Autism Spectrum Disorders Paper

Autism spectrum disorders are life long and have been found to be prevalent in up to 1% of the adolescent population (Simonoff et al., 2008). Many studies have shown that the prevalence of autism spectrum disorders have increased radically (Vismara & Rogers, 2008). However, there may be many cases not yet reported or diagnosed correctly. The disorder covers a range of individuals with impairments that change from one person to the next. One individual may have difficulty with language communication and another might have more difficulty with repetition. Since ASDs have an early onset, it is important to identify the disorder early so that interventions can be initiated (Simonoff et al., 2008). The disability is life long and treatment is needed
at the early stages to help reduce the symptoms effectively. Wing and Gould (1979) examined social impairments in adolescents involving interactions, communication, and repetitiveness, which they then connected to children with early childhood autism who were easily identified with the impairments in the experiment.
Autism impacts the way a person is able to communicate and interact with others, and has been studied with many different forms of intervention. Bellini (2004) was able to conclude that adolescents with ASD experience anxiety much more than members without ASD. The results point to the social impairments and lower assertion expressed by the adolescents with ASD (Bellini, 2004). Therapies focus on the best form of intervention for the individual, and the most common form is a strict educational that is supplemented with other interventions (Lord, Cook, Leventhal, Amaral, 2000). In this essay, cognitive behavioral therapy, the Early Start Denver Model, and music therapy will be discussed to show the varying forms of treatment available for individuals with autism spectrum disorders. For this particular essay, the focus will be on the treatment of adolescents and young children with ASD. All three therapies have been found to be very effective interventions for adolescents with ASD. Each therapy is unique with a common goal of making the individual more comfortable with interactions and
communication. When an individual with autism is diagnosed early on, then the treatment can begin more effectively at a younger age. One therapy implemented at the earlier stages of life is the Early Start Denver model. For this particular therapy, emphasis is placed on the parents of the child. The parents are the ones who are given intervention techniques to give to their young children to engage them in communication. Vismara & Rogers (2008) studied the results of a 12-week intervention program using the Early Start Denver model, and were able to conclude that by teaching parents correct communication techniques, the children were able to improve their social skills. In order for the Early Start Denver model to be successful, the parents need to work in the intervention techniques with what they usually do every day. By teaching parents how to appropriately engage their children in intervention, the children were able to develop skills in a common environment and more involved in the activities (Vismara &Rogers, 2008). When examining brain activity during the Early Start Denver Model, Dawson et al. (2012) also concluded that the program resulted in improvements for children with ASD with more brain activity recorded for those being treated with the Early Start Denver Model. The improvements recorded were in IQ, behavior, communication skills, and the overall diagnosis (Dawson et al., 2012). Since the model is implemented at such a young age, it is easier for the therapists to begin correcting the behavior and improve life skills. Although the diagnosis of autism has started at earlier stages of life, sometimes interventions are not available at this pivotal young age. Vismara, Colombi, & Rogers (2009) created an experiment that created a short-term therapy for the parents to have a concrete strategy for raising their child after diagnosis. The program would combine the Early Start Denver model with early developmental techniques. Through their data, Vismara et al. (2009) found that a short-term program was feasible, though the children only showed improvement in follow-ups. The necessity for a short-term program was due to the child response rates to the treatment. A professional clinician would provide the child stability, whereas the parents needed to learn new skills (Vismara et al., 2009). Instead of focusing solely on the child’s development, the Early Start Denver model enables parent development as well.
Besides working with parents, the Early Start Denver model can also be implemented in-group settings.
Vivanti et al. (2014) ran a study on the model in a group setting, where they illustrated, completed book activities, or performed song-based activities. Through those three types of activities, the children could enhance their social, cognitive, and playing skills (Vivanti et al., 2014). While providing the therapy in groups, it was also important for the instructor to engage each child’s individual needs. Vivanti et al. (2014) were able to conclude that working in a community-based setting had a positive impact on the children’s development. The Early Start Denver model is flexible and can be used as individual therapy or group-based
therapy.
Since there are so many symptoms for autism spectrum disorder, a symptom can tend to work against the therapy and make it harder for the intervention to be effective. Many studies on children with ASD have evaluated the maladaptive behaviors the child expresses that tend to disrupt the treatment process. These behaviors, such as aggression, are more common in children with autism than the children without (Dominick, Davis, Lainhart, Tager-Flusberg, & Folstein, 2007). A study completed by Fulton, Eapen, Črnčec, Walter, & Rogers (2014) examined the child’s maladaptive behaviors before and after treatment using the Early Start Denver model. For the Early Start Denver Model, the child’s willingness to take part in the therapy is just as important as the therapist’s successful engagement with the child. Fulton et al. (2014) found that the model was effective for reducing the maladaptive behaviors while also increasing the development of the child’s skills. A common form of therapy for autism spectrum disorders is cognitive behavioral therapy, which examines both the thoughts and actions of the person in treatment. The therapy was developed in the 1960s by Dr. Aaron Beck to have a closer analysis of depression and anxiety (Beck, 1979). Since its creation, more forms of CBT have been developed and used together with a common goal of restructuring current behaviors while understanding the thought process behind certain behaviors. Compared to other programs, CBT tends to be more structured and program oriented (Beck, 1979). This form of treatment works to go beyond the initial behavior to analyze the thoughts and feelings that occurred at the same time. Cognitive behavioral therapy has been adapted to fit the treatment for individuals with autism spectrum disorder. The therapy is modified to engage each individual with ASD according to his or her own special requirements and goals (Anderson, 2012). With CBT, the therapist aims to reach out to the client in a way that will engage them in the therapy. During a session of CBT, the therapist encourages the client to look beyond the behavior and challenge their reasoning for their actions (Anderson, 2012). In order for CBT to work with ASD patients, the therapy has to accommodate to the disability in order to provide the best treatment for the individual.