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Autism from different perspectives.
Transcript of Autism from different perspectives.
are both general terms for a group of complex brain development disorders . These disorders are characterized, in varying degrees, by difficulties in three areas:
They are so many and there is no treatment for them. Why?
Four current approaches in autism
(Timothy S. Hartshorne and Marlin G.Herr)
3. Autism as a Sensory Integration Disorder
1. Clinical perspective
A Spiritual Perspective on Autism
(Moustakas 1959, 1966)
Autism has a meaning for the WORLD (Michelle LeRoy)
16-17 May 2015, Medvode , Slovenia
What Is Autism?
How will they help our world?
They are the new generation!
Autism from different perspectives.
Early signs (videos presentation)
1. Clinical Perspective
2. Psychotherapeutic Perspective
3. Autism as a Sensory Integration Disorder
4. A Spiritual Perspective on Autism
1. Social Interaction
2. Verbal and nonverbal communication
3. Repetitive behaviors
Autism appears to have its roots in very early brain development. Autistic symptoms are:
Did you know ...
1. Autism now affects 1 in 68 children and 1 in 42 boys
2. Autism prevalence figures are growing
3. Autism is the fastest-growing developmental disorder in the U.S.
4. Autism costs a family $60,000 a year on average
5. Boys are nearly five times more likely than girls to have autism
There is no medical detection or cure for autism!
What causes Autism?
Over the last five years, scientists have identified a number of rare gene changes, or mutations, associated with autism.
A small number of these are sufficient to cause autism by themselves.
Most cases of autism, however, appear to be caused by a
combination of autism risk genes and environmental factors influencing early brain development.
2. Psychotherapeutic perspective
This was the dominant approach many years due to the popularity of the writings of Bettelheim (1950,1967).
He saw the autism as the result of a problem in early infant-parent relationship.
In the first two years of life the child becomes frustrated with the world due to a lack of satisfying responses from care givers, and decides to stop trying.
The child has "the conviction that his/her own efforts have no power to influence the world, because of the earlier conviction that the world is insensitive to his/her reactions." (Bettelheim, 1967, pg.46)
Bettelheim's treatment approach is
to not encourage the autistic child to see the world as it really is (
which is exactly what this child can not do),
but to create for the child a world that is totally different from the one he/she has obviously rejected.
"The growth of the self has been impaired because of the child's rejection by others and he has come to reject himself." (Moustakas 1959)
The treatment consists of developing a new,
living relationship though play therapy and the sensitive response of the therapist to the child's feelings
. As the child is establishing a significant
with the therapist, he is free to experience new ventures and establish new meaning and value in relationship with others.
The relationship is both THE MEANS and THE END in therapy.
Much of the therapy with autistic children today is behavioral in nature. Lovaas with his colleges began systematically using operant techniques to develop language skills with a group of hospitalized autistic children.
because they felt that, more than anything, it is what separated the autistic children from normal children.
They first establish imitation behaviors to enable the acquisition of verbal response. Next they teach the meaning of these responses through discrimination training.
There are a few components of each of the approaches described above that are compatible with the Adlerian Approach: for example ""the child's conviction" (Bettelheim) is the adlerian concept of "private logic". Adlerians would accept the idea that autistic behavior is the result of the child's convictions about the world but adlerians dislike
to remove the child from the world.
Adlerians also are interested in behavior, and would share many of the basic behavioral approaches to management of therapy, but would define them differently by focusing on
behavior as goal directed
as opposed of stimulus bound.
Adlerians may view this behaviors as reasonable choices given the child's understanding of his or her condition.
Children with Autism Spectrum Disorders such as autism or Asperger's syndrome see their world in a
very different way
The filtering mechanism in their brains often works in a different way in assimilating the senses such as touch, smell, hearing, taste and sight.
They may be extremely sensitive to some stimuli and find seemingly routine events fascinating - the patterns of light on a wall, or the rustling leaves in the wind. The autistic child may also be unresponsive to sensations that their parents find unpleasant, such as extreme heat, cold or pain. (http://www.autism-help.org/index.htm)
Following are some signs that a child may have a dysfunction in sensory-motor processing:
• Repetitive behaviors such as spinning, head banging or flapping of hands
• Poor coordination and handwriting
• Poor eye contact
• Short attention span
• Avoidance or over reaction to touch
• Difficulty identifying objects by touch
• Clumsiness and lack of balance
• Repetitive or slow speech
• Lack of body image and awareness
• Raised shoulders
• Fear of movement, avoids motor play
• Fear and anxiety in new situations or changed routines.
CHARACTERISTICS OF SENSORY INTEGRATION DYSFUNCTION
EXPRESSING AFFECTION WITH HYPERSENSITIVE CHILDREN
Babies who are later diagnosed as autistic are often observed to go stiff when held, due to a sensory overload. This coping behavior is one of the earliest observable symptoms of autism, although it does not occur in all cases.
Every autistic child is born as a
piece of puzzle!
They are here to connect with each other, and to help us do a
Great Job Together.
They will work best when they are able to work together.
They will work best when they are in a place where they can
with each other in the subtle unspoken realms.
each other, they
each other, and they are in
when they are amongst each other.
They will heal the world with their
singing, dancing, tapping, sounding, movement
and will point out things that only the highly tuned in adults around them will be able to understand and articulate to the rest of the world.
They know their work is big, they know their messages are important and they
need a platform
to have them heard and understood.
This generation will be the
“next baby booming generation”
which will drive the world and direct Where, When and How we spend our
TIME, MONEY and RESOURCES.
It is only when our autistic children are able to get the
Who They Truly Are
and their vital role in our evolutionary process ,
that the world will fully wake up and do what needs to be done
to honor these children and provide them with any and everything they need to thrive. (Michelle LeRoy)
They bring energy and presence that provides us with the transparency needed to clean up our world.
They are here to show us, through their own sensitivities, on all levels, what needs to be “fixed” and “cleaned up”.
They are revealing to us the toxins and chemicals in our world, in our homes, in our workplaces, in our food and in essentially everything.
Many of them have manifested diseases and illness that will create a massive shift in how we operate in the world and what choices we will make moving forward.
Their bodies are unable to handle impurities. By forcing us to clean up the environments they are responsible for bringing us one step closer to cleaning up our world for good.
They are here to help to bring forth and return the indigenous people, their knowledge and wisdom to their rightful place on the planet. Autistic children refuse to go
; they are shaking up our homes, our world, our classrooms and our medical systems.
They are far from needing to be punished, institutionalized and removed from society. They are far from a burden on our medical and financial systems.
It will be our ability to shift our consciousness and awareness enough
to allow them their rightful place in our world.
It will be our ability to shift our focus and perspectives and to widen our understandings which will allow us to arrive at a place of
full and complete acceptance and gratitude for these children.
It is only when humanity can arrive at a place of fully
and embracing these children that
THEY WILL BE ABLE TO SHINE
Early signs in autism
The early signs appear in the first year of life. Between 2 and 3 years of age autistic manifestations intensify. At three years, the symptoms are obvious, but therapy should be started before 3, even 2 years old.
In the first year of life
the child does not respond to the mother's voice, does not respond when called by name, eye contact is low, does not point with fingers or does not babble, social smile is missing and is not responsible to the stimuli transmitted by others, does not follow visual objects and has no joint attention, often has repetitive movements or repetitive game.
In the second year of life
the child has repetitive speech, does not pronounce any word up to 16 months, does not imitate, does not form two word sentences up to 24 months, is losing speech acquisitions, manifests lack of interest in things indicated by adults; has no intention to respond when his help is required.
Bringing the Early Signs of Autism Spectrum Disorders Into Focus (Video presentation)