Autism By: Brittni, Chanel, Savanah, Marissa, & Madison

WHAT IS AUTISM?

  • Autism is a range of conditions that affect mental abilities, speech, communication, and behavior.
  • Autism genetic mutation that usually occurs on the Y chromosome.
  • Boys are 4 times more likely to have autism because females carry two X chromosomes while the male has one x chromosome leaving autism obtainable for the Y chromosome that males have.
  • In one study, 33% of people related to others with autism had the same mutation in there genes, but didn't have autism themselves. Because of this scientists hypothesize that gene mutation causes autism

Social Skills

  • resistance to being held or touched
  • difficulty understanding jokes or figures of speech
  • unaware of or disinterested in what is going on around them

Language Development

  • difficulty whispering
  • repeats last words or phrases several times
  • a speech started very early and then stopped for a period of time

Health Movement

  • walks on toes
  • odd or unnatural posture
  • seizure activity

EXTRA CHARACTERISTICS

  • it's a genetic mutation that is mostly seen in they Y chromosone and that is why it more likely to happen to males than females
  • Diagnosis involves multi-disciplinary team of doctors or be done later in life by social or emotional difficulites
  • it's very "complex" and "multi factorial"

RESEARCH

  • A few inherited genes are sufficient by themselves to cause autism. But most so-called “autism genes” only increase the risk that an infant will go on to develop this developmental disorder. As is the case in many complex diseases, it appears that autism often results from a combination of genetic susceptibility and environmental triggers.
  • Parental age at time of conception, for example, is an environmental influence associated with increased risk of autism, as are birth complications that involve oxygen deprivation to an infant’s brain.
  • Researchers use this term to refer to pretty much any influence beyond genetic mutation. Parental age at time of conception, for example, is an environmental influence associated with increased risk of autism, as are birth complications that involve oxygen deprivation to an infant’s brain.
  • Evidence is mounting from human and animal studies that early life environment, including in utero and during early postnatal life, may play a role in ASD and other neurodevelopmental disorders
  • Individuals with both rare and common types of autism spectrum disorder share a similar set of epigenetic modifications in the brain. More than 68% of individuals with different types of autism spectrum disorder show evidence of the same pattern of histone acetylation—a chemical modification of the protein scaffold around which DNA wraps. The findings suggest that a single global epigenetic pattern affecting shared molecular pathways in the brain could underlie diverse manifestations of this psychiatric disease.

Support for an Individual with Autism

https://www.youtube.com/watch?v=nMKQCE5CZK8

Autism Speaks is an autism advocacy organization that conducts research and awareness through activities aimed for children, families, and the public. The organization has provided the public with ten tips to supporting a child with autism.

Most health professionals agree that early intervention treatment programs are important. Treatment options may include behavioral and educational interventions, complementary and alternative medicine, dietary changes or medications to manage or relieve the symptoms of autism.

Insurance wise, many states are willing to support families with autistic individuals with spending caps and under age restrictions. Some states, however, believe that it is the responsibility of the school, family, and in some cases the church to aid families with autism present.

Georgia, Hawaii, Mississippi, North Carolina, and South Dakota had previously had no legislative coverage and added coverage via legislation in their 2015 sessions. Other states may require limited coverage for autism under mental health coverage or other laws. At least thirty states mandate some form of autism services in their exchange.

  1. I am not “autistic.” I am first, foremost, and always a person, a student, a child, and I have autism. Do not confuse me with my condition. And, please, do not use the term in a negative or inconsiderate way. I deserve to be respected.
  2. I am an individual. Having autism does not make me the same as other people with autism. Make an effort to know me as an individual, to understand my strengths, my weaknesses, and me. Ask me—and my friends and my family, if I cannot reply— about my dreams.
  3. I deserve services, just like all children. Services for me begin early. Autism is—or it will be, when recognized—a public health issue in many countries of the world. There are instruments to screen it. They should be applied in the framework of screening for other developmental disabilities. If you start soon, my life will be different! And remember that about one quarter of my siblings will have autism or other problems. Help them; they are an important part of my life.
  4. I belong in the health care system, just like all children. Include me in regular health care. The health care system should adapt to me, limiting waiting times and ensuring that I understand what is to be done, by using, for example, easy-to-read materials, pictograms, technologic means, and so forth. Other patients also will benefit.
  5. I belong with other children. Do not separate me from them because you want to treat me, educate me, or care for me. I can, and I should, be placed in regular schools and regular community settings, and special support should be provided to me in those places. I have something to teach other children and something to learn from them.
  6. I belong with my family. Plan with me for my future and my transitions. I am the one who should decide, and, when my ability to do so is limited, my family and friends will speak for me.
  7. I deserve the right to evidence-based services. These may not be convenient or easy, but when I get them, I do better. Do not substitute my educational, health, and social support with medication. I may require medication, and I look forward to new developments in biological treatments, but you must be cautious in their use. Count on me for research ventures; get me involved, with all my rights protected. I also want to help others.
  8. I belong in society. Engage me in vocational training. I want to contribute. The services I need during my adult life should be guided by self-determination, relationships, and inclusion in all the activities of my community. Your goal must be to adapt the environment I have to face and modify settings and attitudes. It also will make our society better.
  9. I have human rights, and I face discrimination for many reasons. Many of us live in poverty with no community support system. Some of us are immigrants or minorities, including sexual minorities. Keep a gender perspective. Girls and women with autism are often at greater risk of violence, injury, or abuse.
  10. I belong in the world. I have a role to play. We, and my legal representatives, want to be involved in policy making, its development, and its evaluation. You need my help to know what should be done. Empower me. Remember my motto: nothing about me, without me.

EPIGENETICS link

  • Energy shifts are being used to reprogram DNA to make the symptoms of autism vanish. This process doesn’t include any medications and can be reached by anyone from anywhere in the world.
  • Energy shifts are being used to reprogram DNA to make the symptoms of autism vanish. This process doesn’t include any medications and can be reached by anyone from anywhere in the world.
  • Epigenetic state can be used as a biomarker of disease risk, diagnosis, prognosis, and response to treatments
  • 5 genes have been proven to be epigenetically dis-regulated.
  • The 5 genes that the have been proven to be disregulated are: receptor (OXTR), glutamate carboxylic 1 (GAD1), engrailed-2 (EN2), reelin (RELN) and Methyl CpG binding protein 2 (MECP2). The clearest evidence was for OXTR. Two studies showed differences in the blood and brain of those with autism compared with neurotypicals.
  • Oxytocin, often referred to as the ‘love hormone’, regulates many of the behaviours associated with autism
  • A common feature of autism is a lower sensory threshold – senses, including smelling, working overtime.

WORKS CITED

https://www.autismspeaks.org/science/grants/why-are-autistic-females-rare-and-severe-approach-autism-gene-identification

https://www.autismspeaks.org/science/grants/examining-y-chromosome-autism-spectrum-disorder

http://www.calgaryautism.com/autism-spectrum-characteristics/

http://www.child-autism-parent-cafe.com/autism-and-genes.html

https://www.autismspeaks.org/what-autism

https://www.nimh.nih.gov/health/topics/autism-spectrum-disorders-asd/index.shtml?utm_source=rss_readersutm_medium=rssutm_campaign=rss_ful l

http://www.epibeat.com/developmental-biology-stem-cells/going-beyond-genetics-reveals-autism/2674/

https://www.autismspeaks.org/node/123021

http://journal.frontiersin.org/article/10.3389/fneur.2015.00107/full

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Created with images by Abu Sinan - "Autism"

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