Autism Overview | Ab Intra Wellness

History

Autism is a neurodevelopmental disorder that affects an individual's ability to communicate, socialize and engage in imaginative play. It was first identified in the early 20th century, and the understanding and recognition of autism have evolved significantly over the years.

World War II played a significant role in the development of autism research, as it prompted researchers to investigate the social and emotional development of children. During the war, child psychologists began to study the effects of separation and deprivation on children who had been evacuated from their homes and families. This research led to the discovery of a group of children who had difficulty forming social relationships and communicating effectively, which was later identified as a form of autism.

In the 1940s, researchers Leo Kanner and Hans Asperger independently published their observations on children with social difficulties. Kanner, an American psychiatrist, described a group of children who had a "lack of affective contact" and a tendency to repeat certain behaviors, such as lining up objects. He called this condition "early infantile autism." Asperger, an Austrian pediatrician, described a milder form of autism, which he called "autistic psychopathy." Asperger's work went largely unnoticed until it was translated into English in the 1980s.

In the 1960s and 1970s, autism was viewed as a form of childhood schizophrenia, and treatment often involved institutionalization and heavy medication. However, in the 1980s, researchers began to recognize the distinctiveness of autism as a developmental disorder, and autism was separated from schizophrenia in the DSM-III (Diagnostic and Statistical Manual of Mental Disorders, 3rd edition).

Over the past few decades, there has been a significant increase in the prevalence of autism, and there has been a corresponding increase in research on the disorder. Many leading researchers, such as Simon Baron-Cohen, Catherine Lord, and Ami Klin, have contributed to our understanding of the nature and causes of autism.

Despite this progress, there are still many misconceptions about autism. One common misconception is that autism is caused by poor parenting or a lack of social interaction. However, research has consistently shown that autism is a neurodevelopmental disorder with genetic and environmental factors. Another misconception is that all individuals with autism have exceptional abilities or savant skills. While some individuals with autism may have particular strengths, such as in mathematics or music, not all individuals with autism have exceptional abilities.

Overall, the history of autism is a complex and evolving story, and there is still much to be learned about this disorder. However, with continued research and advocacy, we can better understand and support individuals with autism and their families.

Women and Autism

Women have been diagnosed with autism for many years, but the understanding and recognition of autism in females have lagged behind that of males. Historically, autism was thought to be a disorder that predominantly affected males, and diagnostic criteria were based on observations of males with the condition. As a result, many females with autism went undiagnosed or misdiagnosed with other conditions.

It wasn't until the 1980s and 1990s that researchers began to recognize that autism could also affect females, and that the condition may manifest differently in males and females. For example, females with autism may be better at masking their social and communication difficulties than males, leading to under-diagnosis or misdiagnosis.

In recent years, there has been growing awareness and research on autism in females, leading to improvements in diagnosis and support. This has included the development of new diagnostic tools specifically for females, as well as increased understanding of the ways in which autism may present differently in females. As a result, more and more females are being diagnosed with autism, and there is a greater recognition of the importance of understanding and supporting the needs of females on the autism spectrum.

Misconceptions in Comorbidity

There has been a historical tendency to view developmental disorders as mutually exclusive, which meant that individuals were often diagnosed with one condition to the exclusion of others. This was particularly true for conditions such as ADHD, dyslexia, and autism, which were often viewed as distinct and separate conditions with little overlap.

For many years, it was believed that an individual could not be diagnosed with both ADHD and autism or dyslexia and autism. This was due in part to the fact that diagnostic criteria for these conditions were based on observations of different populations and focused on different symptoms. For example, ADHD was traditionally characterized by symptoms such as hyperactivity and impulsivity, while autism was characterized by social and communication difficulties.

However, as research has progressed, it has become increasingly clear that these conditions are not mutually exclusive, and that many individuals may experience symptoms of more than one condition. For example, it is now recognized that individuals with autism may also experience symptoms of ADHD, such as hyperactivity and inattention. Similarly, individuals with dyslexia may also experience difficulties with social communication that are consistent with autism.

The recognition of these overlaps has led to changes in diagnostic criteria and assessment tools, which now take into account the possibility of co-occurring conditions. This has also led to a greater recognition of the importance of providing comprehensive assessments and interventions that address the needs of the whole person, rather than focusing solely on one condition to the exclusion of others.

In summary, while there was a historical tendency to view developmental disorders as mutually exclusive, it is now recognized that many individuals may experience symptoms of more than one condition, and that co-occurring conditions are common. This has led to changes in diagnostic criteria and assessment tools, as well as a greater recognition of the importance of comprehensive assessments and interventions.

Rise in Diagnosis

According to the Centers for Disease Control and Prevention (CDC), as of 2021, the prevalence of autism spectrum disorder (ASD) in the United States is estimated to be around 1 in 54 children, based on data from the CDC's Autism and Developmental Disabilities Monitoring (ADDM) Network. This represents a slight increase from previous years, although some of this increase may be due to improved identification and diagnosis of the condition.

It is important to note that autism is a spectrum disorder, which means that it affects individuals in different ways and to varying degrees. Some individuals with autism may require significant support throughout their lives, while others may require less support and may be able to live independently.

In terms of projected statistics, it is difficult to predict exactly how the prevalence of autism will change in the future. However, some studies suggest that the number of individuals diagnosed with autism may continue to increase in the coming years, due to a combination of factors such as improved diagnostic methods, increased awareness and understanding of the condition, and changes in diagnostic criteria.

It is important to note that while the prevalence of autism has increased in recent years, this does not necessarily mean that the condition itself is becoming more common. Rather, it may reflect changes in diagnostic practices and increased awareness of the condition. Regardless of the prevalence of autism, it is important for individuals with the condition to receive appropriate support and services to help them achieve their full potential.

Autism Prevalence 2023

One in 36 (2.8%) 8-year-old children have been identified with autism spectrum disorder (ASD), according to an analysis published today in CDC’s Morbidity and Mortality Weekly Report (MMWR). The new findings are higher than the previous 2018 estimate that found a prevalence of 1 in 44 (2.3%). The data come from 11 communities in the Autism and Developmental Disabilities Monitoring (ADDM) Network and are not representative of the entire United States.

A second report on 4-year-old children in the same 11 communities highlights the impact of COVID-19, showing disruptions in progress in early autism detection. In the early months of the pandemic, 4-year-old children were less likely to have an evaluation or be identified with ASD than 8-year-old children when they were the same age. This coincides with the interruptions in childcare and healthcare services during the COVID-19 pandemic.

“Disruptions due to the pandemic in the timely evaluation of children and delays in connecting children to the services and support they need could have long-lasting effects,” said Karen Remley, M.D., director of CDC’s National Center on Birth Defects and Developmental Disabilities. “The data in this report can help communities better understand how the pandemic impacted early identification of autism in young children and anticipate future needs as these children get older.”

Shifting demographics among children identified with autism

ASD prevalence among Asian, Black, and Hispanic children was at least 30% higher in 2020 than 2018, and ASD prevalence among White children was 14.6% higher than in 2018. For the first time, the percentage of 8-year-old Asian or Pacific Islander (3.3%) Hispanic (3.2%) and Black (2.9%), children identified with autism was higher than among 8-year-old White children (2.4%).

This is the opposite of racial and ethnic differences observed in previous ADDM reports for 8-year-olds. These shifts may reflect improved screening, awareness, and access to services among historically underserved groups.

Additionally, disparities for co-occurring intellectual disability have persisted. A higher percentage of Black children with autism were identified with intellectual disability compared with White, Hispanic, Asian, or Pacific Islander children with autism. These differences could relate in part to access to services that diagnose and support children with autism.

Overall, autism prevalence within the ADDM sites was nearly four times higher for boys than girls. Still, this is the first ADDM report in which the prevalence of autism among 8-year-old girls has exceeded 1%.

The "Gifted Movement"

The "gifted movement" is a term used to describe a social and educational movement that emerged in the United States in the mid-20th century, with the aim of identifying and providing specialized education and support for intellectually gifted children.

The movement was driven by concerns that traditional education methods were failing to meet the needs of highly intelligent children, who were often bored and unchallenged in the classroom. The movement emphasized the importance of identifying and nurturing giftedness in children, and providing specialized education and support to help them reach their full potential.

One of the key figures in the gifted movement was psychologist Lewis Terman, who developed the Stanford-Binet Intelligence Scale and conducted research on giftedness. Terman believed that giftedness was a valuable asset that should be recognized and nurtured, and he advocated for the development of specialized educational programs and services for intellectually gifted children.

The gifted movement led to the development of specialized programs and schools for gifted children, such as the Johns Hopkins Center for Talented Youth and the Davidson Academy. It also led to changes in educational policy, with some states and school districts implementing gifted education programs and funding specialized services for gifted students.

Critics of the gifted movement have argued that it has led to elitism and a focus on academic achievement at the expense of other important aspects of development, such as social and emotional well-being. Others have raised concerns about the potential for bias and inequality in the identification of giftedness, as well as the potential for gifted programs to exacerbate existing educational inequities.

Overall, the gifted movement has had a significant impact on education in the United States, and has sparked ongoing debates about the best ways to identify and support the needs of intellectually gifted children.

Giftedness and autism are two separate conditions that can occur independently of each other. However, there is some evidence to suggest that there may be a higher prevalence of giftedness among individuals with autism compared to the general population.

One reason for this may be that individuals with autism often exhibit strengths and talents in certain areas, such as math, science, music, or art. These areas of strength may be related to their intense focus and attention to detail, which are common characteristics of autism.

Additionally, some researchers have suggested that there may be a link between autism and a phenomenon known as "savant syndrome," in which individuals with certain types of developmental disorders exhibit exceptional abilities in specific areas, such as memory or spatial reasoning. However, it's important to note that not all individuals with autism exhibit savant skills, and not all individuals with savant skills have autism.

It's also worth noting that while giftedness and autism can co-occur, there are important differences between the two conditions. Giftedness is typically defined as having an IQ in the top 2-3% of the population, while autism is a developmental disorder characterized by challenges with social communication and interaction, as well as restricted and repetitive patterns of behavior and interests.

The score range for giftedness typically refers to an intelligence quotient (IQ) score of 130 or higher on a standardized intelligence test. This score represents approximately the top 2-3% of the population in terms of intellectual ability.

It's worth noting that the concept of giftedness is not solely determined by IQ scores, and that there are other factors that may be considered in identifying giftedness, such as creativity, problem-solving ability, and academic achievement.

However, in most cases, an IQ score of 130 or above is used as a benchmark for identifying giftedness, and individuals who meet this criteria may be eligible for specialized educational programs and services designed to meet their unique learning needs.

In conclusion, while there may be some overlap between giftedness and autism, they are distinct conditions that require different types of support and intervention.