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How Does Autism Affect Development

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How Does Autism Affect Development – The researchers concluded that it is unlikely that they could find a single factor that explains the infant’s inability to actively participate in healthy relationships, as well as explain other early-onset diseases that will be diagnosed later. They gradually develop a common understanding of the mechanisms that can cause the same disease.

Elsabbagh and colleagues. .

How Does Autism Affect Development

“The weight of each risk factor, and their interaction, defines the resulting clinical picture.” Henderson & Mundy (2013) defined [autism] as a disorder in which multiple etiologies combine to prevent effective learning from the experiences of others. Jones and colleagues (Jones et al., 2014) suggested that [autism] may result from a “complex interaction between pre-existing disabilities and the child’s experiences that interfere with the child’s ability to take advantage of the learning opportunities in the environment. “

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The prevailing view is that each child diagnosed with autism may be born with a unique profile of vulnerability, the consequences of which are beyond their “location”, making it difficult for children to control positive relationships with their parents. This in turn negatively affects the nature of the parent-child relationship and thus the relationship’s ability to provide a rich developmental platform for young children to thrive.

Our main idea is that because of the various weaknesses of babies, they fail to overcome the positive process necessary for their needs to develop. Thus, they continue to dominate the need to maintain security, which maintains their own power.

Infants who are not active do not develop themselves as active children. They do not realize that they can maintain their internal organization in the face of new, inconsistent, and unorganized information. They have no experience of emotional connection. Autistic infants do not develop or acquire the emotional memories that support their interaction with parental guidance as a safe route to strong institutions. The absence of this “shared history of relationship” can be a significant difference between the future of young children.

As a result, developing infants learn to share that attempts to engage in situations involving novelty, ambiguity, and uncertainty will have negative consequences. In sharp contrast to the independent development of their brain-developing peers, the abnormal infant tries to limit his input and output activities and his social and non-social activities to a minimum level in order to avoid feelings that are not controlled by internal conditions and ‘suffering.

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Autistic children fail to take advantage of developmental opportunities with their parents. They limit their independent activity to the extent that they engage in irrelevant research and involuntary behavior. Fortunately, it also reduces any chance of mental growth and development.

Most of the same measures fail to distinguish autistic from non-autistic infants at 6 to 7 months of age yet distinguish between these two groups. The biggest difference has to do with the way babies actively participate in their activities. While their non-autistic peers become active partners, initiating, cooperating, and correcting their interactions with their parents, non-autistic infants seem to remain frozen in their original, stable state. Unlike their developing brain counterparts, they do not become partners in responding to their parents’ communication and maintaining their commitments.

Parents spend hours engaging in simple activities with their developing brainless babies, preparing them to participate with their peers. A few studies of toddlers and young children clearly show that they do not use the support they receive to learn to work effectively and cooperatively.

When researchers study the development of the child without power up to the second year, a written sign of their difference and the persistence of the community is the inability to initiate and continue fully sharing experiences (also known as caregiving). with parents and family members.

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The researchers found that differences in initiation of sharing experiences increased during the second year. For example, several groups investigating the early onset of autism suggest that failure to begin sharing experiences between 12 and 18 months of age is the best discriminator for autism (Barbaro & Dissanayake, 2012; Charman, 2014). ; Mundy et al. Thorpe, 2007).

Of particular concern is that while infants identified as developmentally delayed seem to “catch up” to their typically developing peers by the end of the second year, infants with disabilities do not clearly show that they are different from their peers with disabilities. , baby. they do not suffer from delays but rather from apparent differences in their developmental pathways (Barbaro and Dissanayake, 2012; Charman, 2014; Jones et al., 2014; Macari et al., 2012; Mundy and Thorpe, 2007; Watson et al., 2013). ).

Unlike their older and late peers, their development in communication in the second year is mainly determined by expanding their repertoire of sharing experiences, the infant’s development in communication is limited to “instrumental” communication (communication to get something out of to another person). For example, Shumway and Wetherby (2009) concluded that “young children with [autism] do communicate, but they communicate primarily to control behavior rather than to give feedback or share ideas about something or something interesting. Similarly, Barbaro and Dissanayake (2012) concluded they say, “When [autistic] infants are able to communicate, they limit communication to requests instead of sharing experiences. The causes of autism are viral or genetic predispositions to autism, also known as autism spectrum disorder (ASD). There are many causes of autism. have been proposed, but the understanding of the concept of the cause of autism is not complete.

ASD is a neurodevelopmental disorder characterized by deficits in communication and interpersonal skills, and limited/repetitive behaviors, interests, or activities that are inappropriate for the individual’s developmental stage. The severity of symptoms and functional disability varies from person to person.

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There are many known viral, genetic and biological causes of autism. Research shows that genetic factors are dominant in autism; however, the heredity of autism is complex and much of the genetic mechanism involved is unknown.

It is said that brain dysfunction causes symptoms that are shared by autism, just as different brain types actually cause intellectual disability.

In recent years, the prevalence and number of people diagnosed with this disease has increased dramatically. There are several possible reasons for this phenomenon, most notably changes in the criteria for diagnosing autism.

Viral factors that have been suggested to contribute to or worsen autism symptoms, or may be important to consider in future research, include certain foods,

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Infectious diseases, heavy metals, pesticides, diesel fumes, PCBs, phthalates and foils used in plastic products, pesticides, flame retardants, alcohol, tobacco and illegal drugs.

Among these reasons, vaccines are not widely used because some may first learn about their child’s symptoms during routine vaccinations, and in part because of vaccine concerns, the number of vaccinations in children has decreased and the risk of illness has increased. plague.

However, there is overwhelming scientific evidence that there is no link between the measles, mumps and rubella (MMR) vaccine and autism. Although there is no conclusive evidence that the vaccine thimerosal causes autism, studies have shown a link between thimerosal and autism in people with a history of autoimmune diseases.

Genetic factors may be the main cause of autism. The first twin studies showed that the heritability was over 90%, meaning that genetics explained over 90% of whether a child would develop autism.

Early Identification Of Autism Spectrum Disorder Among Children Aged 4 Years — Autism And Developmental Disabilities Monitoring Network, 11 Sites, United States, 2020

To date, the evidence still points to a strong genetic component, with the largest and most comprehensive studies estimating heritability at 83%.

Many non-autistic twins have learning or social disabilities. In older siblings, the risk of having one or more of the broad picture features of autism can be as high as 30%.

Although highly heritable, many cases of autism occur occasionally, with no clear evidence of a family history. It has been suggested that spontaneous de novo mutations in the father’s sperm or mother’s egg play a role in the development of autism.

There are two lines of evidence that support this hypothesis. First, people with autism have significantly reduced fertility, being 20 times more likely to have children than average, reducing the mutation rate of ASD over the years in families.

How Does Autism Affect Communication Skills?

Second, the chance of having a child with autism increases with age, and the changes in sperm count gradually over a man’s life.

In the early 1990s, researchers studying the Gder-specific form of autism caused by mutations on the X chromosome discovered the first unequivocal evidence that it affects autism. A CGG trinucleotide repeat expansion in the FMR1 gene promoter causes mild X syndrome in boys, and at least 20% of boys have this syndrome.

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