Autism
...on also contains genes associated with Prader-Willi and Angelman syndromes, two disorders whose patients display developmental delays and, in some cases, autistic like behavior (Welteroth, 16). Research found markers on chromosome 15 that are seen more frequently in individuals with autism (without the chromosomal duplication) than in those without autism. This finding strongly suggests that a gene or genes that contribute to autism may be in this region. The next step is to look gene by gene through this very complicated chromosome region to figure out which specific one may be involved with autism. In order to facilitate this work, researchers at Duke University have created a complete map of this region. They have published this map in order to help other researchers looking for genes related to autism on chromosome 15. "This new emphasis on genetics is transforming the way we approach medicine. Defining the human genome will give us the ability to identify, treat, and ultimately prevent diseases in ways that we never imagined. During this century, we will be able to develop new therapies for diseases that have plagued humans for generations, from cancer to heart disease, from Alzheimer's to diabetes," says Michael Cuccaro, associate professor of psychiatry and a member of the autism research team at Duke University's Medical Center for Human Genetics (Pericak-Vance, 131). Autism is a disorder that impairs the development of a person's capacity to interact with, communicate with, and also maintain regular normal bonds with the outside world. This disorder was described in 1943 by Leo Kanner, an American psychologist. Autism is considered one of the more common developmental disabilities, and appears before the age of three. It is known to be four or five times more common in males than in females, along with many other developmental disabilities. Its most recent statistic shows that autism occurs in 4.5 out of 10,000 live births. The estimate of children having autistic qualities is reported to be 15 to 20 out of 10,000 (Exploring Autism). Autistic characteristics are different from birth. Two more common characteristics that may be exhibited are the arching of the back while being held, to avoid contact, and also failing to anticipate being picked up (limpness in the body). Infants with autism are described as being either very passive, or very agitated. Sometimes during infancy there will be cases of head rocking, and or banging, against the crib, but this is not always the case. Approximately one-third of children develop normally until the ages of 1 1/2 to 3, and then the symptoms emerge, referred to as regressive autism (Web MD). During childhood, there is a commonality of the affected child insisting routine. The reasoning is that the child is not able to cope with novel situations. Wearing the same clothes, or eating the same foods during meals, are examples. Tantrums can occur when these perseverative behaviors occur. Twenty years ago, most autistic individuals were institutionalized. Now only the most severe cases live in institutions. As teens, most with autism will develop depression, and nearly one of every three teens will develop a seizure disorder as well. During adulthood, autistic individuals are known to live with their parents, in residential institutions, and some do live independently. Because there are so many forms of this disorder, it has been said that there is no true adjective to describe every type of person with autistic symptoms, or autism (Exploring Autism). Effective instructional strategies for teaching students with autism have certain essential characteristics. To begin with, each strategy needs to be evaluated for validity and backed by research. Several programs claim to be successful teaching children with autism; yet many of these programs do not provide valid evidence for this success. In addition, educational programs need to be tailored to the specific needs of the individual child. Teachers should not use the same educational program for all their students with autism, who have varying abilities, strengths, and weaknesses (Oppenheim). Educational strategies should also be used in coordination with other intervention programs. There is no single strategy that is most effective for improving all aspects of a child’s life. For this reason, teachers should use multiple strategies to help each child achieve educational success. Most important, the educational methods should prepare the child with the necessary skills for life after graduation from school. The ultimate goal of any education program should be to improve the life outcomes for children with autism. Previous research indicates that instructional strategies are particularly effective under the following conditions (Oppenheim). Early intervention has proven to be a successful strategy. Children who work on developing their behavior and verbal skills at a young age experience great improvement. Strategies that focus on enhancing communication and social skills make ...