A feral child (also called wild child) is a human
child who has lived isolated from human contact from a very young age,
and so has had little or no experience of human care, behavior or human language. There are several confirmed cases and other speculative ones. Feral children may have experienced severe abuse or trauma before being abandoned or running away. They are sometimes the subjects of folklore and legends, typically portrayed as having been raised by animals.
Description
Feral children lack the basic social skills that are normally learned in the process of enculturation. For example, they may be unable to learn to use a toilet,
have trouble learning to walk upright after walking on fours all their
lives, or display a complete lack of interest in the human activity
around them. They often seem mentally impaired and have almost
insurmountable trouble learning a human language. The impaired ability to learn a natural language after having been isolated for so many years is often attributed to the existence of a critical period for language learning, and taken as evidence in favor of the critical period hypothesis.
There is little scientific knowledge about feral children. One of the best-documented cases has supposedly been that of sisters Amala and Kamala, described by Reverend J. A. L. Singh in 1926 as having been "raised by wolves" in a forest in India. French surgeon Serge Aroles,
however, has persuasively argued that the case was a fraud, perpetrated
by Singh in order to raise money for his orphanage. Child psychologist Bruno Bettelheim states that Amala and Kamala were born mentally and physically disabled. Yet other scientific studies of feral children exist, such as the case of Genie.
History
Prior
to the 1600s, feral and wild children stories were usually limited to
myths and legends. In those tales, the depiction of feral children
included hunting for food, running on all fours instead of two, and not
knowing language. Philosophers and scientists were infatuated with such
children, and began to question if these children were part of a
different species from the human family.
The question was taken seriously as science tried to name and
categorize the development of humans, and the understanding of the
natural world in the 18th and 19th century.
Around the 20th century, psychologists were attempting to differentiate
between behavior and biological culture. Feral children who lived in
isolation or with animals provided examples of this dilemma.
Documented cases of feral children
Raised by primates/monkeys
Marina Chapman claimed to have lived with weeper capuchin monkeys in the Colombian jungle from the age of five to about nine, following a botched kidnapping in about 1954. Unusual for feral children, she went on to marry, have children and live a largely normal life with no persisting problems.
Robert Mayanja (1982) lost his parents in the Ugandan Civil War at the age of three, when Milton Obote's soldiers raided their village, around 50 miles (80 km) from Kampala. Robert then survived in the wild, presumably with vervet monkeys, for three years until he was found by soldiers of National Resistance Army.
Saturday Mthiyane (or Mifune) (1987), a boy of around five, was found after spending about a year in the company of monkeys in KwaZulu-Natal, South Africa.
He was given the name Saturday after the day he was found, and Mthiyane
was the name of the headmistress of the Special School which took him
in. In 2005 he died in a fire,
at the age of around 17, he could still not talk, and still walked and
jumped like a monkey. He never ate cooked food and refused to share or
play with other children.
John Ssebunya, from Uganda,
was a toddler when his father killed his mother and hanged himself.
Instead of going into a care facility, he went to live with vervet monkeys.
For two years he learned how to forage and travel. The monkeys
protected him in the wild. When he was around seven years old, he was
brought back to civilization. According to a local villager, the only
forms of communication he was capable of were crying and demanding food,
and he was a "wild boy" whom everyone feared.
Raised by wolves
Hessian wolf-children (1304, 1341 and 1344) lived with the Eurasian wolf in the forests of Hesse.
Marcos Rodríguez Pantoja (ca. 1946, Sierra Morena, Spain) lived for 12 years with wolves in the mountains of Southern Spain. He was discovered at age 19. Rodríguez's story was depicted in the 2010 Spanish-German film Entrelobos. For his portrayal of Rodríguez, young actor Manuel Camacho received a Best New Actor nomination at the 2011 Goya Awards.
Raised by dogs
Oxana Malaya was an eight-year-old Ukrainian girl who lived with Black Russian Terriers for six years. She was found in a kennel
with dogs in 1991. She was neglected by her parents who were
alcoholics. The three-year-old looking for comfort crawled into the farm
and snuggled in with the dogs. Her behavior imitated dogs more than
humans. She walked on all fours, bared her teeth, and barked. She was
removed from her parents' custody by the social services. As she lacked human contact she did not know any words besides "yes" and "no". Upon adulthood, Oxana has been taught to subdue her dog-like behavior. She learned to speak fluently and intelligently and works at the farm milking cows, but remains somewhat intellectually impaired.
Years later, Oxana admitted on a Russian talk show that her story was
slightly less dramatic; neglected by her parents, she sought out the
company of the dogs and learned to imitate them as they were more
responsive than her parents.
Ivan Mishukov,
a six-year-old boy was rescued by the police in 1998 from wild dogs,
who he lived with for two years. He ran from his mother and her abusive
alcoholic boyfriend at the age of four. He earned the dogs' trust by
giving them food and in return the dogs protected him. The boy had risen to being "alpha male" of the pack. When the police found him, they set a trap for him and the dogs by leaving food in a restaurant kitchen. Because he had lived among the dogs for only two years, he relearned language fairly rapidly. He studied in military school and served in the Russian Army.
A 10-year-old Chilean boy (Dog Boy) was abandoned by his parents,
lived with street dogs who hunted for food with him, and may have nursed
him. At the age of five, the boy was abandoned by his parents and
escaped a child care facility with 15 street dogs. The boy lived in a
cave with the stray dogs and searched for food with them. He would
search garbage cans to find leftover food to eat. He was raised by dogs
since he was little. In 2001, he was found by the police, and he tried
to escape by going into the water. However, he was caught and
hospitalized.
Traian Căldărar, Romania
(found in 2002) also known as "the Romanian Dog Boy" or "Mowgli". From
the ages of four to seven, Traian lived without his family. The boy was
found at the age of seven and was described as a three-year-old due to
undernutrition. His mother had left her home because of domestic
violence, and Traian ran from home sometime after his mother left. He
lived in the wild and took shelter in a cardboard box. He suffered from
infected wounds, having poor circulation, and a children's disease
caused by vitamin D deficiency. Traian was found by Manolescu Ioan, who
had been walking across the country after his car broke down. In the
surrounding area, a dog that had been eaten was also found. Many assume
that the boy was eating the dog to stay alive. When Traian was being
cared for, he would usually sleep under the bed and wanted to eat all
the time. In 2007, Traian was being taken care of by his grandfather and was doing well in 3rd grade at school.
Andrei Tolstyk (2004) was raised by dogs in a remote part of Siberia
from the age of three months to 7 years. He was neglected by his
parents because he had speaking and hearing problems. Social workers who
found the boy were curious about why the boy was not admitted to his
local school. This boy was not able to talk as he lacked human
interaction and had many dog-like characteristics including walking on
all fours, biting people, and sniffing his food before eating.
Madina, a three-year-old girl. Madina lived with dogs from birth
until she was three years old. She slept with them in the cold, ate food
with them, and played with them. Her father left her after she was
born, this caused her mother to become an alcoholic and neglect Madina.
When found by social workers in 2013 she was completely nude
and engaged in dog like behavior including chewing on bones. Afterwards
doctors confirmed that she was still mentally and physically capable
despite being neglected for nearly her entire life.
Raised by bears
The three Lithuanian bear-boys (1657, 1669, 1694) – Serge Aroles shows from the archives of the Queen of Poland (1664–1688) that these are false. There was only one boy who lived in the forests of Lithuania with the Eurasian brown bear, he was found in spring 1663 and then brought to Poland's capital.
Raised by sheep
An Irish boy brought up by sheep, reported by Nicolaes Tulp in his book Observationes Medicae (1672). Serge Aroles gives evidence that this boy was severely disabled and exhibited for money.
A 14-year-old boy also known as the sheep boy, was found in the former Soviet Union
living in a sheep flock. He was raised by sheep for 8 years. He had no
communication skills and could not use the toilet. His parents left to
find work and was left with his grandmother. His grandmother took care
of him until she died.
Raised by cattle
The Bamberg boy – who grew up among cattle (late 16th century).
Raised by goats
Daniel, Andes Goat Boy (1990) lived in the wild for about 8 years. He was discovered in the mountains of Peru and was raised by goats. He walked and ran on all fours with the mountain goats. He drank goat's milk, ate berries, and roots.
Raised by ostriches
The "ostrich boy" – A boy named Hadara was lost by his parents in the Sahara desert at the age of two, and was adopted by ostriches.
At the age of 12, he was rescued and taken back to society and his
parents. He later married and had children. The story of Hadara is often
told in west Sahara. In 2000, Hadara's son Ahmedu told his father's story to the Swedish author Monica Zak, who compiled it to a book. The book is a mixture of the stories told by Ahmedu and Zak's own fantasy.
Victor of Aveyron (1800) – Victor was a feral child in the forests of Aveyron for twelve years. The subject is treated with a certain amount of realism in François Truffaut’s 1970 film L’Enfant Sauvage (UK: The Wild Boy, US: The Wild Child), where a scientist's efforts in trying to rehabilitate a feral boy meet with great difficulty.
Marie-Angelique Memmie Le Blanc, was a famous feral child of the 18th century in France who was known as The Wild Girl of Champagne, The Maid of Châlons, or The Wild Child of Songy.
Marie-Angélique survived for ten years living wild in the forests of
France, between the ages of nine and 19, before she was captured by
villagers in Songy in Champagne in September 1731. She was likely born
in 1712 as a Native American of the Meskwaki (or "Fox") people, and
brought to France in 1720; or she was born in an unknown location in 1721.
Marie died in Paris in 1775. Documents show that she learned to read
and write as an adult, thus making her unique among feral children.
Hany Istók (a.k.a. Steve of the Marsh) of Kapuvár, Hungary
(1749). According to documents stored at the Catholic parish of
Kapuvár, an abandoned child was once found in a marshy lakeside forest
by two fishermen. He was brought to the town of Kapuvár, where he was
christened and received the name Steven. The local governor took him to
his castle and tried to raise him, but the boy eventually escaped and
ran back to the forest. Later, numerous folk tales developed around his
character, depicting him as a "half fish, half human creature" who lived
in a nearby lake.
Kaspar Hauser (early 19th century), portrayed in the 1974 Werner Herzog film The Enigma of Kaspar Hauser (Jeder für sich und Gott gegen alle), who existed but whose account of his own early isolation may well have been a hoax.
Ramachandra (1970s and 1980s) – First reported in 1973 in the Indian state of Uttar Pradesh, at roughly 12 years old, and as living an amphibian
lifestyle in the Kuwano River. He was rescued in 1979 and taken to a
nearby village. He only partly adapted to a conventional lifestyle,
still preferring raw food, walking with an awkward gait, and spending
most of his time alone in nearby rivers and streams. He died in 1982
after approaching a woman who was frightened by him, and who badly
scalded Ramachandra with boiling water. Historian Mike Dash
speculates that Ramachandra's uncharacteristically bold approach to the
woman was sparked by a burgeoning sexual attraction coupled with his
ignorance of cultural mores and taboos.
Cambodian jungle girl (2007) – Alleged to be Rochom P'ngieng, who lived 19 years in the Cambodian jungle. Other sources questioned these claims. In August 2016, after immigration officials spent two weeks reviewing the case, the woman left Cambodia with her family and returned to Vietnam. Vietnamese media reported that her birth father discovered her through photographs on Facebook.
The woman never learned to speak while living with her adoptive family
in Cambodia, and according to her Vietnamese birth family, she has been
that way since birth.
Name Unknown, Uzbekistan (2007) – A teenage boy found acting like a wild animal and snarling in the mountains of Samarkand after being reported missing in 1998.
Ng Chhaidy, Theiva near Saiha, Mizoram,
India (2012) – She went missing in a jungle aged four, returning 38
years later. When she was first seen, she was naked, long-haired, and
with long fingernails, which caused her to be seen as a "wild woman".
Alleged cases of feral children
Raised by pumas
Vicente Caucau (1948) – Chilean boy found in a savage state at age 12, allegedly raised by pumas.
Raised with sheep
The historian Herodotus wrote that Egyptian pharaohPsammetichus I (Psamtik) sought to discover the origin of language
by conducting an experiment with two children. Allegedly, he gave two
newborn babies to a shepherd, with the instructions that no one should
speak to them, but that the shepherd should feed and care for them while
listening to determine their first words. The hypothesis was that the
first word would be uttered in the root language of all people. When one
of the children cried “bekos” (a sound quite similar to the bleating of sheep) with outstretched arms the shepherd concluded that the word was Phrygian
because that was the sound of the Phrygian word for bread. Thus, they
concluded that the Phrygians were an older people than the Egyptians.
Other alleged cases
The Lobo Wolf Girl of Devil's River (1845) – A figure in Texas folklore, was captured in 1846, but escaped. She was last spotted at age 17 in 1852.
Raised in confinement
Isabelle
(1938) was almost seven years old when she was discovered. She had
spent the first years of her life isolated in a dark room with her
deaf-mute mother as her only contact. Only seven months later, she had
learned a vocabulary of around 1,500 to 2,000 words. She is reported to
have acquired normal linguistic abilities.
Anna (1938) was six years old when she was found, having been kept in a dark room for most of her life. She was born in March 1932 in Pennsylvania,
United States. She was her mother's second illegitimate child. Her
mother had tried to give Anna up for several months but no agency was
willing to take the financial burden, as this was during the Great Depression.
Anna was kept in a store room at least until she was five and half, out
of the way of her disapproving grandfather, who was infuriated by her
presence. Her mother also resented her, considering her troublesome. She
was tied to a broken chair which was too small for her, and is believed
to have also been tied to a cot for long periods of time. She was
mostly fed milk and was never bathed, trained, or caressed by anyone.
When she was found, she was suffering from malnutrition as well as muscle atrophy.
She was immobile, expressionless, and indifferent to everything. She
was believed to be deaf as she did not respond to others (later it was
found that her deafness was functional rather than physical). She could
not talk, walk, feed herself, or do anything that showed signs of
cognition. Once she was taken away and placed in a foster home, she
showed signs of improvement. At the age of nine she began to develop
speech. She had started to conform to social norms and was able to feed
herself, though only using a spoon. Her teachers described her as having
a pleasant disposition. Anna died in August 1942 of hemorrhagic jaundice.
Genie,
discovered 1970 in Los Angeles. Confined to one room without external
stimulation of any kind, strapped to a child's toilet and restrained in a
makeshift harness for up to 13 hours per day. It was also theorized that Genie's father would beat her with a wooden plank kept in the room if Genie vocalized at all. This abuse continued for approximately 13 years and 6 months. Attempts were made to teach Genie language, but results were limited.
Genie's living situation was mostly unstable, often moving between
hospitals, foster homes and even an unsuccessful stay with her own
mother. As of 2016, Genie is a ward of the state of California.
Sujit Kumar (1979), named the "Chicken Boy of Fiji" by the media,
was born with cerebral palsy and epilepsy. Sujit's mother committed
suicide when he was a toddler and his father left him confined under the
house to live with the chickens. Sujit was rescued while still a boy
and committed to the Samabula Old People's Home where he was confined to
his room and tied to his bed. He could not speak and his only
verbalisation was clucking; his only interaction with people consisted
of outbursts. Sujit remained at the old people's home for 20 years until
he was found by Elizabeth Clayton, a wealthy Australian businesswoman
who founded the Happy Home Trust to care for Sujit and other at-risk
Fijian children. Sujit's behaviour has improved, but it is assumed that
he will never learn to speak, and he remains profoundly disabled.
Danielle Crockett, Plant City, Florida,
United States (2007–2008), had been locked in her room and deprived of
any human interaction for the first 7 years of her life, causing a
variety of severe developmental delays. She was found and adopted and is
currently undergoing efforts to acclimate her to human conditioning
including learning English and effective communication. As of 2017, Dani
now lives in a group home but was unable to learn how to speak.
Vanya Yudin, ("Russian bird boy"), Russia, (2008), a seven-year-old
boy was found who spent his entire life living in a tiny two bedroom
apartment surrounded by birds. His mother never spoke to him and treated
him as a pet, and when found he was unable to communicate except for
chirping and flapping his arms like wings.
Natasha, Chita, Zabaykalsky Krai,
Russia (2009), a five-year-old girl who spent her entire life locked in
a room with cats and dogs, and no heat, water, or sewage system.
When she was found, she could not speak, would jump at the door and
bark as caretakers left, and had "clear attributes of an animal".
Sasha T., Russia (2012), a two-year-old boy who was kept in a room with goats
his entire life by his mother. Having spent all his time in a room with
goats and without human contact, he had not learned how to speak, and
weighed only about two-thirds as much as a typical child his age when he
was discovered by Russian social workers.
Hoaxes
Following the 2008 disclosure by Belgian newspaper Le Soir that the bestselling book Misha: A Mémoire of the Holocaust Years and movie Survivre avec les loups (“Surviving with Wolves”) was a media hoax,
the French media debated the credulity with which numerous cases of
feral children have been unquestioningly accepted. Although there are
numerous books on these children, almost none of them have been based on
archives; the authors instead have used dubious second- or third-hand
printed information. According to the French surgeon Serge Aroles, who wrote a general study of feral children based on archives (L'Enigme des Enfants-loups or The Enigma of Wolf-children, 2007), many alleged cases are totally fictitious stories:
The teenager of Kronstadt (1781) – According to the Hungarian document published by Serge Aroles, this case is a hoax: the boy, mentally handicapped, had a goitre and was exhibited for money.
Syrian Gazelle Boy (1946) – A boy aged around 10 was reported to have been found in the midst of a herd of gazelles in the Syrian desert in the 1950s, and was only rescued with the help of an Iraqi army jeep, because he could run at speeds of up to 50 km/h. However, it was a hoax, as are the other gazelle-boy cases.
Amala and Kamala – Claimed to have been found in 1920 by missionaries near Midnapore, Calcutta region, India, later proved to be a hoax to gain charity for Rev. Singh's orphanage. Scholars from Japan and France
launched a new inquiry about Amala and Kamala, and validated the
discoveries and conclusions done by Serge Aroles 20 years before: the
story was a hoax.
Ramu, Lucknow, India, (1954) – A girl taken by a wolf as a baby, and raised in the jungle until the age of seven. Aroles made inquiries on the scene and classifies this as another hoax.
The bear-girl of Krupina, Slovakia (1767) – Serge Aroles found no traces of her in the Krupina archives.
Roman legend has it that Romulus and Remus, twin sons of Rhea Silvia and Mars, were suckled by a she-wolf. Rhea Silvia was a priestess, and when it was found that she had been pregnant and had children, King Amulius,
who had usurped his brother's throne, ordered her to be buried alive
and for the children to be killed. The servant who was given the order
set them in a basket on the Tiber river instead, and the children were taken by Tiberinus,
the river god, to the shore where a she-wolf found them and raised them
until they were discovered as toddlers by a shepherd named Faustulus. He and his wife Acca Larentia,
who had always wanted a child but never had one, raised the twins, who
would later feature prominently in the events leading up to the founding
of Rome (named after Romulus, who eventually killed Remus in a fight over whether the city should be founded on the Palatine Hill or the Aventine Hill).
Legendary and fictional children are often depicted as growing up with relatively normal human intelligence and skills and an innate sense of culture or civilization, coupled with a healthy dose of survival instincts.
Their integration into human society is made to seem relatively easy.
One notable exception is Mowgli, for whom living with humans proved to
be extremely difficult.
The book Knowledge of Angels involves a feral girl found on a fictional island based upon Mallorca.
She is the subject of an experiment to see if the knowledge of God is
learned or innate. Placed in a convent, while she is there the nuns are
instructed not to teach her about God or even mention him in front of
her. This is to see whether an atheist who washed up there should be
condemned or not.
The 2006 novel "Magic Hour" by Kristin Hannah is about a six-year-old feral child living during her formative years inside a cave in the Olympic National Forest.
The girl wanders one day into the fictional small town of Rain Valley,
Washington, searching for food and carrying her pet wolf pup and unable
to speak. The police chief calls in her psychiatrist sister to teach the
girl how to speak and to find the girl's family.
The autism spectrum encompasses a range of neurodevelopmental conditions, including autism and Asperger syndrome, generally known as autism spectrum disorders
(ASD). Individuals on the autistic spectrum experience difficulties
with social communication and interaction and also exhibit restricted,
repetitive patterns of behavior, interests, or activities. Symptoms are
typically recognized between one and two years of age.
Long-term problems may include difficulties in performing daily tasks,
creating and keeping relationships, and maintaining a job.
The cause of autism spectrum conditions is uncertain. Risk factors include having an older parent, a family history of autism, and certain genetic conditions. It is estimated that between 64% and 91% of risk is due to family history. Diagnosis is based on symptoms. In 2013, the Statistical Manual of Mental Disorders version 5 (DSM-5) replaced the previous subgroups of autistic disorder, Asperger syndrome, pervasive developmental disorder not otherwise specified (PDD-NOS), and childhood disintegrative disorder with the single term "autism spectrum disorder".
Treatment efforts are generally individualized and can include behavioural therapy and the teaching of coping skills. Medications may be used to try to help improve symptoms. Evidence to support the use of medications, however, is not very strong.
Autism spectrum is estimated to affect about 1% of people (62.2 million globally) as of 2015. In the United States it is estimated to affect more than 2% of children (about 1.5 million) as of 2016. Males are diagnosed four times more often than females. The term "spectrum" refers to the variation in the type and severity of symptoms.
Those in the mild range may function independently, while those with
moderate to severe symptoms may require substantial support in their
daily lives.
Classification
DSM-IV diagnoses that fall under the umbrella of autism spectrum disorder in DSM-V
Autism forms the core of the autism spectrum disorders. Asperger syndrome is closest to autism in signs and likely causes; unlike autism, people with Asperger syndrome have no significant delay in language development or cognitive development, according to the older DSM-IV criteria. PDD-NOS is diagnosed when the criteria are not met for a more specific disorder. Some sources also include Rett syndrome and childhood disintegrative disorder,
which share several signs with autism but may have unrelated causes;
other sources differentiate them from ASD, but group all of the above
conditions into the pervasive developmental disorders.
Autism, Asperger syndrome, and PDD-NOS are sometimes called the autistic disorders instead of ASD, whereas autism itself is often called autistic disorder, childhood autism, or infantile autism. Although the older term pervasive developmental disorder and the newer term autism spectrum disorder largely or entirely overlap, the earlier was intended to describe a specific set of diagnostic labels, whereas the latter refers to a postulated spectrum disorder linking various conditions. ASD is a subset of the broader autism phenotype (BAP), which describes individuals who may not have ASD but do have autistic-like traits, such as avoiding eye contact.
A revision to autism spectrum disorder (ASD) was presented in the Diagnostic and Statistical Manual of Mental Disorders version 5 (DSM-5), released May 2013. The new diagnosis encompasses previous diagnoses of autistic disorder, Asperger syndrome, childhood disintegrative disorder, and PDD-NOS.
Compared with the DSM-IV diagnosis of autistic disorder, the DSM-5
diagnosis of ASD no longer includes communication as a separate
criterion, and has merged social interaction and communication into one
category. Slightly different diagnostic definitions are used in other countries. For example, the ICD-10 is the most commonly-used diagnostic manual in the UK and European Union.
Rather than categorizing these diagnoses, the DSM-5 has adopted a
dimensional approach to diagnosing disorders that fall underneath the
autism spectrum umbrella. Some have proposed that individuals on the
autism spectrum may be better represented as a single diagnostic
category. Within this category, the DSM-5 has proposed a framework of
differentiating each individual by dimensions of severity, as well as
associated features (i.e., known genetic disorders, and intellectual
disability).
Another change to the DSM includes collapsing social and
communication deficits into one domain. Thus, an individual with an ASD
diagnosis will be described in terms of severity of social communication
symptoms, severity of fixated or restricted behaviors or interests,
hyper- or hyposensitivity to sensory stimuli, and associated features.
The restricting of onset age has also been loosened from 3 years of age
to "early developmental period", with a note that symptoms may manifest
later when social demands exceed capabilities.
Signs and symptoms
Autism
spectrum disorder (ASD) is characterized by persistent challenges with
social communication and social interaction, and by the presence of
restricted, repetitive patterns of behavior, interests, or activities. These symptoms begin in early childhood, and can impact function. There is also a unique disorder called savant syndrome that can co-occur with autism. As many as one in 10 children with autism and savant syndrome can have outstanding skills in music, art, and mathematics. Self-injurious behavior (SIB) is more common and has been found to correlate with intellectual disability. Approximately 50% of those with ASD take part in some type of SIB (head-banging, self-biting).
Other characteristics of ASD include restricted and repetitive
behaviors (RRBs). These include a range of gestures and behaviors as
defined in the Diagnostic and Statistic Manual for Mental Disorders.
Asperger syndrome was distinguished from autism in the DSM-IV by the lack of delay or deviance in early language development. Additionally, individuals diagnosed with Asperger syndrome did not have significant cognitive delays. PDD-NOS
was considered "subthreshold autism" and "atypical autism" because it
was often characterized by milder symptoms of autism or symptoms in only
one domain (such as social difficulties).
The DSM-5 eliminated the four separate diagnoses: Asperger Syndrome,
Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS),
Childhood Disintegrative Disorder, and Autistic Disorder and combined
them under the diagnosis of Autism Spectrum Disorder.
Developmental course
Most parents report that the onset of autism symptoms occur within the first year of life.
There are two possible developmental courses of autism spectrum
disorder. One course of development is more gradual in nature, in which
parents report concerns in development over the first two years of life
and diagnosis is made around 3–4 years of age. Some of the early signs
of ASDs in this course include decreased looking at faces, failure to
turn when name is called, failure to show interests by showing or
pointing, and delayed imaginative play.
A second course of development is characterized by normal or
near-normal development in the first 15 months to 3 years before onset
of regression or loss of skills. Regression may occur in a variety of
domains, including communication, social, cognitive, and self-help
skills; however, the most common regression is loss of language.
Childhood disintegrative disorder, a DSM-IV diagnosis now included
under ASD in DSM-V, is characterized by regression after normal
development in the first 3 to 4 years of life.
There continues to be a debate over the differential outcomes
based on these two developmental courses. Some studies suggest that
regression is associated with poorer outcomes and others report no
differences between those with early gradual onset and those who
experience a regression period.
While there is conflicting evidence surrounding language outcomes in
ASD, some studies have shown that cognitive and language abilities at
age 21⁄2 may help predict language proficiency and production after age 5. Overall, the literature stresses the importance of early intervention in achieving positive longitudinal outcomes.
Social skills
Impairments
in social skills present many challenges for individuals with ASD.
Deficits in social skills may lead to problems with friendships,
romantic relationships, daily living, and vocational success.
One study that examined the outcomes of adults with ASD found that,
compared to the general population, those with ASD were less likely to
be married, but it is unclear whether this outcome was due to deficits
in social skills or intellectual impairment.
Prior to 2013, deficits in social function and communication were considered two separate symptoms of autism.
The current criteria for Autism diagnosis require individuals to have
deficits in three social skills: social-emotional reciprocity, nonverbal
communication, and developing and sustaining relationships.
Some of the symptoms related to social reciprocity include:
Lack of mutual sharing of interests: many children with autism prefer not to play or interact with others.
Lack of awareness or understanding of other people's thoughts or
feelings: a child may get too close to peers without noticing that this
makes them uncomfortable.
Atypical behaviors for attention: a child may push a peer to gain attention before starting a conversation.
People with autism spectrum usually display atypical nonverbal behaviors:
Poor eye contact: a child with autism may fail to make eye
contact when called by name, or they may avoid making eye contact with
an observer. Aversion of gaze can also be seen in anxiety disorders,
however poor eye contact in autistic children is not due to shyness or
anxiety; rather, it is overall diminished in quantity.
Facial expressions: they often don't know how to recognize emotions
from others' facial expressions, or they may not respond with the
appropriate facial expressions.
Unusual speech: at least half of children with autism speak in a
flat, monotone voice or they may not recognize the need to control the
volume of their voice in different social settings. For example, they
may speak loudly in libraries or movie theaters.
Communication skills
Communication deficits are due to problems with social-emotional skills like joint attention and social reciprocity.
Difficulties with nonverbal communication skills such as poor eye
contact, and impaired use of proper facial expressions and gestures are
common.
Some of the linguistic behaviors in individuals with autism include
repetitive or rigid language, and restricted interests in conversation.
For example, a child might repeat words or insist on always talking
about the same subject.
ASD can present with impairments in pragmatic communication skills,
such as difficulty initiating a conversation or failure to consider the
interests of the listener to sustain a conversation. Language impairment is also common in children with autism, but it is not necessary for the diagnosis.
Many children with ASD develop language skills at an uneven pace where
they easily acquire some aspects of communication, while never fully
developing others. In some cases, individuals remain completely nonverbal throughout their lives, although the accompanying levels of literacy and nonverbal communication skills vary.
They may not pick up on body language or social cues such as eye
contact and facial expressions if they provide more information than the
person can process at that time. Similarly, they have trouble
recognizing subtle expressions of emotion and identifying what various
emotions mean for the conversation. They struggle with understanding the
context and subtext of conversational or printed situations, and have
trouble forming resulting conclusions about the content. This also
results in a lack of social awareness and atypical language expression.
How emotional processing and facial expressions differ between those
on the autism spectrum and others is not clear, but emotions are
processed differently between different partners.
It is also common for individuals with ASD to communicate strong
interest in a specific topic, speaking in lesson-like monologues about
their passion instead of enabling reciprocal communication with whomever
they are speaking to.
What looks like self-involvement or indifference toward others stems
from a struggle to recognize or remember that other people have their
own personalities, perspectives, and interests. The ability to be focused in on one topic in communication is known as monotropism, and can be compared to "tunnel vision" in the mind for those individuals with ASD.
Language expression by those on the autism spectrum is often
characterized by repetitive and rigid language. Often children with ASD
repeat certain words, numbers, or phrases during an interaction, words
unrelated to the topic of conversation. They can also exhibit a
condition called echolalia in which they respond to a question by repeating the inquiry instead of answering.
Behavioral characteristics
Autism
spectrum disorders include a wide variety of characteristics. Some of
these include behavioral characteristics which widely range from slow
development of social and learning skills to difficulties creating
connections with other people. They may develop these difficulties of
creating connections due to anxiety or depression, which people with
autism are more likely to experience, and as a result isolate
themselves.
Other behavioral characteristics include abnormal responses to
sensations including sights, sounds, touch, and smell, and problems
keeping a consistent speech rhythm. The latter problem influences an
individual's social skills, leading to potential problems in how they
are understood by communication partners. Behavioral characteristics
displayed by those with autism spectrum disorder typically influence
development, language, and social competence. Behavioral characteristics
of those with autism spectrum disorder can be observed as perceptual
disturbances, disturbances of development rate, relating, speech and
language, and motility.
The second core symptom of Autism spectrum is a pattern of
restricted and repetitive behaviors, activities, and interests. In order
to be diagnosed with ASD, a child must have at least two of the
following behaviors:
Stereotyped behaviors– Most children with autism perform
repetitive behaviors such as rocking, hand flapping, finger flicking,
head banging, or repeating phrases or sounds. These behaviors may occur constantly or only when the child gets stressed, anxious or upset.
Resistance to change– Children with autism spectrum also tend to
have routines and rituals that they must follow, like eating certain
foods in a specific order, or taking the same path to school every day. The child may have a meltdown if there is any change or disruption to his routine.
Restricted interests– Children may become excessively interested in a
particular thing or topic, and devote all their attention to it. For
example, young children might completely focus on things that spin and
ignore everything else. Older children might try to learn everything
about a single topic, such as the weather or sports, and talk about it
constantly.
Sensory Processing Disorder– Many people with Autism have difficulty
processing complex combinations of emotional and sensory stimuli. Their
inability to process this information in a timely manner produces an
information pile up which will trigger a stress reaction. They must be
able to escape the environment causing this information pile up or their
stress reaction may escalate to a severe anxiety reaction or panic
attack. This will ultimately result in an autistic meltdown.
Oversensitivity– Many people with autism are overly sensitive to loud sounds, bright lights, strong smells, or being touched.
Self-injury
Self-injurious behaviors (SIB) are common in ASD and include head-banging, self-cutting, self-biting, and hair-pulling. These behaviors can result in serious injury or death. Following are theories about the cause of self-injurious behavior in autistic individuals:
Frequency and/or continuation of self-injurious behavior can be
influenced by environmental factors e.g. reward in return for halting
self-injurious behavior. However this theory is not applicable to
younger children with autism. There is some evidence that frequency of
self-injurious behavior can be reduced by removing or modifying
environmental factors that reinforce this behavior.
Higher rates of self-injury are also noted in socially isolated individuals with autism
Self-injury could be a response to modulate pain perception when
chronic pain or other health problems that cause pain are present
An abnormal basal ganglia connectivity may predispose to self-injurious behavior
Causes
While specific causes of autism spectrum disorders have yet to be
found, many risk factors identified in the research literature may
contribute to their development. These risk factors include genetics,
prenatal and perinatal factors, neuroanatomical abnormalities, and
environmental factors. It is possible to identify general risk factors,
but much more difficult to pinpoint specific factors. Given the current
state of knowledge, prediction can only be of a global nature and
therefore requires the use of general markers.
Genetics
Hundreds
of different genes are implicated in susceptibility to developing
autism, most of which alter the brain structure in a similar way
As of 2018, it appeared that somewhere between 74% and 93% of ASD risk is heritable. After an older child is diagnosed with ASD, 7–20% of subsequent children are likely to be as well.
If parents have a child with ASD they have a 2% to 8% chance of having a
second child with ASD. If the child with ASD is an identical twin the
other will be affected 36 to 95 percent of the time. If they are
fraternal twins the other will only be affected up to 31 percent of the
time.
As of 2018, understanding of genetic risk factors had shifted
from a focus on a few alleles, to an understanding that genetic
involvement in ASD is probably diffuse, depending on a large number of
variants, some of which are common and have a small effect, and some of
which are rare and have a large effect. The most common gene disrupted
with large effect rare variants appeared to be CHD8, but less than 0.5% of people with ASD have such a mutation. Some ASD is associated with clearly genetic conditions, like fragile X syndrome; however only around 2% of people with ASD have fragile X.
Current research suggests that genes that increase susceptibility
to ASD are ones that control protein synthesis in neuronal cells in
response to cell needs, activity and adhesion of neuronal cells, synapse
formation and remodeling, and excitatory to inhibitory neurotransmitter
balance. Therefore despite up to 1000 different genes thought to
contribute to increased risk of ASD, all of them eventually affect
normal neural development and connectivity between different functional
areas of the brain in a similar manner that is characteristic of an ASD
brain. Some of these genes are knows to modulate production of the GABA
neurotransmitter which is the main inhibitory neurotransmitter in the
nervous system. These GABA-related genes are underexpressed in an ASD
brain. On the other hand, genes controlling expression of glial and
immune cells in the brain e.g. astrocytes and microglia, respectively,
are overexpressed which correlates with increased number of glial and
immune cells found in postmortem ASD brains. Some genes under
investigation in ASD pathophysiology are those that affect the mTOR signaling pathway which supports cell growth and survival.
All these genetic variants contribute to the development of the
autistic spectrum, however, it can not be guaranteed that they are
determinants for the development.
Early life
Several
prenatal and perinatal complications have been reported as possible
risk factors for autism. These risk factors include maternal gestational diabetes, maternal and paternal age over 30, bleeding after first trimester, use of prescription medication (e.g. valproate) during pregnancy, and meconium in the amniotic fluid.
While research is not conclusive on the relation of these factors to
autism, each of these factors has been identified more frequently in
children with autism, compared to their siblings who do not have autism,
and other typically developing youth. While it is unclear if any single factors during the prenatal phase affect the risk of autism, complications during pregnancy may be a risk.
Low vitamin D levels in early development has been hypothesized as a risk factor for autism.
Disproven vaccine hypothesis
In 1998 Andrew Wakefield led a fraudulent study that suggested that the MMR vaccine may cause autism. This conjecture suggested that autism results from brain damage caused either by the MMR vaccine itself, or by thimerosal, a vaccine preservative.
No convincing scientific evidence supports these claims, and further
evidence continues to refute them, including the observation that the
rate of autism continues to climb despite elimination of thimerosal from
routine childhood vaccines.
A 2014 meta-analysis examined ten major studies on autism and vaccines
involving 1.25 million children worldwide; it concluded that neither the
MMR vaccine, which has never contained thimerosal, nor the vaccine components thimerosal or mercury, lead to the development of ASDs.
Pathophysiology
In general, neuroanatomical studies support the concept that autism
may involve a combination of brain enlargement in some areas and
reduction in others.
These studies suggest that autism may be caused by abnormal neuronal
growth and pruning during the early stages of prenatal and postnatal
brain development, leaving some areas of the brain with too many neurons
and other areas with too few neurons.
Some research has reported an overall brain enlargement in autism,
while others suggest abnormalities in several areas of the brain,
including the frontal lobe, the mirror neuron system, the limbic system,
the temporal lobe, and the corpus callosum.
In functional neuroimaging studies, when performing theory of mind and facial emotion response tasks, the median person on the autism spectrum exhibits less activation in the primary and secondary somatosensory cortices of the brain than the median member of a properly sampled control population. This finding coincides with reports demonstrating abnormal patterns of cortical thickness and grey matter volume in those regions of autistic persons' brains.
Brain connectivity
Brains
of autistic individuals have been observed to have abnormal
connectivity and the degree of these abnormalities directly correlates
with the severity of autism. Following are some observed abnormal
connectivity patterns in autistic individuals:
Decreased connectivity between different specialized regions of the brain (e.g. lower neuron density in corpus callosum) and relative overconnectivity within
specialized regions of the brain by adulthood. Connectivity between
different regions of the brain ('long-range' connectivity) is important
for integration and global processing of information and comparing
incoming sensory information with the existing model of the world within
the brain. Connections within each specialized regions ('short-range'
connections) are important for processing individual details and
modifying the existing model of the world within the brain to more
closely reflect incoming sensory information. In infancy, children at
high risk for autism that were later diagnosed with autism were observed
to have abnormally high long-range connectivity which then decreased
through childhood to eventual long-range underconnectivity by adulthood.
Abnormal preferential processing of information by the left
hemisphere of the brain vs. preferential processing of information by
right hemisphere in neurotypical individuals. The left hemisphere is
associated with processing information related to details whereas the
right hemisphere is associated with processing information in a more
global and integrated sense that is essential for pattern recognition.
For example, visual information like face recognition is normally
processed by the right hemisphere which tends to integrate all
information from an incoming sensory signal, whereas an ASD brain
preferentially processes visual information in the left hemisphere where
information tends to be processed for local details of the face rather
than the overall configuration of the face. This left lateralization negatively impacts both facial recognition and spatial skills.
Increased functional connectivity within the left hemisphere which
directly correlates with severity of autism. This observation also
supports preferential processing of details of individual components of
sensory information over global processing of sensory information in an
ASD brain.
Prominent abnormal connectivity in the frontal and occipital
regions. In autistic individuals low connectivity in the frontal cortex
was observed from infancy through adulthood. This is in contrast to
long-range connectivity which is high in infancy and low in adulthood in
ASD. Abnormal neural organization is also observed in the Broca's area which is important for speech production.
Neuropathology
Listed
below are some characteristic findings in ASD brains on molecular and
cellular levels regardless of the specific genetic variation or mutation
contributing to autism in a particular individual:
Limbic system
with smaller neurons that are more densely packed together. Given that
the limbic system is the main center of emotions and memory in the human
brain, this observation may explain social impairment in ASD.
Fewer and smaller Purkinje neurons in the cerebellum. New research suggest a role of the cerebellum in emotional processing and language.
Increased number of astrocytes and microglia
in the cerebral cortex. These cells provide metabolic and functional
support to neurons and act as immune cells in the nervous system,
respectively.
Increased brain size in early childhood causing macrocephaly in
15–20% of ASD individuals. The brain size however normalizes by
mid-childhood. This variation in brain size in not uniform in the ASD
brain with some parts like the frontal and temporal lobes being larger,
some like the parietal and occipital lobes being normal sized, and some
like cerebellar vermis, corpus callosum, and basal ganglia being smaller
than neurotypical individuals.
Cell-adhesion molecules (CAMs) that are essential to formation and maintenance of connections between neurons, neuroligins found on postsynaptic neurons that bind presynaptic CAMs, and proteins that anchor CAMs to neurons are all found to be mutated in ASD.
Gut-immune-brain axis
Role of gut-immune-brain axis in autism; BBB – blood brain barrier
Up to 70% of autistic individuals have GI related problems like reflux, diarrhea, constipation, inflammatory bowel disease,
and food allergies. The severity of GI symptoms is directly
proportional to the severity of autism. It has also been shown that the
makeup of gut bacteria in ASD patients is different than that of
neurotypical individuals. This has raised the question of influence of
gut bacteria on ASD development via inducing an inflammatory state.
Listed below are some research findings on the influence of gut bacteria and abnormal immune responses on brain development:
Some studies on rodents have shown gut bacteria influencing
emotional functions and neurotransmitter balance in the brain, both of
which are impacted in ASD.
The immune system is thought to be the intermediary that modulates
the influence of gut bacteria on the brain. Some ASD individuals have a
dysfunctional immune system with higher numbers of some types of immune
cells, biochemical messengers and modulators, and autoimmune antibodies. Increased inflammatory biomarkers
correlate with increased severity of ASD symptoms and there is evidence
to support a state of chronic brain inflammation in ASD.
More pronounced inflammatory responses to bacteria were found in ASD individuals with an abnormal gut microbiota. Additionally IgA
antibodies that are central to gut immunity were also found in elevated
levels in ASD populations. Some of these antibodies may also attack proteins that support myelination of the brain, a process that is important for robust transmission of neural signal in many nerves.
Activation of the maternalimmune system during pregnancy (by gut bacteria, bacterial toxins, an infection, or non-infectious causes) and gut bacteria in the mother that induce increased levels of Th17, a proinflammatory immune cell, have been associated with an increased risk of autism. Some maternal IgG
antibodies that cross the placenta to provide passive immunity to the
fetus can also attack the fetal brain. One study found that 12% of
mothers of autistic children have IgG that are active against the fetal
brain.
Inflammation within the gut itself does not directly affect brain
development. Rather it is the inflammation within the brain promoted by
inflammatory responses to harmful gut microbiome that impact brain
development.
Proinflammatory biomessengers IFN-γ, IFN-α, TNF-α, IL-6 and IL-17 have been shown to promote autistic behaviors in animal models. Giving anti-IL-6 and anti-IL-17 along with IL-6 and IL-17, respectively, have been shown to negate this effect in the same animal models.
Some gut proteins and microbial products can cross the blood-brain barrier (BBB) and activate mast cells
in the brain. Mast cells release proinflammatory factors and histamine
which further increase BBB permeability and help set up a cycle of
chronic inflammation.
Mirror neuron system
The mirror neuron system (MNS) consists of a network of brain areas that have been associated with empathy processes in humans. In humans, the MNS has been identified in the inferior frontal gyrus (IFG) and the inferior parietal lobule (IPL) and is thought to be activated during imitation or observation of behaviors.
The connection between mirror neuron dysfunction and autism is
tentative, and it remains to be seen how mirror neurons may be related
to many of the important characteristics of autism.
"Social brain" interconnectivity
A
number of discrete brain regions and networks among regions that are
involved in dealing with other people have been discussed together under
the rubric of the "social brain". As of 2012, there is a consensus that
autism spectrum is likely related to problems with interconnectivity
among these regions and networks, rather than problems with any specific
region or network.
Temporal lobe
Functions of the temporal lobe are related to many of the deficits observed in individuals with ASDs, such as receptive language, social cognition, joint attention, action observation, and empathy. The temporal lobe also contains the superior temporal sulcus (STS) and the fusiform face area
(FFA), which may mediate facial processing. It has been argued that
dysfunction in the STS underlies the social deficits that characterize
autism. Compared to typically developing individuals, one fMRI study
found that individuals with high-functioning autism had reduced activity in the FFA when viewing pictures of faces.
Mitochondria
ASD could be linked to mitochondrial disease (MD), a basic cellular abnormality with the potential to cause disturbances in a wide range of body systems. A 2012 meta-analysis
study, as well as other population studies have shown that
approximately 5% of children with ASD meet the criteria for classical
MD. It is unclear why the MD occurs considering that only 23% of children with both ASD and MD present with mitochondrial DNA (mtDNA) abnormalities.
Serotonin
Serotonin
is a major neurotransmitter in the nervous system and contributes to
formation of new neurons (neurogenesis), formation of new connections
between neurons (synaptogenesis), remodeling of synapses, and survival
and migration of neurons, processes that are necessary for a developing
brain and some also necessary for learning in the adult brain. 45% of
ASD individuals have been found to have increased blood serotonin
levels. It has been hypothesized that increased activity of serotonin
in the developing brain may facilitate the onset of autism spectrum
disorder, with an association found in six out of eight studies between
the use of selective serotonin reuptake inhibitors
(SSRIs) by the pregnant mother and the development of ASD in the child
exposed to SSRI in the antenatal environment. The study could not
definitively conclude SSRIs caused the increased risk for ASDs due to
the biases found in those studies, and the authors called for more
definitive, better conducted studies. Confounding by indication has since then been shown to be likely.
However, it is also hypothesized that SSRIs may help reduce symptoms of
ASD and even positively affect brain development in some ASD patients.
Diagnosis
Process
for screening and diagnosing Autism Spectrum Disorder; ASD – Autism
Spectrum Disorder; M-CHAT – Modified Checklist for Autism in Toddlers;
(+) – positive test result; (-) – negative test result
ASD can be detected as early as 18 months or even younger in some cases.
A reliable diagnosis can usually be made by the age of two years,
however, because of delays in seeking and administering assessments,
diagnoses often occur much later.
The diverse expressions of ASD behavioral and observational symptoms
and absence of one specific genetic or molecular marker for the disease
pose diagnostic challenges to clinicians who use assessment methods
based on symptoms alone. Individuals with an ASD may present at various
times of development (e.g., toddler, child, or adolescent), and symptom
expression may vary over the course of development.
Furthermore, clinicians who use those methods must differentiate among
pervasive developmental disorders, and may also consider similar
conditions, including intellectual disability not associated with a pervasive developmental disorder, specific language disorders, ADHD, anxiety, and psychotic disorders.
Ideally the diagnosis of ASD should be given by a team of professionals
from different disciplines (e.g. child psychiatrists, child
neurologists, psychologists) and only after the child has been observed
in many different settings.
Considering the unique challenges in diagnosing ASD using
behavioral and observational assessment, specific practice parameters
for its assessment were published by the American Academy of Neurology in the year 2000, the American Academy of Child and Adolescent Psychiatry in 1999, and a consensus panel with representation from various professional societies in 1999.
The practice parameters outlined by these societies include an initial
screening of children by general practitioners (i.e., "Level 1
screening") and for children who fail the initial screening, a
comprehensive diagnostic assessment by experienced clinicians (i.e.
"Level 2 evaluation"). Furthermore, it has been suggested that
assessments of children with suspected ASD be evaluated within a
developmental framework, include multiple informants (e.g., parents and
teachers) from diverse contexts (e.g., home and school), and employ a
multidisciplinary team of professionals (e.g., clinical psychologists,
neuropsychologists, and psychiatrists).
As of 2019, psychologists would wait until a child showed initial
evidence of ASD tendencies, then administer various psychological
assessment tools to assess for ASD.
Among these measurements, the Autism Diagnostic Interview-Revised
(ADI-R) and the Autism Diagnostic Observation Schedule (ADOS) are
considered the "gold standards" for assessing autistic children.
The ADI-R is a semi-structured parent interview that probes for
symptoms of autism by evaluating a child's current behavior and
developmental history. The ADOS is a semistructured interactive
evaluation of ASD symptoms that is used to measure social and
communication abilities by eliciting several opportunities (or
"presses") for spontaneous behaviors (e.g., eye contact) in standardized
context. Various other questionnaires (e.g., The Childhood Autism Rating Scale, Autism Treatment Evaluation Checklist)
and tests of cognitive functioning (e.g., The Peabody Picture
Vocabulary Test) are typically included in an ASD assessment battery.
Screening
Screening recommendations for autism in children younger than 3 years are:
US Preventive Services Task Force (USPSTF) does not recommend
universal screen of young children for autism due to poor evidence of
benefits of this screening when parents and clinicians have no concerns
about ASD. The major concern is a false-positive diagnosis that would
burden a family with very time consuming and financially demanding
treatment interventions when it is not truly required. USPSTF also did
not find any robust studies showing effectiveness of behavioral
therapies in reducing ASD symptom severity
American Academy of Pediatrics recommends ASD screening of all children between the ages if 18 and 24 months.
The AAP also recommends that children who screen positive for ASD be
referred to ASD treatment services without waiting for a comprehensive
diagnostic workup.
The American Academy of Family Physicians did not find sufficient evidence of benefit of universal early screening for ASD
The American Academy of Neurology and Child Neurology Society
recommends general routine screening for delayed or abnormal development
in children followed by screening for ASD only if indicated by the
general developmental screening
Thee American Academy of Child and Adolescent Psychiatry recommend routinely screening autism symptoms in young children
The UK National Screening Committee does not recommend universal ASD
screening in young children. Their main concerns includes higher
chances of misdiagnosis at younger ages and lack of evidence of
effectiveness of early interventions
Misdiagnosis
There
is a concern about significant levels of misdiagnosis of autism in
neurodevelopmentally normal children. This is because 18–37% of children
diagnosed with ASD eventually lose their diagnosis and this high rate
of lost diagnosis cannot be accounted for by successful ASD treatment
alone. The common reasons parents understood as the cause of lost ASD
diagnosis were new information about child (73.5%), diagnosis given so
child could receive ASD treatment services (24.2%) to treat another
developmental disorder, ASD treatment success (21%), and incorrect
diagnosis (1.9%).
Many of the children who were later found not to meet ASD
diagnosis criteria then received diagnosis for another developmental
disorder like ADHD (most common), sensory disorders, anxiety,
personality disorder, or learning disability. Neurodevelopment and psychiatric disorders that are commonly misdiagnosed as ASD include specific language impairment, social communication disorder, anxiety disorder, reactive attachment disorder,
cognitive impairment, visual impairment, hearing impairment and normal
behavioral variations. Some normal behavioral variations that resemble
autistic traits are repetitive behaviors, sensitivity to change in daily
routines, focused interests, and toe-walking. These are considered
normal behavioral variations when they do not cause impaired function.
Boys are more likely to exhibit repetitive behaviors especially when
excited, tired, bored, or stressed. Some ways of distinguishing normal
behavioral variations from abnormal behaviors are the ability of the
child to suppress these behaviors and the absence of these behaviors
during sleep.
Listed below are some risk factors for ASD misdiagnosis:
Children diagnosed with PDD-NOS or a mild form of ASD which may be harder to distinguish from other developmental delays
Children diagnosed with ASD whose parents had no concerns about abnormal development in their child
Initial ASD diagnosis given by generalists (e.g. pediatricians,
family physicians etc.), mental health providers, and schools rather
than specialists in child neurodevelopmental disorders e.g. child
psychiatrists or child neurologists
Prognosis
Few
children who are correctly diagnosed with ASD are thought to lose this
diagnosis due to treatment or outgrowing their symptoms. Children with
poor treatment outcomes also tend to be ones that had moderate to severe
forms of ASD, whereas children who appear to have responded to
treatment are the ones with milder forms of ASD.
Comorbidity
Autism spectrum disorders tend to be highly comorbid with other disorders. Comorbidity
may increase with age and may worsen the course of youth with ASDs and
make intervention/treatment more difficult. Distinguishing between ASDs
and other diagnoses can be challenging, because the traits of ASDs often
overlap with symptoms of other disorders, and the characteristics of
ASDs make traditional diagnostic procedures difficult.
The most common medical condition occurring in individuals with autism spectrum disorders is seizure disorder or epilepsy, which occurs in 11–39% of individuals with ASD.
Tuberous sclerosis, an autosomal dominant
genetic condition in which non-malignant tumors grow in the brain and
on other vital organs, is present in 1–4% of individuals with ASDs.
Learning disabilities
are also highly comorbid in individuals with an ASD. Approximately
25–75% of individuals with an ASD also have some degree of a learning
disability.
Various anxiety disorders tend to co-occur with autism spectrum disorders, with overall comorbidity rates of 7–84%. Rates of comorbid depression in individuals with an ASD range from 4–58%. The relationship between ASD and schizophrenia
remains a controversial subject under continued investigation, and
recent meta-analyses have examined genetic, environmental, infectious,
and immune risk factors that may be shared between the two conditions.
Deficits in ASD are often linked to behavior problems, such as
difficulties following directions, being cooperative, and doing things
on other people's terms. Symptoms similar to those of attention deficit hyperactivity disorder (ADHD) can be part of an ASD diagnosis.
There is no known cure for autism, although those with Asperger syndrome and those who have autism and require little-to-no support are more likely to experience a lessening of symptoms over time. Several interventions can help children with Autism. The main goals of treatment are to lessen associated deficits and family distress, and to increase quality of life
and functional independence. In general, higher IQs are correlated with
greater responsiveness to treatment and improved treatment outcomes.
Although evidence-based interventions for autistic children vary in
their methods, many adopt a psychoeducational approach to enhancing
cognitive, communication, and social skills while minimizing problem
behaviors. It has been argued that no single treatment is best and
treatment is typically tailored to the child's needs.
Intensive, sustained special education programs and behavior therapy early in life can help children acquire self-care, social, and job skills. Available approaches include applied behavior analysis, developmental models, structured teaching, speech and language therapy, social skills therapy, and occupational therapy.
Among these approaches, interventions either treat autistic features
comprehensively, or focus treatment on a specific area of deficit.
Generally, when educating those with autism, specific tactics may be
used to effectively relay information to these individuals. Using as
much social interaction as possible is key in targeting the inhibition
autistic individuals experience concerning person-to-person contact.
Additionally, research has shown that employing semantic groupings,
which involves assigning words to typical conceptual categories, can be
beneficial in fostering learning.
There has been increasing attention to the development of
evidence-based interventions for young children with ASD. Two
theoretical frameworks outlined for early childhood intervention include
applied behavioral analysis (ABA) and the developmental social-pragmatic model (DSP).
Although ABA therapy has a strong evidence base, particularly in regard
to early intensive home-based therapy, ABA's effectiveness may be
limited by diagnostic severity and IQ of the person affected by ASD.
The Journal of Clinical Child and Adolescent Psychology has deemed two
early childhood interventions as "well-established": individual
comprehensive ABA, and focused teacher-implemented ABA combined with DSP.
Another evidence-based intervention that has demonstrated efficacy is a parent training model, which teaches parents how to implement various ABA and DSP techniques themselves. Various DSP programs have been developed to explicitly deliver intervention systems through at-home parent implementation.
A multitude of unresearched alternative therapies have also been
implemented. Many have resulted in harm to autistic people and should
not be employed unless proven to be safe.
However, a recent systematic review on adults with autism has provided
emerging evidence for decreasing stress, anxiety, ruminating thoughts,
anger, and aggression through mindfulness-based interventions for improving mental health.
In October 2015, the American Academy of Pediatrics (AAP)
proposed new evidence-based recommendations for early interventions in
ASD for children under 3.
These recommendations emphasize early involvement with both
developmental and behavioral methods, support by and for parents and
caregivers, and a focus on both the core and associated symptoms of ASD.
However, a Cochrane review found no evidence that early intensive
behavioral intervention (EIBI) is effective in reducing behavioral
problems associated with autism in most children with ASD but did help
improve IQ and language skills. The Chochrane review did acknowledge
that this may be due to the low quality of studies currently available
on EIBI and therefore providers should recommend EIBI based on their
clinical judgement and the family's preferences. No advere effects of
EIBI treatment were found. Studies on pet therapy have shown positive effects.
Generally speaking, treatment of ASD focuses on behavioral and
educational interventions to target its two core symptoms: social
communication deficits and restricted, repetitive behaviors.
If symptoms continue after behavioral strategies have been implemented,
some medications can be recommended to target specific symptoms or
co-existing problems such as restricted and repetitive behaviors (RRBs),
anxiety, depression, hyperactivity/inattention and sleep disturbance. Melatonin for example can be used for sleep problems.
While there are a number of parent-mediated behavioral therapies
to target social communication deficits in children with autism, there
is uncertainty regarding the efficacy of interventions to treat RRBs.
There is some emerging data that show positive effects of risperidone
on restricted and repetitive behaviors, but due to the small sample
size of these studies and the concerns about its side effects,
antipsychotics are not recommended as primary treatment of RRBs.
Epidemiology
While rates of autism spectrum disorders are consistent across
cultures, they vary greatly by gender, with boys diagnosed far more
frequently than girls. The average male-to-female diagnosis ratio for
ASDs is 4.2:1, with 1 in 70 boys, but only 1 in 315 girls.
Girls, however, are more likely to have associated cognitive
impairment. Among those with an ASD and intellectual disability, the sex
ratio may be closer to 2:1. Prevalence differences may be a result of gender differences in expression of clinical symptoms, with women and girls with autism showing less atypical behaviors and, therefore, less likely to receive an ASD diagnosis.
Autism prevalence has been estimated at 1-2 per 1,000, Asperger
syndrome at roughly 0.6 per 1,000, childhood disintegrative disorder at
0.02 per 1,000, and PDD-NOS at 3.7 per 1,000. These rates are consistent across cultures and ethnic groups, as autism is considered a universal disorder.
Using DSM-V criteria 92% of the children diagnosed with a autism
spectrum disorder per DSM-IV still meet the diagnostic criteria of an
autism spectrum disorder. However if both Autism Spectrum Disorder and
Social Communication Disorder categories of DSM-V are combined, the prevalence
of autism is mostly unchanged from the prevalence per the DSM-IV
criteria. The best estimate for prevalence of ASD is 0.7% or 1 child in
143 children.
Relatively mild forms of autism, such as Aspergers as well as other
developmental disorders were included in the recent DSM-5 diagnostic
criteria.
ASD rates were constant between 2014 and 2016 but twice the rate
compared to the time period between 2011 and 2014 (1.25 vs 2.47%). A
Canadian meta-analysis from 2019 confirmed these effects as the profiles
of people diagnosed with autism became less and less different from the
profiles of the general population. In the US, the rates for diagnosed ASD have been steadily increasing since 2000 when records began being kept.
While it remains unclear whether this trend represents a true rise in
incidence, it likely reflects changes in ASD diagnostic criteria,
improved detection, and increased public awareness of autism.
United States
In the United States it is estimated to affect more than 2% of children (about 1.5 million) as of 2016.
According to the latest CDC prevalence reports, 1 in 59 children (1.7%)
in the United States had a diagnosis of ASD in 2014, reflecting a
2.5-fold increase from the prevalence rate in 2000. Prevalence is estimated at 6 per 1,000 for autism spectrum disorders as a whole, although prevalence rates vary for each of the developmental disorders in the spectrum.
History
Controversies have surrounded various claims regarding the etiology of autism spectrum disorders. In the 1950s, the "refrigerator mother theory"
emerged as an explanation for autism. The hypothesis was based on the
idea that autistic behaviors stem from the emotional frigidity, lack of
warmth, and cold, distant, rejecting demeanor of a child's mother.
Naturally, parents of children with an autism spectrum disorder
suffered from blame, guilt, and self-doubt, especially as the theory was
embraced by the medical establishment and went largely unchallenged
into the mid-1960s. The "refrigerator mother" theory has since continued
to be refuted in scientific literature, including a 2015 systematic
review which showed no association between caregiver interaction and
language outcomes in ASD.
Leo Kanner,
a child psychiatrist, was the first person to describe ASD as a
neurodevelopmental disorder in 1943 by calling it 'infantile autism' and
therefore rejected the 'refrigerator mother' theory.
Another controversial claim suggests that watching extensive
amounts of television may cause autism. This hypothesis was largely
based on research suggesting that the increasing rates of autism in the
1970s and 1980s were linked to the growth of cable television at this
time.
Society and culture
Caregivers
Families
who care for an autistic child face added stress from a number of
different causes. Parents may struggle to understand the diagnosis and
to find appropriate care options. Parents often take a negative view of
the diagnosis, and may struggle emotionally. In the words of one parent
whose two children were both diagnosed with autism, "In the moment of
diagnosis, it feels like the death of your hopes and dreams."
More than half of parents over the age of 50 are still living with
their child as about 85% of people with ASD have difficulties living
independently.
Autism rights movement
The autism rights movement is a social movement within the context of disability rights that emphasizes the concept of neurodiversity, viewing the autism spectrum as a result of natural variations in the human brain rather than a disorder to be cured.
The autism rights movement advocates for including greater acceptance
of autistic behaviors; therapies that focus on coping skills rather than
imitating the behaviors of those without autism; and the recognition of the autistic community as a minority group.
Autism rights or neurodiversity advocates believe that the autism
spectrum is genetic and should be accepted as a natural expression of
the human genome.
This perspective is distinct from two other likewise distinct views:
the medical perspective, that autism is caused by a genetic defect and
should be addressed by targeting the autism gene(s), and fringe theories that autism is caused by environmental factors such as vaccines. A common criticism against autistic activists is that the majority of them are "high-functioning" or have Asperger syndrome and do not represent the views of "low-functioning" autistic people.
Academic performance
The
number of students identified and served as eligible for autism
services in the United States has increased from 5,413 children in
1991–1992 to 370,011 children in the 2010–2011 academic school year. The United States Department of Health and Human Services
reported approximately 1 in 68 children at age 8 are diagnosed with
autism spectrum disorder (ASD) although onset is typically between ages 2
and 4.
The increasing number of students with ASD in the schools presents significant challenges to teachers, school psychologists, and other school professionals.
These challenges include developing a consistent practice that best
support the social and cognitive development of the increasing number of
students with ASD.
Although there is considerable research addressing assessment,
identification, and support services for children with ASD, there is a
need for further research focused on these topics within the school
context.
Further research on appropriate support services for students with ASD
will provide school psychologists and other education professionals with
specific directions for advocacy and service delivery that aim to
enhance school outcomes for students with ASD.
Attempts to identify and use best intervention practices for
students with autism also pose a challenge due to overdependence on
popular or well-known interventions and curricula.
Some evidence suggests that although these interventions work for some
students, there remains a lack of specificity for which type of student,
under what environmental conditions (one-on-one, specialized
instruction or general education) and for which targeted deficits they
work best.
More research is needed to identify what assessment methods are most
effective for identifying the level of educational needs for students
with ASD.
A difficulty for academic performance in students with ASD, is the tendency to generalize learning.
Learning is different for each student, which is the same for students
with ASD. To assist in learning, accommodations are commonly put into
place for students with differing abilities. The existing schema of
these students works in different ways and can be adjusted to best
support the educational development for each student.
The cost of educating a student with ASD in the US is about
$8,600 a year more than the cost of educating an average student, which
is about $12,000.
Employment
About half of people in their 20s with autism are unemployed, and one third of those with graduate degrees may be unemployed.
Among those on the autism spectrum who find work, most are employed in
sheltered settings working for wages below the national minimum.
While employers state hiring concerns about productivity and
supervision, experienced employers of autistics give positive reports of
above average memory and detail orientation as well as a high regard
for rules and procedure in autistic employees. A majority of the economic burden of autism is caused by lost productivity in the job market. Some studies also find decreased earning among parents who care for autistic children.
Adding content related to autism in existing diversity training can
clarify misconceptions, support employees, and help provide new
opportunities for autistics.
