is there treatment for autism?

Evidence shows that early intervention results in dramatically positive outcomes for young children with autism. While various pre-school models emphasize different program components, all share an emphasis            
on early, appropriate, and intensive educational interventions for young children. Other common factors may be: some degree of inclusion, mostly behaviorally-based interventions, programs which build on the interests of the child, extensive use of visuals to accompany instruction, highly structured schedule of activities, parent and staff training, transition planning and follow-up. Because of the spectrum nature of autism and the many behavior combinations which can occur, no one approach is effective in alleviating symptoms of autism in all cases. Various types of therapies are available, including (but not limited to) applied behavior analysis, auditory integration training, dietary interventions, discrete trial teaching, medications, music therapy, occupational therapy, PECS, physical therapy, sensory integration, speech/language therapy, TEACCH, and vision therapy.

Studies show that individuals with autism respond well to a highly structured, specialized education program, tailored to their individual needs. A well designed intervention approach may include some elements of communication therapy, social skill development, sensory integration therapy and applied behavior analysis, delivered by trained professionals in a consistent, comprehensive and coordinated manner. The more severe challenges of some children with autism may be best addressed by a structured education and behavior program which contains a one-on-one teacher to student ratio or small group environment. However, many other children with autism may be successful in a fully inclusive general education environment with appropriate support.

In addition to appropriate educational supports in the area of academics, students with autism should have training in functional living skills at the earliest possible age. Learning to cross a street safely, to make a simple purchase or to ask assistance when needed are critical skills, and may be difficult, even for those with average intelligence levels. Tasks that enhance the person's independence and give more opportunity for personal choice and freedom in the community are important.

To be effective, any approach should be flexible in nature, rely on positive reinforcement, be re-evaluated on a regular basis and provide a smooth transition from home to school to community environments. A good program will also incorporate training and support systems for parents and caregivers, with generalization of skills to all settings. Rarely can a family, classroom teacher or other caregiver provide effective habilitation for a person with autism unless offered consultation or in-service training by an experienced specialist who is knowledgeable about the disability.

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; autism specific supports and services were largely non-existent. Today the picture is brighter. With appropriate services, training, and information, most families are able to support their son or daughter at home. Group homes, assisted apartment living arrangements, or residential facilities offer more options for out of home support. Autism-specific programs and services provide the opportunity for individuals to be taught skills which allow them to reach their fullest potential.

Families of people with autism can experience high levels of stress. As a result of the challenging behaviors of their children, relationships with service providers, attempting to secure appropriate services, resulting financial hardships, or very busy schedules, families often have difficulty participating in typical community activities. This results in isolation and difficulty in developing needed community supports.

Members of the ASA represent all walks of life from rural to metropolitan communities. Embracing the diversity of our group, the ASA seeks to provide an open forum for the exchange of ideas. At the very core of the ASA's philosophy is the belief that no single program or treatment will benefit all individuals with autism. Furthermore, the recommendation of what is "best" or "most effective" for a person with autism should be determined by those people directly involved—the individual with autism, to the extent possible, and the parents or family members.

The ASA provides information to assist parents, educators, and others in the decision-making process. Providing information on available intervention options, rather than advocating for any particular theory or philosophy, is the focus at the ASA.

Is There a Cure For Autism?

Understanding of autism has grown tremendously since it was first described by Dr. Leo Kanner in 1943. Some of the earlier searches for "cures" now seem unrealistic in terms of today's understanding of brain-based disorders. To cure means "to restore to health, soundness, or normality." In the medical sense, there is no cure for the differences in the brain which result in autism. However, better understanding of the disorder has led to the development of better coping mechanisms and strategies for the various manifestations of the disability. Some of these symptoms may lessen as the child ages; others may disappear altogether. With appropriate intervention, many of the associated behaviors can be positively changed, even to the point in some cases, that the child or adult may appear to the untrained person to no longer have autism. The majority of children and adults will, however, continue to exhibit some manifestations of autism to some degree throughout their entire lives.

References:

Dr. Christopher Gillberg, Centers for Disease Control and Prevention Conference. Autism: Emerging Issues in Prevalence and Etiology. 1997
Diagnostic and Statistical Manual of Mental Disorders 4th ed., (DSM-IV). American Psychiatric Association, Washington, DC. 1994.

Disclaimer
Adapted from an article by the Autism Society of America with permission.

About the Autism Society of America:
Founded in 1965 by a small group of parents, the Autism Society of America (ASA) continues to be the leading source of information and referral on autism and the largest collective voice representing the autism community for more than 33 years. Today, more than 24,000 members are connected through a volunteer network of over 200 chapters across the United States.

The mission of the Autism Society of America is to promote lifelong access and opportunities for persons within the autism spectrum and their families, to be fully included, participating members of their communities through advocacy, public awareness, education, and research related to autism. In addition to its volunteer Board of Directors, composed primarily of parents of individuals with autism, the ASA has a Panel of Professional Advisors, comprised of nationally known and respected professionals who provide expertise and guidance to the Society on a volunteer basis.

The ASA is dedicated to increasing public awareness about autism and the day-to-day issues faced by individuals with autism, their families, and the professionals with whom they interact. The Society and its chapters share common goals of providing information and education, supporting research, and advocating for programs and services for the autism community.

The ASA Foundation
The Autism Society of America Foundation (ASAF) was founded with the primary mission to raise and allocate funds for research to address the many unanswered questions about autism. We are still far from fully understanding autism and knowing how to prevent it.

The ASAF has implemented action on several pressing autism research priorities as areas of initial focus: developing and publicizing up-to-date prevalence statistics; quantifying the societal and family economic consequences of autism; developing a national registry of individuals and families with autism who are willing to participate in research studies; and implementing a system to identify potential donors of autism brain tissue for research purposes and facilitating the donation process. In addition, the Foundation is contributing substantial funds for applied and biomedical research in the causes of and treatment approaches to autism.

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Revised: 09/06/2008.