to help families, educators, and therapists respond to children's needs, adapt the environment and provide tools to improve learning.

Computer-assisted therapy for reasoning about communicative actions

Many remediation strategies do not take into account that people with autism suffer difficulties in learning the social rules of the example. Computer-assisted autism therapy has been proposed to teach not only through examples but to teach the rules along with it. Reasoning rehab strategy, based on playing with computer-based mental simulators capable of modeling the mental and emotional state of the real world, has undergone short-term and long-term evaluations. The simulator does reasoning within the framework of faith-desire-intention model. Learning begins with the basic concepts of knowledge and intent and progresses to more complex communicative actions such as explaining, approving, and pretending.

Development-based, developmental

The relationship-based model gives importance to relationships that help children achieve and master early developmental milestones. This is often missed or not mastered in children with ASD. Examples of these early milestones are engagement and interest in the world, intimacy with caregivers, the intensity of action.

Relationship Development Intervention

Relationship development interventions are family-based treatment programs for children with autism spectrum disorder (ASD). The program is based on the belief that the development of dynamic intelligence (the ability to think flexibly, taking different perspectives, addressing change and processing information simultaneously) is the key to improving the quality of life of autistic children.

Floorime/DIR

Floortime/DIR approach (Developmental, Individual Differences based, Relationship based) is a developmental intervention for autism developed by Stanley Greenspan and Serena Weider. This approach is based on the idea that the core deficits in autism are individual differences in the sensory system, the problems of motor planning, the difficulties in communication and relationships, and the inability to connect one's desire with intentional actions and communication. When addressed through a combination of sensory support and DIR/Floortime techniques, the facilitator is playfully obstructive to direct the child to play and connect with their therapist. Floortime's main goal is to improve the cognitive, language, and social abilities of children. However, this claim should be considered with some skepticism, due to the lack of independent scientific research into the efficacy of the floortime approach.

The DIR model is based on the 'tree' model of development, the central idea being that Autistic children have not mastered certain early developmental milestones, or 'branches' of trees, which are as follows:

Stage One: Rules and Interests in the World : Be calm and feel well enough to take care of the carer and the environment. Have shared a concern.
Stage Two: Engagement and Connections : An interest in others and in the world, develops a special bond with the preferred nanny. Distinguishes inanimate objects from people.
Stage Three: Intentional two-way communication : Simple back and forth interaction between child and nanny. Smile, amusement, anticipative play.
Stage Four: Social Troubleshooting : Using gestures, interactions, chatter to indicate need, desire, pleasure, annoyance. Get a nanny to help with the problem. Use pre-language skills to show intent.
Stage Five: Symbolic Play : Using words, images, symbols to communicate intents, ideas. Communicate ideas and thoughts, not just wants and needs.
Stage Six: Bridging Ideas : This stage is the foundation of logic, reasoning, emotional thinking and a sense of reality.

The exponents of the floortime approach argue that children with ASD struggle with or have missed some stage of this vital development. Introduction DIR/Floortime can be found in the book - Involving Autism: Using Floortime Approaches to Help Children Relate, Communicate, and Think, by Stanley Greenspan, M.D. and Serena Wieder, PhD.

Project MAIN

The TOY Project (an acronym for MAIN and Language for Autistic Youth) is a community-based national autism training and early intervention program established in 2001 by Richard Solomon. Based on the DIR (Developmental, Individualized, Relationship-based) theories of Stanley Greenspan MD, the program is designed to train parents and professionals to implement intensive development interventions for children (18 months to 6 years) with autism. The program operates in nearly 100 institutions worldwide including 25 states and in 5 countries outside the US (Australia, Canada, UK, Ireland and Switzerland). The MAIN project has been in operation since 2001 from its headquarters in Ann Arbor, MI.

Previous research results on this program are published by the British peer-reviewed journal Autism (May, 2007).

Son-Rise

Son-Rise is a home-based program that emphasizes the application of a color free and sensor-free play space. Before implementing a home based program, an institution trains parents how to accept their child without assessment through a series of dialog sessions. Like Floortime, parents join their child's ritualistic behavior to build relationships. To get "child willing involvement", the facilitator continues to join them only this time through parallel games. Proponents claim that children will become non-autistic after parents accept them for who they are and engage them in the game. The program was started by Raun Kaufman's parents, who claimed to have gone from autistic to normal through care in the early 1970s. No independent study has tested the efficacy of the program, but a 2003 study found that involvement with the program caused more harm than benefits for families involved over time, and a 2006 study found that the program was not always implemented as it is usually described in the literature, which suggests it would be difficult to evaluate its efficacy.

TEACCH

Autism Care and Education and Communication Related to Disabled Children (TEACCH), later referred to as "structured teaching", emphasizing structures by using an organized physical environment, sequentially predictable activities, visual schedules and visually structured activities, and systems work/structured activity. in which each child can practice various tasks. Parents are taught to apply home care. A controlled trial in 1998 found that children treated with TEACCH-based home programs increased significantly more than the control group. A meta-analysis of 2013 that collects all TEACCH clinical trials suggests that it has little or no effect on perceptual, motor, verbal, cognitive, and motor functions, communication skills, and everyday life activities. There are positive effects in social and maladaptive behavior, but this requires further replication because of the methodological limitations of the study pools analyzed.

Sensory integration

Unusual responses to sensory stimulation are more common and prominent in children with autism, although there is no good evidence that sensory symptoms differentiate autism from other developmental disorders. Several therapies have been developed to treat sensory process disorders. Some of these treatments (eg, sensorimotor handling) have questionable reasons and lack empirical evidence. Other treatments have been studied, with small positive results, but some conclusions may be drawn due to methodological problems with the study. These treatments include prism lenses, physical exercise, auditory integration training, and sensory stimulation or inhibitory techniques such as "internal pressure" - firm touch pressure applied either manually or through tools such as a hug machine or pressure garment. Heavily weighted vests, popular in-pressure therapy, have only a limited amount of available scientific research, which in balance shows that therapy is ineffective. Although immeasurable treatments have been described and valid outcome measures are known, there is a gap in knowledge related to the sensory and treatment process disorders. In a 2011 Cochrane review, no evidence was found to support the use of auditory integration training as an ASD treatment method. Due to limited empirical support, systematic evaluation is required if these interventions are used.

The term multisensor integration in simple terms means the ability to use all the senses to accomplish a task. Occupational therapists sometimes prescribe sensory treatments for children with autism but in general there is little or no scientific evidence of effectiveness.

Animal help therapy

Animal-assisted therapy, in which animals such as dogs or horses become a basic part of a person's care, are controversial treatments for some symptoms. A 2007 meta-analysis found that animal-assisted therapy was associated with moderate improvement in autism spectrum symptoms. Published dolphin assisted therapy research (DAT) reviews have found important methodological weaknesses and have concluded that there is no conclusive scientific evidence that DAT is a legitimate therapy or that gives more than a glimpse of mood enhancement.

Neurofeedback

Neurofeedback tries to train individuals to regulate their brain wave patterns by letting them observe their brain activity more directly. In its most traditional form, the EEG electrode output is fed into a computer that controls the audiovisual display like a game. Neurofeedback has been evaluated with positive results for ASD, but the study has no random assignment for control.

Patterning

Patterning is a set of exercises that attempt to improve the organization of a child's neurological disorder. It has been used for decades to treat children with some unrelated neurological disorders, including autism. The methods taught at The Institutes for Achievement of Human Potential are based on simplified theories and are not supported by carefully designed research studies.

Packaging

In packing, the children are wrapped tightly for up to an hour in a cooled wet sheet, with only their remaining heads free. This treatment is repeated several times a week, and can continue for many years. It is intended as a treatment for autistic children who endanger themselves; most of these children can not speak. Similar envelope techniques have been used for centuries, such as to calm patients with violence in Germany in the 19th century; Its modern use in France began in the 1960s, based on psychoanalytic theories such as the maternal refrigerator theory. Packaging is currently used in hundreds of French clinics. There is no scientific evidence for packing effectiveness, and some concern about the risk of adverse health effects.

Other methods

There are many simple methods such as priming, fast delivery, picture schedules, peer tutoring, and cooperative learning, which have been proven to help autistic students prepare the class and understand the material better. Priming is done by allowing students to view tasks or materials before they are displayed in the class. Rapid delivery consists of giving the autistic children clues to a response to academic material. The drawing schedule is used to describe classroom development and visual cues to allow autistic children to know when changes in upcoming events will occur. This method proved very useful in helping students follow the activities. Peer learning and cooperative learning are the ways in which autistic students and students who are not holding hands are united in the learning process. It proved very effective to "increase academic success and social interaction." There are more specific strategies that have been shown to enhance autistic education, such as LEAP, Autistic Care and Education and Disabled Communication Children, and Special Education Programs Especially for preschoolers. LEAP is an "intensive 12-month program focusing on providing a highly structured and secure environment that helps students to participate and benefit from educational programs" and focuses on children from 5-21 who have more severe cases of autism. The aim of the program is to develop functional independence through academic instruction, vocational/translation curriculum, speech/language services, and other personalized services for each student. While LEAP, TEACCH, and the Special Non-Model Special Education Program are different strategies, there is no evidence that one is more effective than the other.

Social aspects

Martha Nussbaum discusses how education is one of the fertile functions essential for one's development and their ability to achieve many other abilities in society. Autism causes many symptoms that interfere with a child's ability to receive a proper education such as a deficit in imitation, observational learning, and receptive and expressive communication. Of all the disabilities affecting the population, autism ranks third lowest in acceptance to postsecondary institutions. In a study funded by the National Institute of Health, Shattuck et al. found that only 35% of autistic enrolled in a 2 or 4 year college within the first two years after leaving secondary school compared to 40% of children with learning disabilities. Due to the increasing need for college education to gain employment, these statistics show how autistic is at a disadvantage in obtaining the abilities Nussbaum discusses and makes education more than a kind of therapy for those who suffer from autism. According to research by Shattuck, only 55% of children with autism participate in paid work within the first two years after high school. In addition, those with autism who came from low-income families tended to have lower success in high school. Because of this problem, education has become more than a therapeutic problem for those who have autism but also social problems.

Losses

Often, schools lack the resources to create optimal classroom settings for those who need special education. In the United States, it costs between $ 6595 to $ 10,421 extra to educate a child with autism. In the 2011-2012 school year, the average tuition fee for public school students is $ 12,401. In some cases, the additional cost required to educate a child with autism is almost twice the average cost for educating average public school students. Because the range of people with autism can vary greatly, it is very difficult to make a suitable autism program for the entire autistic population as well as those with other disabilities. In the United States, many school districts require schools to meet the needs of disabled students, regardless of the number of disabled children in school. This combined with the shortage of licensed special education teachers has created shortcomings in the special education system. This shortage has led some countries to grant temporary special education licenses to teachers with the caveat that they have received licenses within a few years.

Policy

In the United States, there are three major policies that address special education in the United States. These policies were the Education Act for All Disabled Children in 1975, Individuals with Disabilities Education Act in 1997, and No Child Left Behind in 2001. The development of these policies indicates improved guidelines for education and special requirements; such as requiring states to fund special education, equality of opportunity, assistance with post-secondary transition, requiring additional qualifications for special education teachers, and creating more specific classroom settings for those with physical limitations. Individuals with Disabilities Education Act, specifically have a major impact on special education because public schools are then required to hire highly qualified staff. For one to become a Certified Autism Specialist, one must have a master's degree, two years career experience working with a population of autism, get 14 hours of continuous education in autism every two years, and enroll in the International Institute of Education. In 1993, Mexico passed an education law calling for the inclusion of persons with disabilities. This law is very important for Mexican education, however, there are problems in implementing it due to lack of resources.

There are also several international groups that have issued reports addressing issues in special education. The United Nations on "Defects-related International Norms and Standards" in 1998. This report cites several other conventions, statements, declarations and reports such as the Universal Declaration of Human Rights, the Salamanca Statement, the Sundberg Declaration, the Copenhagen Declaration and the Program Action, and many others. One major point emphasized by this report is the need for education to be a human right. The report also states that "the quality of education should be the same as for people without disabilities." Other key points raised by the report discussed integrated education, special education classes in addition, teacher training, and equality for vocational education. The UN also released a report by the Special Rapporteur focusing on persons with disabilities. In 2015, a report entitled "Report of the Special Rapporteur for the 52nd Session of the Commission on Social Development: A note by the Secretary-General on Monitoring the application of the Standard Rules on the Equalization of Opportunities for Persons with Disabilities" has been released. This report focuses on looking at how many countries involved, with a focus on Africa, have handled policies on people with disabilities. In this discussion, the author also focuses on the importance of education for people with disabilities and policies that can help improve the education system as a step toward a more inclusive approach. The World Health Organization has also published a report addressing people with disabilities and in this case there is a discussion on education in their "World Report on Disability" in 201. Other organizations that have issued reports addressing the topic are UNESCO, UNICEF, and World Bank.

Maps Autism therapies

Enrichment environment

Environmental enrichment deals with how the brain is affected by the stimulation of information processing provided by its environment (including opportunities for social interaction). Brains in richer and more stimulating environments have increased the number of synapses, and the dendrites in which they are more complex. This effect occurs mainly during neural development, but also to a lesser extent in adulthood. With the addition of synapses there is also an increase in synapse activity and an increase in the size and number of glial energy support cells. Capillary vasculation is also better for providing neuron and glial cells with extra energy. Neuropil (neurons, glial cells, capillaries, combined together) expand the manufacture of thicker cortices. There may also be (at least in rodents) more neurons.

Research on nonhuman animals finds that a more stimulating environment can aid the treatment and recovery of various related brain dysfunctions, including Alzheimer's disease and those linked to aging, whereas the lack of stimulation may interfere with cognitive development.

Human studies show that lack of stimulation (deprivation - as in old-age orphanages) delays and impairs cognitive development. The study also found that higher levels of education (which cognitively stimulate themselves, and associate with people involved in more challenging cognitive activities) result in greater resistance (cognitive reserve) to the effects of aging and dementia.

Massage therapy

A review of massage therapy as a symptomatic treatment of autism finds evidence of limited benefits. There have been several high-quality studies, and since the risk of bias found in the studies was analyzed, no strong conclusions about the efficacy of massage therapy can be drawn.

Music

Music therapy uses elements of music to let people express their feelings and communicate. A review of 2014 found that music therapy can help in social interaction and communication.

Music therapy can involve a variety of techniques depending on where the subject sits on an ASD scale. A person who can be considered 'low functioning' will require much different care for someone on a 'high functioning' ASD scale. Examples of these therapeutic techniques include:

Free improvisation - No restrictions or skills needed
Structured improvisation - Some parameters set in music
Perform or recreate music - Reproduce pre-prepared pieces of music or songs with related activities
Compose music - Create music that meets the person's specific needs using instruments or sounds
Listen - Engage in basic music listening exercises

Improvisational Music Therapy (IMT), is increasingly popular as a therapeutic technique applied to children with ASD. The IMT process occurs when the client and the therapist make music, through the use of various instruments, songs, and movements. The special needs of each child or client need to be considered. Some children with ASD find their different environments confused and confusing, therefore, IMT sessions require the presence of certain routines and can be predicted in nature, in interaction and surroundings. Music can provide all of these, can be very predictable, highly repeating with melody and sound, but easily varies with expressions, rhythms, and dynamics that provide controlled versatility. Parental allowances or caregivers for sessions can make the child feel comfortable and allow activities to be incorporated into everyday life.

Sensory enrichment therapy

Temporary evidence supports sensory enrichment.

Speech Therapy for Autism in CT: How Speech Therapy Can Help

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Parent mediation intervention

Parent-mediated interventions offer support and practical advice to parents of autistic children. A Cochrane Review 2002 found only two relevant studies, with a small number of participants, and no clinical recommendations could be made due to these limitations. A small number of randomized and controlled studies show that parental training can lead to reduced maternal depression, increased maternal knowledge about autism and communication styles, and improved communicative behavior of children, but due to the design and amount of available research, definite proof of effectiveness is not available.

Early detection of ASD in children can often occur before a child reaches the age of three. Methods that target early behavior can affect the quality of life for a child with ASD. Parents can learn methods of interaction and behavioral management to foster their child's development. Overview Cochrance 2013 concludes that there are some improvements when parental intervention is used.

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Medical management

Drugs, supplements, or diets are often used to alter physiology in an attempt to relieve generalized symptoms of autism such as seizures, sleep disturbances, irritability, and hyperactivity that may interfere with social education or adaptation or (less frequently) cause autistic individuals to self-harm own. or other. There is plenty of anecdotal evidence to support medical care; many parents who tried one or more therapies reported some progress, and there were some well-publicized children's reports that could return to primary education after treatment, with a dramatic increase in health and well-being. However, this evidence may be confounded by the apparent improvements in autistic children who grew up without treatment, by the difficulty of verifying corrective reports, and by the lack of reporting of negative outcomes of treatment. Few medical treatments are supported by scientific evidence using controlled experiments.

Prescription drugs

Research has focused on atypical antipsychotics, especially risperidone, which has the greatest amount of evidence that has consistently shown increased irritability, self-injury, aggression, and ASD-related tantrums. Risperidone is approved by the Food and Drug Administration (FDA) to treat symptoms irritability in autistic and adolescent children. In short-term trials (up to six months), most side effects are mild to moderate, with weight gain, drowsiness, and high blood sugar requiring monitoring; efficacy and long-term safety are not yet fully determined. It is unclear whether risperidone improves social deficits and core communications of autism. The FDA's decision is based on the study of autistic children with severe and lasting problems of tantrums, aggression and self-injury; risperidone is not recommended for autistic children with mild aggression and explosive behavior with no lasting patterns.

Other drugs are prescribed outside the label in the US, which means they have not been approved to treat ASD. Large placebo-controlled studies of olanzapine and aripiprazole were under way in early 2008. Aripiprazole may be effective for treating autism in the short term, but it is also associated with adverse effects, such as weight gain and sedation. Several selective serotonin reuptake inhibitors (SSRIs) and dopamine blockers may reduce some of the maladaptive behaviors associated with ASD. Although SSRIs reduce the level of repetitive behavior in autistic adults, randomized, controlled multisite studies in 2009 found no benefit and some adverse effects on children of SSRI citalopram, raising doubts as to whether SSRIs are effective for treating repetitive behaviors in autistic children. A further study of related medical reviews determined that SSRI antidepressant prescriptions for treating autism spectrum disorders in children have no evidence, and can not be recommended. One study found that methylphenidate psychostimulant efficacious against hyperactivity associated with ASD, although with less response than in neurotypical children with ADHD. Of the many drugs studied for the treatment of aggressive behavior and self-disadvantage in children and adolescents with autism, only risperidone and methylphenidate show replicated results. A 1998 study of hormone secretin reported improved symptoms and generated tremendous interest, but several studies were controlled for not finding any benefit. Oxytocin may play a role in autism and may be an effective treatment for repetitive and affiliative behavior; two related studies in adults found that oxytocin decreased repetitive behavior and improved emotional interpretation, but these early results did not always apply to children. The experimental drug STX107 has halted the overproduction of 5 metabotropic glutamate receptors in mice, and it has been hypothesized that it can help about 5% of cases of autism, but this hypothesis has not been tested in humans.

In addition to antipsychotics, there is little reliable research on the effectiveness or safety of drug treatments for adolescents and adults with ASD. The results of several randomized controlled trials have shown that typical risperidone, SSRI fluvoxamine and haloperidol antipsychotics may be effective in reducing some behaviors, that haloperidol may be more effective than tricyclic antidepressant tromipramine, and that the opioid antagonist of naltrexone hydrochloride is ineffective. In a small study, memantine has been shown to significantly improve language function and social behavior in children with autism. Research is underway on the effects of memantine on adults with autism spectrum disorders. A person with ASD may respond atypically to medications and they may have adverse side effects.

Dietary supplements

Many parents give their children a dietary supplement in an attempt to treat autism or relieve the symptoms. A wide range of supplements; only a few are supported by scientific data, but most have relatively mild side effects.

A review found some low-quality evidence to support the use of vitamin B6 in combination with magnesium at high doses, but the evidence was vague and the review noted the possible dangers of fatal hypermagnesemia. The Cochrane review of evidence for the use of B6 and magnesium found that "[d] due to the small amount of research, the quality of the methodological study, and the small sample size, no recommendation could be made regarding the use of B6-Mg as a treatment for autism."

Dimethylglycine (DMG) is hypothesized to improve speech and reduce autistic behavior, and is a commonly used supplement. Two double-blind, placebo-controlled studies found no statistically significant effect on autistic behavior, and reported some side effects. No studies were reviewed by colleagues who had treated treatment with the associated trimethylglycine compound.

Vitamin C lowered stereotyped behavior in a small study in 1993. This study has not been replicated, and vitamin C has a limited popularity as a treatment of autism. High doses can cause kidney stones or indigestion such as diarrhea.

Probiotics containing potentially beneficial bacteria are hypothesized to relieve some symptoms of autism by minimizing yeast overgrowth in the colon. The overgrowth of yeast hypothesis has not been confirmed by endoscopy, the mechanisms linking exaggerated growth yeast to autism are hypothetical, and no clinical trials to date have been published in the peer-reviewed literature. No negative side effects were reported.

Melatonin is sometimes used to manage sleep problems in developmental disorders. Adverse reactions are generally reported mild, including drowsiness, headache, dizziness, and nausea; However, an increase in seizure frequency is reported among vulnerable children. Some small RCTs have shown that melatonin is effective in treating insomnia in autistic children, but more substantial research is needed. A 2013 literature review found 20 studies that reported improvements in sleep parameters as a result of melatonin supplementation, and concluded that "exogenous melatonin administration for abnormal sleeping parameters in ASD was evidence-based."

Although omega-3 fatty acids, which are polyunsaturated fatty acids (PUFAs), are a popular treatment for children with ASD, there is little scientific evidence of high quality that supports their effectiveness, and further research is needed.

Several other supplements have been hypothesized to relieve symptoms of autism, including BDTH ₂, carnosine, cholesterol, cyproheptadine, D-cycloserine, folic acid, glutathione, metallothionein promoters, other PUFAs such as omega-6 fatty acids, tryptophan, tyrosine, thiamine (see Chelation therapy), vitamin B ₁₂, and zinc. It has no reliable scientific evidence of efficacy or safety in the treatment of autism.

Diets

Atypical eating behavior occurs in about three quarters of children with ASD, to the extent that it was once a diagnostic indicator. Selectivity is the most common problem, although eating rituals and food rejection also occur; this does not seem to produce malnutrition. Although some children with autism also have gastrointestinal (GI) symptoms, there is a lack of strict data published to support the theory that autistic children have more or different GI symptoms than usual; studies report conflicting results, and the relationship between GI and ASD problems is unclear.

In the early 1990s, it was hypothesized that autism could be caused or aggravated by opioid peptides such as casomorphine which is a product of gluten metabolism and casein. Based on this hypothesis, a diet that eliminates foods containing gluten or casein, or both, is widely promoted, and many testimonials can be found to describe the benefits in symptoms related to autism, particularly social involvement and verbal skills. Studies supporting this claim have significant deficiencies, so this data is not sufficient to guide treatment recommendations.

Another elimination diet has also been proposed, targeting salicylates, food coloring, yeast, and simple sugars. There is no scientific evidence to prove the efficacy of such a diet in treating autism in children. The elimination diet can create nutritional deficiencies that compromise overall health unless care is taken to ensure proper nutrition. For example, a 2008 study found that autistic boys on the casein-free diet had significantly thinner bones than usual, probably because dieting contributed to calcium and vitamin D deficiency.

Chelation therapy

Based on speculation that heavy metal poisoning can trigger symptoms of autism, especially in a small subset of individuals who can not excrete toxins effectively, some parents have turned to alternative medicine practitioners who provide detoxification treatment through chelation therapy. However, the evidence to support this practice has been anecdotal and not strict. Strong epidemiological evidence denies the link between environmental triggers, especially thiomersal-containing vaccines, and the onset of autistic symptoms. There is no scientific data to support the claim that mercury in thiomersal vaccine preservatives causes autism or its symptoms, and there is no scientific support for chelation therapy as a treatment for autism.

Thiamine tetrahydrofurfuryl disulfide (TTFD) is hypothesized to act as a chelating agent in children with autism. A pilot study in 2002 randomly assigned TTFD to ten autism spectrum children, and found beneficial clinical effects. The study has not been replicated, and thiamine review by the same authors in 2006 did not mention the possible effects of thiamine on autism. There is not enough evidence to support the use of thiamine (vitamin B ₁) to treat autism.

Chiropractic

Chiropractic is an alternative medical practice whose main hypothesis is that spinal mechanical disorders affect general health through the nervous system, and its main treatment is spinal manipulation. Most professions refuse vaccinations, because traditional chiropractic philosophy equates vaccines to poison. Most chiropractic papers on vaccination focus on the negative aspect, claiming that it is dangerous, ineffective, and unnecessary, and in some cases suggesting that vaccinations cause autism or chiropractor should be the main contact for the treatment of autism and other neurodevelopmental disorders. Chiropractic treatment has not been proven effective for medical conditions other than back pain, and there is not sufficient scientific evidence to make conclusions about chiropractic care for autism.

Craniosacral Therapy

Cranial therapies are an alternative treatment practice whose main hypothesis is that restrictions on skull sutures affect the rhythmic impulses conveyed via cerebrospinal fluid, and that gentle pressure on external areas can improve the flow and balance of this fluid supply to the brain, relieving the symptoms of various conditions. There is no scientific support for the main elements of the underlying model, there is little scientific evidence to support therapy, and research methods that can thoroughly evaluate the effectiveness of therapy have not been applied. No studies have been published about the use of this therapy for autism.

Electroconvulsive Therapy

Studies show that 12-17% of adolescents and young adults with autism meet diagnostic criteria for catatonia, which loses motor or hyperactive activity. Electroconvulsive therapy (ECT) has been used to treat cases of catheonia and related conditions in people with autism. However, no controlled trials have been conducted by ECT in autism, and there are serious ethical and legal barriers to its use.

Hyperbaric oxygen therapy

One small 2009 double-blind study of autistic children found that 40 hourly treatments of 24% oxygen at 1.3 atmospheres gave a significant improvement in the behavior of children immediately after the treatment session but this study has not been independently confirmed. Recently, large-scale controlled studies have also investigated HBOT using 24% oxygen treatment in 1.3 atmospheres and have found less promising results. A double-blind 2010 study compared HBOT with placebo treatment in children with autistic disorders. Both measures of direct observation of behavioral symptoms and standard psychological assessment are used to evaluate treatment. No differences were found between the HBOT group and the placebo group on any of the outcome measures. The second 2011 single subject design study also examined the effect of 40 HBOT treatments from 24% of oxygen at 1.3 atmospheres on directly observed behavior using multiple baselines in 16 participants. Again, no consistent results were observed in all groups and further, no significant improvements were observed in each individual participant. Together, this study showed that HBOT in 24% oxygen at 1.3 atmospheric pressure did not result in clinically significant improvement of symptoms of autistic disorder behavior.

However, news reports and related blogs suggest that HBOT is used for many cases of autistic children. HBOT can cost up to $ 150 per hour with people who use between 40 to 120 hours as part of their integrated care program. In addition, purchases (at $ 8,495-27,995) and renting ($ 1,395 per month) from HBOT rooms are another option that some families use. When considering the financial investment and time required to participate in these treatments and the inconsistencies of these findings, HBOT appears to be more at risk and thus, often less favorable alternative treatment for autism. Further research is needed so that practitioners and families can make more conclusive and valid decisions about HBOT care.

Prosthetic

Unlike conventional neuromotor prostheses, neurocognitive prostheses will perceive or modulate neural functioning to physically reconstitute cognitive processes such as executive and language functions. No neurocognitive prosthesis is available today but the development of an implanted neurocognitive brain-computer interface has been proposed to help treat conditions such as autism.

Affective computing devices, usually with image or sound recognition capabilities, have been proposed to help autistic individuals improve their social communication skills. This device is still under development. Robots have also been proposed as educational aids for autistic children.

Transcranial magnetic stimulation

Transcranial magnetic stimulation, which is an established treatment for depression, has been proposed, and used, as a treatment for autism. A review published in 2013 found insufficient evidence to support its widespread use for autism spectrum disorders. The 2015 review found temporary evidence but not enough to justify its use beyond clinical studies.

Stem cell therapy

Mesenchymal stem cells and CD34 cell rope blood cells have been proposed to treat autism, but this proposal has not been tested. They may represent future care. Because the immune system of deregulation has been implicated in autism, mesenchymal stem cells show the greatest promise as a treatment for the disorder. Changes in the innate and adaptive immune systems have been observed. Those with autism show an imbalance in CD3, CD4, and CD8 T cells, as well as NK cells. In addition, peripheral blood mononuclear cells (PBMC) produce IL-1 ?. MSC mediated immune suppression activity can restore this immune imbalance.

Alternative medicine

Acupuncture has not been found to help.

Music Therapy Activities and Ideas for Children with Autism

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Religious intervention

The Table Talk from Martin Luther contained the story of a twelve-year-old boy who believed in very autistic. According to the author Luther Mathesius, Luther thinks the boy is a lifeless collection of demons, and suggests that he be strangled. In 2003, an autistic kid in Wisconsin suffocated during an exorcism by an evangelical clergyman where he was wrapped in sheets.

The ultra-orthodox Jewish parents sometimes use spiritual and mystical interventions such as prayer, blessing, religious texts, charms, renaming children, and exorcism.

One study showed that spirituality and non-religious activities involving mothers of autistic children were associated with better outcomes for children.

Birmingham Centre for Arts Therapies - Birmingham Centre for Arts ...

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Anti-drug perspective

The underlying cause of autism is unclear, but some organizations recommend researching the drug. Some autistic rights organizations see autism as a way of life rather than as a mental disorder and thus support acceptance of drug search.

Occupational Therapy For Autism and Sensory Processing Disorder ...

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Historical Approach

Before autism is well understood, children in Britain and America are often placed in institutions on doctor's instructions and parents are told to forget them. Journalist observer Christopher Stevens, the father of an autistic child, reported how a British doctor told him that after a child is accepted, it is usually "nature will take its course" and the child will die from the prevalence of tuberculosis.

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Research

Environmental enrichment is found to be useful in animal models of autism. Two trials in humans also found benefits in some children.

Between the 1950s and 1970s, LSD studied, however, has not been studied since.

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References

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Minggu, 24 Juni 2018