FREE ESSAY ON AUTISM

AUTISM

"We start with an image-a tiny, golden child on hands and knees, circling round and round
a spot on the floor in mysterious, self-absorbed delight. She does not look up, though
she is smiling and laughing; she does not call our attention to the mysterious object of
her pleasure. She does not see us at all. She and the spot are all there is, and though
she is eighteen months old, an age for touching, tasting, pointing, pushing, exploring,
she is doing none of these. She does not walk, or crawl up stairs, or pull herself to her
feet to reach for objects. She doesn't want any objects. Instead, she circles her spot.
Or she sits, a long chain in her hand, snaking it up and down, up and down, watching it
coil and uncoil, for twenty minutes, half an hour--- until someone comes, moves her or
feeds her or gives her another toy, or perhaps a book."
Excerpted from "The Seige"
By Clara Claiborne Park
Autism-"a mysterious world where the unknowns still outnumber the knowns. A syndrome
whose manifestations are many and whose etiology is suspected of being multi-causal"
(Toscano, 5).
"The word autism still conveys a fixed and dreadful meaning to most people-they visualize
a child mute, rocking, screaming, inaccessible, cut off from human contact. And we almost
always speak of autistic children, rarely of autistic adults, as if such children never
grew up, or were somehow mysteriously spirited off the planet, out of society. Or else we
think of an autistic "savant" a strange being with bizarre mannerisms and stereotypies,
still cut off from normal life, but with uncanny powers of calculation, memory, drawing,
whatever-like the savant portrayed in Rain Man. These pictures are not wholly false, but
they fail to indicate that there are forms of autism which do not incapacitate in the
same way, but may allow lives that are full of event and achievement, and a special sort
of insight and courage too" (Grandin, 12).
Autism was first identified as a disorder in 1943 by Dr. Leo Kanner. It was widely
accepted that a child's autistic condition was the result of extremely, cold distant,
rejecting and overly intellectual parenting. The child's extreme withdrawal was viewed as
a refusal to engage in social or physical contact, rather than inability. The assumption
therefore was that the familial environment being hostile was the cause of the child's
refusal to become engaged. Professionals labeled this concept "the refrigerator mother".
Today, much enlightened thinking, coupled with scientific research has disproved this
notion and autism has been the source of much research and ongoing professional debate.
"Currently, autism is considered a unique disorder that occurs in approximately fifteen
out of every 10,000 births. Autism is four times more common in boys than girls. It has
been found throughout the world in families of all racial, ethnic, and social
backgrounds" (Cash, 22). Family income, lifestyle, and educational levels do not affect
the chance of autism's occurrence.
Researchers all over the world are devoting considerable time, and energy into finding
the answer to the critical question, "What exactly causes autism?" Although a single
specific cause of autism is not known, researchers believe several genes as well as
environmental factors such as viruses or chemicals, contribute to the disorder. "But
finding the genes that cause the disorder has proven far more complicated than originally
thought" (DeNoon). Scientists estimate that, in families with one autistic child, the
risk of having a second child with the disorder is approximately 5%, or 1 in 20, which is
greater than the risk for the general population. This genetic basis is believed by
researchers to be highly complex, probably involving several genes in combination. 
CLSA study co-author Susan Santangelo portrays autism as a constellation of deficits. 
"Some may be relatively benign in the absence of others. I think it's relatively unlikely
that any one gene will account for disease causation in any one subset of families. It's
likely that more than one gene will be working in concert, although none of these genes
themselves may be sufficient. Some of these genes may be causing milder effects in family
members of these patients who are autistic. Some traits are much more frequent in family
members" (DeNoon). Scientists also believe that since all people with autism do not have
it for the same reason then some different genes are likely producing the same results.
If scientists are able to identify genes for autism then they will be able to understand
meaningful subtypes. Scientist, Dr. Edwin Cook of the University of Chicago suspects a
subtle interplay of the DNA we inherit and the experiences we have. He says there must be
more to autism than genetics. Almost no autistics have children so any genes that
directly caused autism would disappear from the population. Unless that is, they remained
quiescent, not causing any disease until triggered by some event such as brain damage"
(Springen). Finding the cause of that brain damage represents the next frontier for
autism research. 
Autism has been considered part of various emotional disabilities, including
schizophrenia and has been addressed as a form of mental retardation. "Research has shown
that approximately 70% of autistic individuals are mentally retarded as determined by a
variety of I.Q. tests" (Toscano). However, 15-20% of the autistic population tested at or
above average intelligence levels on standardized testing, concluding that autism and
mental retardation are not mutually inclusive. Further, the autistic person is normal in
physical appearance as compared to the person with mental retardation, who often bears
some physical stigmata as in Down's Syndrome,etc.
People with classical autism show three types of symptoms: impaired social interaction,
problems with verbal and non-verbal communication and imagination, and unusual or
severely limited activities and interests. The hallmark feature of autism is impaired
social interaction. "Many students with autism resist human contact and social
interactions, and they have difficulty learning the subtleties of social interactions"
(Friend,178). They may fail to respond to their names, avoid making eye contact with
others, and seem uninterested in developing social relationships. 
Individuals with autism also experience problems in both verbal and non verbal
communication. They often have significantly delayed language development, and if they
have language skills, they struggle to maintain a conversation with another person. In
writing about her experiences of being autistic, Temple Grandin provides a clear example
of her communication problems (Grandin, 1984). She explains that once when her mother
wanted her to wear a hat while riding in the car, she didn't have the words to refuse.
Instead, she screamed and threw the hat out the window, causing her mother to hit another
car. 
Another characteristic of students with autism is a very limited range of interests, such
as a student who is fascinated with motorcycles to the exclusion of nearly everything
else. When they have such an interest, students with autism can spend literally hours
upon hours absorbed in a private world of exploration. They might act bored with every
activity unless it relates to their special interest. Sean Barron, in his book There's a
Boy in There describes his fixation with chains, "One of my favorite things was chains; I
loved the texture of chains. Each link looked the same and even felt the same as all the
others. Because the chains on our garage were too high for me to reach, they were very
mysterious to me- I wanted so much to touch them, but I had to use a stick instead. Since
I couldn't reach them with my hands, I made them swing. I really loved the repetition of
the swinging movement- I wanted to see the chains from all different heights and angles.
The more I saw them swing, the more entranced I became, and the more I wanted to do
nothing but watch them. It was what I loved. It was my routine. My mother kept trying to
interrupt me, but that never stopped me" (Barron, 32). 
"Students with autism have a low threshold for and difficulty in dealing with stress"
(Grandin, 1984). Many children become overly insistent on routines; if one is changed,
even slightly, the child may become upset and have a tantrum. Some common examples are:
lining up toys or objects, drinking and/or eating the same food items at every meal,
wearing certain clothing or insisting that others wear the same clothes, insisting on the
same patterned way of reading a book or other activities, and going to school using the
same route. One possible reason for "insistence on sameness" may be the person's
inability to understand and cope with new situations and a need to stay in their "comfort
zone". People with autism may have abnormal responses to sounds, odors, touch or other
sensory stimulation. Sean Barron recounts his problem with specific foods as a child, "I
liked to eat things that were bland and uncomplicated. My favorites were cereal-dry with
no milk-bread, pancakes, and potatoes. Because these were the foods I ate early in life,
I found them to be soothing. I didn't want to try anything new. I was supersensitive to
the texture of food, and I had to touch everything with my fingers to see how it felt
before I could put it in my mouth. I hated it when food had things mixed with it, like
noodles and vegetables or bread with fillings in it to make a sandwich. I could never put
any of it in my mouth because I knew I would get violently sick" (Barron, 96). Many
students with autism respond to stress with stereotypic behaviors. They complete the
action again and again. For example, they may rock rapidly in their chairs, spin an
object repeatedly, or twirl themselves or their arms. 
"Think of the components of autism- social phobia, compulsive behavior, trouble
communicating- as the colors on a child's paint palette. Different mixes of red, blue,
and yellow produce a rainbow of hues. Similarly, different combinations of autism's
components produce the array of conditions known by the umbrella term autism" (Springen).
Autism is often referred to as a spectrum disorder because it ranges in severity across a
wide range of conditions. Every person with autism is an individual, and like all
individuals, has a unique personality and combination of characteristics. Therefore,
there is no standard "type" or "typical" person with autism. Parents may hear different
terms used to describe children within this spectrum, such as: autistic-like, autistic
tendencies, autism spectrum, high-functioning or low-functioning autism, more-abled or
less-abled.. There are great differences among people with autism. Children and adults
can exhibit any combination of the behaviors in any degree or severity. "The range of
intelligence extends from mentally challenged to highly gifted and sometimes includes
savant abilities" (Cash,23). About 5% of people with autism are "autistic savants," with
unusual abilities that involve rote memory or visual skills. "Maybe you've heard of the
autistic "savant" that can play a Beethoven sonata after hearing it just once, or can do
complex mathematical equations, or tell you whether December 3,1956, fell on a Tuesday or
Wednesday" (Riccio). Child psychiatrist Fred Volkmar of Yale knows one autistic boy who
has an IQ of about 60 but can recite the daily lottery numbers for the past several
years. Some people with autism have amazing abilities and are indeed very bright. Others
may actually be mentally retarded. According to Dr. Pratt, what these savants have in
common is a very strong, specific talent. "Even though parts of their brains are not
working normally, one section is supercharged. It's as if a high-intensity beam of light
was aimed at one area of the brain but left the rest in the dark" (Riccio). Therefore,
two children with the same diagnosis can act very differently from one another and have
varying skills.
Webster's dictionary defines cure as follows: "a method or course of medical treatment
for restoring health." In the medical sense, there is no cure for the differences in the
brain which result in autism. 
A generation ago, the vast majority of the people with autism were eventually placed in
institutions. Professionals were much less educated about autism than they are today.
Today the picture is brighter. Better understanding of the disorder has led to the
development of better coping mechanisms and strategies for the various manifestations of
the disability. Various types of therapies are available including applied behavior
analysis, auditory integration training, dietary interventions, discrete trial teaching,
medications, music therapy, physical therapy, etc... With appropriate treatment, some
behaviors associated with autism may change or diminish over time. Many individuals with
autism enjoy their lives and contribute to their community in a meaningful way. People
with autism can learn to compensate for and cope for their disability, often quite well.

"Someday it may be possible to cure autism- perhaps even before a child is born. That day
remains but doctors have recently made great strides in the field of brain research, both
using psychology and through highly sophisticated technology. It's anyone's guess, though
how long it will take them to unlock the secret of this fascinating syndrome" (Riccio). 
"We start with an image-a tiny, golden child on hands and knees, circling round and round
a spot on the floor in mysterious, self-absorbed delight. She does not look up, though
she is smiling and laughing; she does not call our attention to the mysterious object of
her pleasure. She does not see us at all. She and the spot are all there is, and though
she is eighteen months old, an age for touching, tasting, pointing, pushing, exploring,
she is doing none of these. She does not walk, or crawl up stairs, or pull herself to her
feet to reach for objects. She doesn't want any objects. Instead, she circles her spot.
Or she sits, a long chain in her hand, snaking it up and down, up and down, watching it
coil and uncoil, for twenty minutes, half an hour--- until someone comes, moves her or
feeds her or gives her another toy, or perhaps a book."
Excerpted from "The Seige"
By Clara Claiborne Park
Autism-"a mysterious world where the unknowns still outnumber the knowns. A syndrome
whose manifestations are many and whose etiology is suspected of being multi-causal"
(Toscano, 5).
"The word autism still conveys a fixed and dreadful meaning to most people-they visualize
a child mute, rocking, screaming, inaccessible, cut off from human contact. And we almost
always speak of autistic children, rarely of autistic adults, as if such children never
grew up, or were somehow mysteriously spirited off the planet, out of society. Or else we
think of an autistic "savant" a strange being with bizarre mannerisms and stereotypies,
still cut off from normal life, but with uncanny powers of calculation, memory, drawing,
whatever-like the savant portrayed in Rain Man. These pictures are not wholly false, but
they fail to indicate that there are forms of autism which do not incapacitate in the
same way, but may allow lives that are full of event and achievement, and a special sort
of insight and courage too" (Grandin, 12).
Autism was first identified as a disorder in 1943 by Dr. Leo Kanner. It was widely
accepted that a child's autistic condition was the result of extremely, cold distant,
rejecting and overly intellectual parenting. The child's extreme withdrawal was viewed as
a refusal to engage in social or physical contact, rather than inability. The assumption
therefore was that the familial environment being hostile was the cause of the child's
refusal to become engaged. Professionals labeled this concept "the refrigerator mother".
Today, much enlightened thinking, coupled with scientific research has disproved this
notion and autism has been the source of much research and ongoing professional debate.
"Currently, autism is considered a unique disorder that occurs in approximately fifteen
out of every 10,000 births. Autism is four times more common in boys than girls. It has
been found throughout the world in families of all racial, ethnic, and social
backgrounds" (Cash, 22). Family income, lifestyle, and educational levels do not affect
the chance of autism's occurrence.
Researchers all over the world are devoting considerable time, and energy into finding
the answer to the critical question, "What exactly causes autism?" Although a single
specific cause of autism is not known, researchers believe several genes as well as
environmental factors such as viruses or chemicals, contribute to the disorder. "But
finding the genes that cause the disorder has proven far more complicated than originally
thought" (DeNoon). Scientists estimate that, in families with one autistic child, the
risk of having a second child with the disorder is approximately 5%, or 1 in 20, which is
greater than the risk for the general population. This genetic basis is believed by
researchers to be highly complex, probably involving several genes in combination. 
CLSA study co-author Susan Santangelo portrays autism as a constellation of deficits. 
"Some may be relatively benign in the absence of others. I think it's relatively unlikely
that any one gene will account for disease causation in any one subset of families. It's
likely that more than one gene will be working in concert, although none of these genes
themselves may be sufficient. Some of these genes may be causing milder effects in family
members of these patients who are autistic. Some traits are much more frequent in family
members" (DeNoon). Scientists also believe that since all people with autism do not have
it for the same reason then some different genes are likely producing the same results.
If scientists are able to identify genes for autism then they will be able to understand
meaningful subtypes. Scientist, Dr. Edwin Cook of the University of Chicago suspects a
subtle interplay of the DNA we inherit and the experiences we have. He says there must be
more to autism than genetics. Almost no autistics have children so any genes that
directly caused autism would disappear from the population. Unless that is, they remained
quiescent, not causing any disease until triggered by some event such as brain damage"
(Springen). Finding the cause of that brain damage represents the next frontier for
autism research. 
Autism has been considered part of various emotional disabilities, including
schizophrenia and has been addressed as a form of mental retardation. "Research has shown
that approximately 70% of autistic individuals are mentally retarded as determined by a
variety of I.Q. tests" (Toscano). However, 15-20% of the autistic population tested at or
above average intelligence levels on standardized testing, concluding that autism and
mental retardation are not mutually inclusive. Further, the autistic person is normal in
physical appearance as compared to the person with mental retardation, who often bears
some physical stigmata as in Down's Syndrome,etc.
People with classical autism show three types of symptoms: impaired social interaction,
problems with verbal and non-verbal communication and imagination, and unusual or
severely limited activities and interests. The hallmark feature of autism is impaired
social interaction. "Many students with autism resist human contact and social
interactions, and they have difficulty learning the subtleties of social interactions"
(Friend,178). They may fail to respond to their names, avoid making eye contact with
others, and seem uninterested in developing social relationships. 
Individuals with autism also experience problems in both verbal and non verbal
communication. They often have significantly delayed language development, and if they
have language skills, they struggle to maintain a conversation with another person. In
writing about her experiences of being autistic, Temple Grandin provides a clear example
of her communication problems (Grandin, 1984). She explains that once when her mother
wanted her to wear a hat while riding in the car, she didn't have the words to refuse.
Instead, she screamed and threw the hat out the window, causing her mother to hit another
car. 
Another characteristic of students with autism is a very limited range of interests, such
as a student who is fascinated with motorcycles to the exclusion of nearly everything
else. When they have such an interest, students with autism can spend literally hours
upon hours absorbed in a private world of exploration. They might act bored with every
activity unless it relates to their special interest. Sean Barron, in his book There's a
Boy in There describes his fixation with chains, "One of my favorite things was chains; I
loved the texture of chains. Each link looked the same and even felt the same as all the
others. Because the chains on our garage were too high for me to reach, they were very
mysterious to me- I wanted so much to touch them, but I had to use a stick instead. Since
I couldn't reach them with my hands, I made them swing. I really loved the repetition of
the swinging movement- I wanted to see the chains from all different heights and angles.
The more I saw them swing, the more entranced I became, and the more I wanted to do
nothing but watch them. It was what I loved. It was my routine. My mother kept trying to
interrupt me, but that never stopped me" (Barron, 32). 
"Students with autism have a low threshold for and difficulty in dealing with stress"
(Grandin, 1984). Many children become overly insistent on routines; if one is changed,
even slightly, the child may become upset and have a tantrum. Some common examples are:
lining up toys or objects, drinking and/or eating the same food items at every meal,
wearing certain clothing or insisting that others wear the same clothes, insisting on the
same patterned way of reading a book or other activities, and going to school using the
same route. One possible reason for "insistence on sameness" may be the person's
inability to understand and cope with new situations and a need to stay in their "comfort
zone". People with autism may have abnormal responses to sounds, odors, touch or other
sensory stimulation. Sean Barron recounts his problem with specific foods as a child, "I
liked to eat things that were bland and uncomplicated. My favorites were cereal-dry with
no milk-bread, pancakes, and potatoes. Because these were the foods I ate early in life,
I found them to be soothing. I didn't want to try anything new. I was supersensitive to
the texture of food, and I had to touch everything with my fingers to see how it felt
before I could put it in my mouth. I hated it when food had things mixed with it, like
noodles and vegetables or bread with fillings in it to make a sandwich. I could never put
any of it in my mouth because I knew I would get violently sick" (Barron, 96). Many
students with autism respond to stress with stereotypic behaviors. They complete the
action again and again. For example, they may rock rapidly in their chairs, spin an
object repeatedly, or twirl themselves or their arms. 
"Think of the components of autism- social phobia, compulsive behavior, trouble
communicating- as the colors on a child's paint palette. Different mixes of red, blue,
and yellow produce a rainbow of hues. Similarly, different combinations of autism's
components produce the array of conditions known by the umbrella term autism" (Springen).
Autism is often referred to as a spectrum disorder because it ranges in severity across a
wide range of conditions. Every person with autism is an individual, and like all
individuals, has a unique personality and combination of characteristics. Therefore,
there is no standard "type" or "typical" person with autism. Parents may hear different
terms used to describe children within this spectrum, such as: autistic-like, autistic
tendencies, autism spectrum, high-functioning or low-functioning autism, more-abled or
less-abled.. There are great differences among people with autism. Children and adults
can exhibit any combination of the behaviors in any degree or severity. "The range of
intelligence extends from mentally challenged to highly gifted and sometimes includes
savant abilities" (Cash,23). About 5% of people with autism are "autistic savants," with
unusual abilities that involve rote memory or visual skills. "Maybe you've heard of the
autistic "savant" that can play a Beethoven sonata after hearing it just once, or can do
complex mathematical equations, or tell you whether December 3,1956, fell on a Tuesday or
Wednesday" (Riccio). Child psychiatrist Fred Volkmar of Yale knows one autistic boy who
has an IQ of about 60 but can recite the daily lottery numbers for the past several
years. Some people with autism have amazing abilities and are indeed very bright. Others
may actually be mentally retarded. According to Dr. Pratt, what these savants have in
common is a very strong, specific talent. "Even though parts of their brains are not
working normally, one section is supercharged. It's as if a high-intensity beam of light
was aimed at one area of the brain but left the rest in the dark" (Riccio). Therefore,
two children with the same diagnosis can act very differently from one another and have
varying skills.
Webster's dictionary defines cure as follows: "a method or course of medical treatment
for restoring health." In the medical sense, there is no cure for the differences in the
brain which result in autism. 
A generation ago, the vast majority of the people with autism were eventually placed in
institutions. Professionals were much less educated about autism than they are today.
Today the picture is brighter. Better understanding of the disorder has led to the
development of better coping mechanisms and strategies for the various manifestations of
the disability. Various types of therapies are available including applied behavior
analysis, auditory integration training, dietary interventions, discrete trial teaching,
medications, music therapy, physical therapy, etc... With appropriate treatment, some
behaviors associated with autism may change or diminish over time. Many individuals with
autism enjoy their lives and contribute to their community in a meaningful way. People
with autism can learn to compensate for and cope for their disability, often quite well.

"Someday it may be possible to cure autism- perhaps even before a child is born. That day
remains but doctors have recently made great strides in the field of brain research, both
using psychology and through highly sophisticated technology. It's anyone's guess, though
how long it will take them to unlock the secret of this fascinating syndrome" (Riccio). 
"We start with an image-a tiny, golden child on hands and knees, circling round and round
a spot on the floor in mysterious, self-absorbed delight. She does not look up, though
she is smiling and laughing; she does not call our attention to the mysterious object of
her pleasure. She does not see us at all. She and the spot are all there is, and though
she is eighteen months old, an age for touching, tasting, pointing, pushing, exploring,
she is doing none of these. She does not walk, or crawl up stairs, or pull herself to her
feet to reach for objects. She doesn't want any objects. Instead, she circles her spot.
Or she sits, a long chain in her hand, snaking it up and down, up and down, watching it
coil and uncoil, for twenty minutes, half an hour--- until someone comes, moves her or
feeds her or gives her another toy, or perhaps a book."
Excerpted from "The Seige"
By Clara Claiborne Park
Autism-"a mysterious world where the unknowns still outnumber the knowns. A syndrome
whose manifestations are many and whose etiology is suspected of being multi-causal"
(Toscano, 5).
"The word autism still conveys a fixed and dreadful meaning to most people-they visualize
a child mute, rocking, screaming, inaccessible, cut off from human contact. And we almost
always speak of autistic children, rarely of autistic adults, as if such children never
grew up, or were somehow mysteriously spirited off the planet, out of society. Or else we
think of an autistic "savant" a strange being with bizarre mannerisms and stereotypies,
still cut off from normal life, but with uncanny powers of calculation, memory, drawing,
whatever-like the savant portrayed in Rain Man. These pictures are not wholly false, but
they fail to indicate that there are forms of autism which do not incapacitate in the
same way, but may allow lives that are full of event and achievement, and a special sort
of insight and courage too" (Grandin, 12).
Autism was first identified as a disorder in 1943 by Dr. Leo Kanner. It was widely
accepted that a child's autistic condition was the result of extremely, cold distant,
rejecting and overly intellectual parenting. The child's extreme withdrawal was viewed as
a refusal to engage in social or physical contact, rather than inability. The assumption
therefore was that the familial environment being hostile was the cause of the child's
refusal to become engaged. Professionals labeled this concept "the refrigerator mother".
Today, much enlightened thinking, coupled with scientific research has disproved this
notion and autism has been the source of much research and ongoing professional debate.
"Currently, autism is considered a unique disorder that occurs in approximately fifteen
out of every 10,000 births. Autism is four times more common in boys than girls. It has
been found throughout the world in families of all racial, ethnic, and social
backgrounds" (Cash, 22). Family income, lifestyle, and educational levels do not affect
the chance of autism's occurrence.
Researchers all over the world are devoting considerable time, and energy into finding
the answer to the critical question, "What exactly causes autism?" Although a single
specific cause of autism is not known, researchers believe several genes as well as
environmental factors such as viruses or chemicals, contribute to the disorder. "But
finding the genes that cause the disorder has proven far more complicated than originally
thought" (DeNoon). Scientists estimate that, in families with one autistic child, the
risk of having a second child with the disorder is approximately 5%, or 1 in 20, which is
greater than the risk for the general population. This genetic basis is believed by
researchers to be highly complex, probably involving several genes in combination. 
CLSA study co-author Susan Santangelo portrays autism as a constellation of deficits. 
"Some may be relatively benign in the absence of others. I think it's relatively unlikely
that any one gene will account for disease causation in any one subset of families. It's
likely that more than one gene will be working in concert, although none of these genes
themselves may be sufficient. Some of these genes may be causing milder effects in family
members of these patients who are autistic. Some traits are much more frequent in family
members" (DeNoon). Scientists also believe that since all people with autism do not have
it for the same reason then some different genes are likely producing the same results.
If scientists are able to identify genes for autism then they will be able to understand
meaningful subtypes. Scientist, Dr. Edwin Cook of the University of Chicago suspects a
subtle interplay of the DNA we inherit and the experiences we have. He says there must be
more to autism than genetics. Almost no autistics have children so any genes that
directly caused autism would disappear from the population. Unless that is, they remained
quiescent, not causing any disease until triggered by some event such as brain damage"
(Springen). Finding the cause of that brain damage represents the next frontier for
autism research. 
Autism has been considered part of various emotional disabilities, including
schizophrenia and has been addressed as a form of mental retardation. "Research has shown
that approximately 70% of autistic individuals are mentally retarded as determined by a
variety of I.Q. tests" (Toscano). However, 15-20% of the autistic population tested at or
above average intelligence levels on standardized testing, concluding that autism and
mental retardation are not mutually inclusive. Further, the autistic person is normal in
physical appearance as compared to the person with mental retardation, who often bears
some physical stigmata as in Down's Syndrome,etc.
People with classical autism show three types of symptoms: impaired social interaction,
problems with verbal and non-verbal communication and imagination, and unusual or
severely limited activities and interests. The hallmark feature of autism is impaired
social interaction. "Many students with autism resist human contact and social
interactions, and they have difficulty learning the subtleties of social interactions"
(Friend,178). They may fail to respond to their names, avoid making eye contact with
others, and seem uninterested in developing social relationships. 
Individuals with autism also experience problems in both verbal and non verbal
communication. They often have significantly delayed language development, and if they
have language skills, they struggle to maintain a conversation with another person. In
writing about her experiences of being autistic, Temple Grandin provides a clear example
of her communication problems (Grandin, 1984). She explains that once when her mother
wanted her to wear a hat while riding in the car, she didn't have the words to refuse.
Instead, she screamed and threw the hat out the window, causing her mother to hit another
car. 
Another characteristic of students with autism is a very limited range of interests, such
as a student who is fascinated with motorcycles to the exclusion of nearly everything
else. When they have such an interest, students with autism can spend literally hours
upon hours absorbed in a private world of exploration. They might act bored with every
activity unless it relates to their special interest. Sean Barron, in his book There's a
Boy in There describes his fixation with chains, "One of my favorite things was chains; I
loved the texture of chains. Each link looked the same and even felt the same as all the
others. Because the chains on our garage were too high for me to reach, they were very
mysterious to me- I wanted so much to touch them, but I had to use a stick instead. Since
I couldn't reach them with my hands, I made them swing. I really loved the repetition of
the swinging movement- I wanted to see the chains from all different heights and angles.
The more I saw them swing, the more entranced I became, and the more I wanted to do
nothing but watch them. It was what I loved. It was my routine. My mother kept trying to
interrupt me, but that never stopped me" (Barron, 32). 
"Students with autism have a low threshold for and difficulty in dealing with stress"
(Grandin, 1984). Many children become overly insistent on routines; if one is changed,
even slightly, the child may become upset and have a tantrum. Some common examples are:
lining up toys or objects, drinking and/or eating the same food items at every meal,
wearing certain clothing or insisting that others wear the same clothes, insisting on the
same patterned way of reading a book or other activities, and going to school using the
same route. One possible reason for "insistence on sameness" may be the person's
inability to understand and cope with new situations and a need to stay in their "comfort
zone". People with autism may have abnormal responses to sounds, odors, touch or other
sensory stimulation. Sean Barron recounts his problem with specific foods as a child, "I
liked to eat things that were bland and uncomplicated. My favorites were cereal-dry with
no milk-bread, pancakes, and potatoes. Because these were the foods I ate early in life,
I found them to be soothing. I didn't want to try anything new. I was supersensitive to
the texture of food, and I had to touch everything with my fingers to see how it felt
before I could put it in my mouth. I hated it when food had things mixed with it, like
noodles and vegetables or bread with fillings in it to make a sandwich. I could never put
any of it in my mouth because I knew I would get violently sick" (Barron, 96). Many
students with autism respond to stress with stereotypic behaviors. They complete the
action again and again. For example, they may rock rapidly in their chairs, spin an
object repeatedly, or twirl themselves or their arms. 
"Think of the components of autism- social phobia, compulsive behavior, trouble
communicating- as the colors on a child's paint palette. Different mixes of red, blue,
and yellow produce a rainbow of hues. Similarly, different combinations of autism's
components produce the array of conditions known by the umbrella term autism" (Springen).
Autism is often referred to as a spectrum disorder because it ranges in severity across a
wide range of conditions. Every person with autism is an individual, and like all
individuals, has a unique personality and combination of characteristics. Therefore,
there is no standard "type" or "typical" person with autism. Parents may hear different
terms used to describe children within this spectrum, such as: autistic-like, autistic
tendencies, autism spectrum, high-functioning or low-functioning autism, more-abled or
less-abled.. There are great differences among people with autism. Children and adults
can exhibit any combination of the behaviors in any degree or severity. "The range of
intelligence extends from mentally challenged to highly gifted and sometimes includes
savant abilities" (Cash,23). About 5% of people with autism are "autistic savants," with
unusual abilities that involve rote memory or visual skills. "Maybe you've heard of the
autistic "savant" that can play a Beethoven sonata after hearing it just once, or can do
complex mathematical equations, or tell you whether December 3,1956, fell on a Tuesday or
Wednesday" (Riccio). Child psychiatrist Fred Volkmar of Yale knows one autistic boy who
has an IQ of about 60 but can recite the daily lottery numbers for the past several
years. Some people with autism have amazing abilities and are indeed very bright. Others
may actually be mentally retarded. According to Dr. Pratt, what these savants have in
common is a very strong, specific talent. "Even though parts of their brains are not
working normally, one section is supercharged. It's as if a high-intensity beam of light
was aimed at one area of the brain but left the rest in the dark" (Riccio). Therefore,
two children with the same diagnosis can act very differently from one another and have
varying skills.
Webster's dictionary defines cure as follows: "a method or course of medical treatment
for restoring health." In the medical sense, there is no cure for the differences in the
brain which result in autism. 
A generation ago, the vast majority of the people with autism were eventually placed in
institutions. Professionals were much less educated about autism than they are today.
Today the picture is brighter. Better understanding of the disorder has led to the
development of better coping mechanisms and strategies for the various manifestations of
the disability. Various types of therapies are available including applied behavior
analysis, auditory integration training, dietary interventions, discrete trial teaching,
medications, music therapy, physical therapy, etc... With appropriate treatment, some
behaviors associated with autism may change or diminish over time. Many individuals with
autism enjoy their lives and contribute to their community in a meaningful way. People
with autism can learn to compensate for and cope for their disability, often quite well.

"Someday it may be possible to cure autism- perhaps even before a child is born. That day
remains but doctors have recently made great strides in the field of brain research, both
using psychology and through highly sophisticated technology. It's anyone's guess, though
how long it will take them to unlock the secret of this fascinating syndrome" (Riccio). 
"We start with an image-a tiny, golden child on hands and knees, circling round and round
a spot on the floor in mysterious, self-absorbed delight. She does not look up, though
she is smiling and laughing; she does not call our attention to the mysterious object of
her pleasure. She does not see us at all. She and the spot are all there is, and though
she is eighteen months old, an age for touching, tasting, pointing, pushing, exploring,
she is doing none of these. She does not walk, or crawl up stairs, or pull herself to her
feet to reach for objects. She doesn't want any objects. Instead, she circles her spot.
Or she sits, a long chain in her hand, snaking it up and down, up and down, watching it
coil and uncoil, for twenty minutes, half an hour--- until someone comes, moves her or
feeds her or gives her another toy, or perhaps a book."
Excerpted from "The Seige"
By Clara Claiborne Park
Autism-"a mysterious world where the unknowns still outnumber the knowns. A syndrome
whose manifestations are many and whose etiology is suspected of being multi-causal"
(Toscano, 5).
"The word autism still conveys a fixed and dreadful meaning to most people-they visualize
a child mute, rocking, screaming, inaccessible, cut off from human contact. And we almost
always speak of autistic children, rarely of autistic adults, as if such children never
grew up, or were somehow mysteriously spirited off the planet, out of society. Or else we
think of an autistic "savant" a strange being with bizarre mannerisms and stereotypies,
still cut off from normal life, but with uncanny powers of calculation, memory, drawing,
whatever-like the savant portrayed in Rain Man. These pictures are not wholly false, but
they fail to indicate that there are forms of autism which do not incapacitate in the
same way, but may allow lives that are full of event and achievement, and a special sort
of insight and courage too" (Grandin, 12).
Autism was first identified as a disorder in 1943 by Dr. Leo Kanner. It was widely
accepted that a child's autistic condition was the result of extremely, cold distant,
rejecting and overly intellectual parenting. The child's extreme withdrawal was viewed as
a refusal to engage in social or physical contact, rather than inability. The assumption
therefore was that the familial environment being hostile was the cause of the child's
refusal to become engaged. Professionals labeled this concept "the refrigerator mother".
Today, much enlightened thinking, coupled with scientific research has disproved this
notion and autism has been the source of much research and ongoing professional debate.
"Currently, autism is considered a unique disorder that occurs in approximately fifteen
out of every 10,000 births. Autism is four times more common in boys than girls. It has
been found throughout the world in families of all racial, ethnic, and social
backgrounds" (Cash, 22). Family income, lifestyle, and educational levels do not affect
the chance of autism's occurrence.
Researchers all over the world are devoting considerable time, and energy into finding
the answer to the critical question, "What exactly causes autism?" Although a single
specific cause of autism is not known, researchers believe several genes as well as
environmental factors such as viruses or chemicals, contribute to the disorder. "But
finding the genes that cause the disorder has proven far more complicated than originally
thought" (DeNoon). Scientists estimate that, in families with one autistic child, the
risk of having a second child with the disorder is approximately 5%, or 1 in 20, which is
greater than the risk for the general population. This genetic basis is believed by
researchers to be highly complex, probably involving several genes in combination. 
CLSA study co-author Susan Santangelo portrays autism as a constellation of deficits. 
"Some may be relatively benign in the absence of others. I think it's relatively unlikely
that any one gene will account for disease causation in any one subset of families. It's
likely that more than one gene will be working in concert, although none of these genes
themselves may be sufficient. Some of these genes may be causing milder effects in family
members of these patients who are autistic. Some traits are much more frequent in family
members" (DeNoon). Scientists also believe that since all people with autism do not have
it for the same reason then some different genes are likely producing the same results.
If scientists are able to identify genes for autism then they will be able to understand
meaningful subtypes. Scientist, Dr. Edwin Cook of the University of Chicago suspects a
subtle interplay of the DNA we inherit and the experiences we have. He says there must be
more to autism than genetics. Almost no autistics have children so any genes that
directly caused autism would disappear from the population. Unless that is, they remained
quiescent, not causing any disease until triggered by some event such as brain damage"
(Springen). Finding the cause of that brain damage represents the next frontier for
autism research. 
Autism has been considered part of various emotional disabilities, including
schizophrenia and has been addressed as a form of mental retardation. "Research has shown
that approximately 70% of autistic individuals are mentally retarded as determined by a
variety of I.Q. tests" (Toscano). However, 15-20% of the autistic population tested at or
above average intelligence levels on standardized testing, concluding that autism and
mental retardation are not mutually inclusive. Further, the autistic person is normal in
physical appearance as compared to the person with mental retardation, who often bears
some physical stigmata as in Down's Syndrome,etc.
People with classical autism show three types of symptoms: impaired social interaction,
problems with verbal and non-verbal communication and imagination, and unusual or
severely limited activities and interests. The hallmark feature of autism is impaired
social interaction. "Many students with autism resist human contact and social
interactions, and they have difficulty learning the subtleties of social interactions"
(Friend,178). They may fail to respond to their names, avoid making eye contact with
others, and seem uninterested in developing social relationships. 
Individuals with autism also experience problems in both verbal and non verbal
communication. They often have significantly delayed language development, and if they
have language skills, they struggle to maintain a conversation with another person. In
writing about her experiences of being autistic, Temple Grandin provides a clear example
of her communication problems (Grandin, 1984). She explains that once when her mother
wanted her to wear a hat while riding in the car, she didn't have the words to refuse.
Instead, she screamed and threw the hat out the window, causing her mother to hit another
car. 
Another characteristic of students with autism is a very limited range of interests, such
as a student who is fascinated with motorcycles to the exclusion of nearly everything
else. When they have such an interest, students with autism can spend literally hours
upon hours absorbed in a private world of exploration. They might act bored with every
activity unless it relates to their special interest. Sean Barron, in his book There's a
Boy in There describes his fixation with chains, "One of my favorite things was chains; I
loved the texture of chains. Each link looked the same and even felt the same as all the
others. Because the chains on our garage were too high for me to reach, they were very
mysterious to me- I wanted so much to touch them, but I had to use a stick instead. Since
I couldn't reach them with my hands, I made them swing. I really loved the repetition of
the swinging movement- I wanted to see the chains from all different heights and angles.
The more I saw them swing, the more entranced I became, and the more I wanted to do
nothing but watch them. It was what I loved. It was my routine. My mother kept trying to
interrupt me, but that never stopped me" (Barron, 32). 
"Students with autism have a low threshold for and difficulty in dealing with stress"
(Grandin, 1984). Many children become overly insistent on routines; if one is changed,
even slightly, the child may become upset and have a tantrum. Some common examples are:
lining up toys or objects, drinking and/or eating the same food items at every meal,
wearing certain clothing or insisting that others wear the same clothes, insisting on the
same patterned way of reading a book or other activities, and going to school using the
same route. One possible reason for "insistence on sameness" may be the person's
inability to understand and cope with new situations and a need to stay in their "comfort
zone". People with autism may have abnormal responses to sounds, odors, touch or other
sensory stimulation. Sean Barron recounts his problem with specific foods as a child, "I
liked to eat things that were bland and uncomplicated. My favorites were cereal-dry with
no milk-bread, pancakes, and potatoes. Because these were the foods I ate early in life,
I found them to be soothing. I didn't want to try anything new. I was supersensitive to
the texture of food, and I had to touch everything with my fingers to see how it felt
before I could put it in my mouth. I hated it when food had things mixed with it, like
noodles and vegetables or bread with fillings in it to make a sandwich. I could never put
any of it in my mouth because I knew I would get violently sick" (Barron, 96). Many
students with autism respond to stress with stereotypic behaviors. They complete the
action again and again. For example, they may rock rapidly in their chairs, spin an
object repeatedly, or twirl themselves or their arms. 
"Think of the components of autism- social phobia, compulsive behavior, trouble
communicating- as the colors on a child's paint palette. Different mixes of red, blue,
and yellow produce a rainbow of hues. Similarly, different combinations of autism's
components produce the array of conditions known by the umbrella term autism" (Springen).
Autism is often referred to as a spectrum disorder because it ranges in severity across a
wide range of conditions. Every person with autism is an individual, and like all
individuals, has a unique personality and combination of characteristics. Therefore,
there is no standard "type" or "typical" person with autism. Parents may hear different
terms used to describe children within this spectrum, such as: autistic-like, autistic
tendencies, autism spectrum, high-functioning or low-functioning autism, more-abled or
less-abled.. There are great differences among people with autism. Children and adults
can exhibit any combination of the behaviors in any degree or severity. "The range of
intelligence extends from mentally challenged to highly gifted and sometimes includes
savant abilities" (Cash,23). About 5% of people with autism are "autistic savants," with
unusual abilities that involve rote memory or visual skills. "Maybe you've heard of the
autistic "savant" that can play a Beethoven sonata after hearing it just once, or can do
complex mathematical equations, or tell you whether December 3,1956, fell on a Tuesday or
Wednesday" (Riccio). Child psychiatrist Fred Volkmar of Yale knows one autistic boy who
has an IQ of about 60 but can recite the daily lottery numbers for the past several
years. Some people with autism have amazing abilities and are indeed very bright. Others
may actually be mentally retarded. According to Dr. Pratt, what these savants have in
common is a very strong, specific talent. "Even though parts of their brains are not
working normally, one section is supercharged. It's as if a high-intensity beam of light
was aimed at one area of the brain but left the rest in the dark" (Riccio). Therefore,
two children with the same diagnosis can act very differently from one another and have
varying skills.
Webster's dictionary defines cure as follows: "a method or course of medical treatment
for restoring health." In the medical sense, there is no cure for the differences in the
brain which result in autism. 
A generation ago, the vast majority of the people with autism were eventually placed in
institutions. Professionals were much less educated about autism than they are today.
Today the picture is brighter. Better understanding of the disorder has led to the
development of better coping mechanisms and strategies for the various manifestations of
the disability. Various types of therapies are available including applied behavior
analysis, auditory integration training, dietary interventions, discrete trial teaching,
medications, music therapy, physical therapy, etc... With appropriate treatment, some
behaviors associated with autism may change or diminish over time. Many individuals with
autism enjoy their lives and contribute to their community in a meaningful way. People
with autism can learn to compensate for and cope for their disability, often quite well.

"Someday it may be possible to cure autism- perhaps even before a child is born. That day
remains but doctors have recently made great strides in the field of brain research, both
using psychology and through highly sophisticated technology. It's anyone's guess, though
how long it will take them to unlock the secret of this fascinating syndrome" (Riccio).