Autism and Asperger's Syndrome

Abstract

Autism and Asperger's syndrome are part of a range of conditions incorporated under the term autistic spectrum disorders (ASDs). This article will aim to define these conditions and explain the differences between them, clarify some of the myths about their aetiology and equip the reader with the specific knowledge to diagnose, refer and manage patients with ASDs as effectively as possible.

Knowledge and Attitude of General Practitioners Regarding Autism in Karachi, Pakistan

“…Although the etiology of ASDs is not completely understood, early diagnosis of ASDs is important because it facilitates early intervention that has demonstrated improved educational and behavioral outcomes, including social, cognitive and communication functions (Fombonne 2005;Rapin 1997). Globally, pediatricians and GPs could have an important role in early diagnosis of autism (Committee on Children with Disabilities 2001; Barbaresi et al 2006;Heidgerken et al 2005;Johnson et al 2007;Rhoades et al 2007;Ashwell 2009). In most developing countries, including those in South Asia, GPs are often the only line of contact between the patient and the health care system and hence, may be responsible for the initial ASD diagnosis (Barbaresi et al 2006;Kochanek 1991;Rauf and Saeed 2007;World Health Organization 2009) Therefore, development and implementation of any effective autism surveillance programs in these countries will require knowledgeable GPs as an essential component of the infrastructure that would enable effective and efficient ASD case identification.…”

The effects of child-centered play therapy (CCPT) on the social and emotional growth of young Australian children with autism.

“…As a result, children with autism struggle to develop and grow socially and emotionally in a pattern similar to their typically developing peers. They frequently have difficulties initiating and joining in play, understanding turn taking, building friendships, and in general enjoying reciprocal social interactions (Ashwell, 2009; Barton & Harn, 2012; Fun, 2009 ). Areas of input have been identified that support broader development in social and emotional domains (Lai, Lombardo, & Baron-Cohen, 2014).…”

Utilizing child-centered play therapy with children diagnosed with autism spectrum disorder and endured trauma: A case example.

“…Although there is variance in intensity and severity of symptoms among children with ASD, there are three central areas in which children struggle: communication, socialization, and interests (Heflin & Alaimo, 2007). Children with ASD often have difficulties initiating and join-ing play, interacting and developing friendships, understanding others' perspectives, and turn taking (Ashwell, 2009). School environments can intensify the challenges children with ASD endure; for example, they often feel isolated or unengaged on the playground (Kasari, Locke, Gulsrud, & Rotheram-Fuller, 2011), either due to lack of awareness of peers or making awkward attempts to engage in play as they struggle with socially appropriate interactions (Wing & Gould, 1979).…”