Grace Powers

English 1201

Professor kretzer

19 March 2019

Autism In Society

Autism Spectrum Disorder affects about one in every fifty nine children. So, it is

likely that almost everyone has come in contact or at least see an individual with autism.

This image found on autismspeak.org shows the estimated increased rate of autism in

The United States.

For anyone who may not know, Autism Spectrum Disorder (ASD) is a mental disorder

that affects one's ability to communicate, interact with others, comprehend everything

around them. Scientists don’t know exactly what causes autism, but they believe it is a

combination of both genetic and environmental factors. When an individual is

diagnosed with autism, they are placed somewhere on the autism spectrum based on

the severity of their behaviors. This is because autism presents itself uniquely in

everyone who has it, some worse than others.One article by Alex P.A. Donovan and M.

Albert Basson, “The Neuroanatomy Autism - a developmental perspective,” looked into

the differences in the anatomy of an autistic brain compared to that of a neurotypical.

They strived to figure out what exactly in an autistics brain causes their behaviors. They

found, “grey matter volume in lobule VII and CrusI/II in ASD subjects, and demonstrated

a correlation between these changes and the severity of a number of behavioural and

cognitive deficits… [such as] impaired social interaction, communication and increased

repetitive behaviours” (paragraph 6). They also wrote about the findings of a study

conducted by Hong et al in 2014. His findings that a “GABAergic subpopulation of

neurons in the posterior dorsal medial amygdala” (paragraph), and a “glutamatergic

subpopulation” (paragraph), work together to control aggression, self grooming, and

social grooming. Hong et al believed that these finding could be associated with the

behaviors of Autism Spectrum disorder patients. There are hundreds of possible

neurological differences that can be associated with autistic behaviors including,

increased cortical thickness, enlargement of the cerebellum, overgrowth of frontal cortex

and amygdala in adolescents. All of the previously listed differences can be read about

in further detail in “The Neuroanatomy of autism - a developmental perspective”, Alex

P.A. Donovan and M. Albert Basson. Scientist and doctors don’t know for sure what

exactly causes autistic behaviors. However instead of asking what the differences are

the question that should be asked is do these deficits prevent autistics from functioning

well in society. Often times the answer most people assume is yes. Looking solely at
the negative behavior and challenges that autistics face, it would be easy for one to

make this assumption. However, contrary to popular belief, autistics can Function well in

society because therapies, adaptations, and support help them to minimize the

challenges and behaviors their condition causes them to experience.

There are many different therapies to help improve some of the mental

disabilities caused by Autism spectrum disorder. One common misconception is that

therapies do not work. While this might be the case with some behavioral therapies,

there are a plethora of therapies, currently, that have been very successful in helping

autistics function in society. The next two paragraphs address two therapies (1)ESDM

and (2) ABA and there success in helping autistics manage behavior.

The article “Early intervention in Autism Improves language, IQ and social skills”

on the UC Davis Health MIND institute, discusses, a method developed by Rogers a

Professor of psychiatry and behavioral sciences, The Early Start Denver Model

(ESDM). This type of behavior intervention combines, “developmental and behavioral

approaches...” (1) to improve autistic behaviors and is incorporated into everyday

routines. Studies have shown that this therapy is more effective when introduced at a

young age. The article states, that receiving this therapy as early, “as 18 months can

vastly improve [autisics] language, cognition and social skills…(1).This was shown in a

study, published in the Journal of the American Academy of Child and Adolescent

Psychiatry. This study found, “children receiving intensive ESDM in their homes for an

average of 15 hours per week made significantly greater language gains than did

children in the community interventions, and this was true for both children with more

severe delays and those with less” (1). In 2012, ESDM was named one of the top ten
medical breakthroughs by TIME Magazine.This is because the findings showed that

behaviors can be normalized using this method from an early age. This is a huge

success in the world of autism. It just goes to show that with the right type therapy or

therapies autistics can function effectively in society.

The Early Start Denver Model is not the only effective therapy used to treat

autism. Another example is Applied behavior analysis or ABA. This method has been

used to treat numerous behavioral disabilities. It has been extremely successful in

treating autistic patients. Studies on Applied behavioral analysis have shown that,

“children who receive more than 25 hours per week of Applied Behavior Analysis for

more than 1 year make tremendous gains, with some participants achieving functioning

within the average range for their age” (ugando 3). ABA has been shown to improve,

“language and communication skills… [as well as] attention, focus, social skills,

memory, and academics “ (“Applied Behavior… a parents guide” 2). All of these are

common areas in which autistics tend struggle. This makes Applied behavior analysis a

considerable option for autistics trying to improve their functionality. While Applied

behavior is not a therapy itself, it uses the principles of behavioral and learning sciences

to help minimize undesirable or challenging behaviors. Once the patient's behavior has

been analyzed a plan is developed. This plan typically consists of different therapies

directly lined up with the specific behavioral needs of the individual. This being said, no

Applied behavior analysis program will look the same. Some of the therapies used

within Applied Behavior Analysis plans include Discrete trial learning,Incidental

teaching, verbal behavior, Pivotal response training, and Natural Language Paradigm.

Discrete trial learning uses drills to intensely teach a specific behavior. Incidental
teaching, also referred to as Natural Environmental training, teaches the individual skills

and how to apply them where they will naturally use them. Verbal behavior Therapy

teaches language by connecting words to their meanings and focusing on how to use

the words functionally. Pivotal response training uses opportunities and consequences

that occur naturally to teach to replace negative behaviors with positive functional

behaviors. Natural language paradigm uses natural environments to open up

opportunities for language to be used. All of these ABA-based Therapies can be read

about in greater detail in “Applied Behavior Analysis - a parent’s guide”, assessable on

Autismspeaks.org. With the improvements that Applied Behavior Analysis can provide,

Autistic individuals can lead a more normal and functional life. Though I only listed two,

there are hundreds of other therapies successful in treating autism. While they may not

be able completely diminish negative behaviors, they most certainly help to minimize

them. With the severity of the negative behaviors decreased, it gives autistics the

opportunity function better in society by having stronger relationships, be more

successful in academics, and holding better jobs.

In addition to therapies, there are many other things that can improve autistics

functionality and quality of their lives. Many autistics use different adaptations to lessen

some of the challenges that their with disorder may place on them. These adaptations

can help in all different aspects of a autistics life. One place many Autistic individuals

benefit from of adaptations is with sensory problems. Most individuals affected by

Autism Spectrum Disorder suffer from some sort of sensory problem. Some examples

of these could be sensitivity to bold colors, harsh lighting, strong smells, and loud

noises. Adaptations that can be made to reduce stress caused by these sensory issues
include using neutral tones when decorating, dimming lights, and reducing noise levels.

For individuals bothered by noises, noise cancelling headphones can also be a great

tool in environments where noises level can’t be altered. Autistics are very easily

overwhelmed so even just eliminating a few stressors with these modifications can help

them lead a more functional life. Another area where adaptations can be useful is in the

classroom. Autism can cause a large number of learning disabilities and challenges for

ASD individuals. Nur Fauziyah, Carol Le Lantto, I Ketut Budayasa, and Dwi Juniati,

conducted a study to look into the cognition processes autistic students use to

effectively solve a math problems. In this study the gave a student on the Autism

spectrum and a student off the autism spectrum a mathematical problem to solve and

observed the cognition process of each. This study showed, “there are differences in

cognitive abilities of children with and without ASD” (1). The autism spectrum students

were not incapable of solving the mathematical problems. Their way of comprehending

and solving the problem just differed. Since autistic cognitive processes differ from

neurotypical individuals, it is harder for them to follow the typical curriculum.

Unfortunately, many schools require autistic students follow the same curriculum

centered around neurotypical individuals. This is where people may look at autistics as

not as capable as neurotypicals because they are not succeeding in school. However, it

would be hard for anyone to follow curriculum that doesn’t work with their cognitive

process. However, with the number of autistic student on the rise, “a greater research

focus on their progress through the education system is occurring” (Fauziyah 4).

Though still, not all school system are fully successful in teaching autistic students. This

caused caregiver to have to spend time and money tutoring ASD patients in academic
areas. This is where adaptations can help make autistics, as well as their caregivers,

lives more functional. Antonio Ugando, of The Georgia Institute of Technology, is

attempting to combine technology with Applied behavioral Analysis to create tutoring

software for autistics. The successfulness of Applied Behavioral Analysis Therapy made

it possible for, “... a strive [to be] made to introduce ABA techniques into the system…

so that tutoring sessions in reading and math could be delivered in an effective manner”

(Ugando 2). This software use the same positive reinforcer strategy seen in Applied

behavior analysis, where good behaviors are applauded with the introduction of a

reward and bad behaviors are refried form by not bestowing the reward. One the

student learns a concept new concept the software introduces the reward. When the

successfulness of the software was tested they found, “ it was visibly noticeable that the

child happened to find the reward engaging, and soon learned the mechanism to

obtaining it” (Ugando 6). The students enjoyed the reward so to get more of it they

learned the topics presented to them. With this type of software the possibilities are

endless. Though the software is being used to improve area like reading and math, it

could be applied to so much more. Possibly in the future eliminating typical ABA therapy

and reducing cost for caregivers and the government. This would give not only autistics

the opportunity to live a more functional life, but also their caregivers. Another area in

which pressure is put upon caregivers is transportation. Most Autistics have to rely on a

caregiver of some sort to transport them places. This can be stressful for both ASD

individuals and their caregivers. The article, “Mind The Gap: Transportation Challenges

For Individuals Living With Autism Spectrum Disorder”, talks about the struggles

autistics face with transportations. The author states, “Very few individuals with ASD are
able to drive and many struggle using public transportation; leaving them to rely on

family and friends to meet their transportation needs” (2). There some adaptations that

can help solve this problem. Such as, “Developing a transit system with cohesive and

consistent service delivery” (2). With an adaption like this autistics could function lean a

little more towards a functional and independant life. All the previously listed

adaptations, in addition to many more, provide a way for autistics to function in society.

While therapies and adaptations do help autistics to function in society, one

factor that plays an major role in the quality and functionality of an autistics life is

support. A strong support system is crucial in anyone’s life. This is because we as

human beings tend to rely heavily on others. Not having a proper support system would

make life difficult for almost anyone. This is why it is so important that autistics get the

support they need. For instance, On The Mighty.com, a website that allows people with

Autism and other mental disorders to share their stories, there is an article written by

Kimberly Supermutt Goodman called; “Why We Need To Support All Children Spectrum

Disorder”. In this article she discusses the importance of support for autistic individuals.

She talks about how throughout her own life, as an autistic individual, she gave up on

the things that she loved. Shes says, “The reason I gave up so many times and on so

many things was because I lacked the support I needed in my life” (1). Support can

come in all shapes and sizes, typically from family and friends. Autistics can also benefit

from the support of other Autistic individuals. The article, “Children with autism and peer

group support: using ‘circles of friends’” by Philip Whitaker, Penny Barratt, Helen Joy,

Mo Potter and George Thomas discusses how support groups can help autistics

develop a close knit friend group that can provide some of the support they need. When
different focus children were observed they found, “ a general reduction in anxiety in

the focus child whom they described as ‘bubblier’, ‘happier’ and ‘more relaxed’” (3), as a

result of the peer support. In addition to this, they saw Improved behavior, enhanced

self-esteem, and Improved group participation. Two children previously described as

shy and quite, “ had begun to find their voices and to contribute more confidently” (3).

With a good support system autistics can overcome many challenges that potentially

could have stopped them. In turn, helping them to function in society.

Some people may doubt the capability of people with Autism spectrum disorder

and hold the belief that they cannot function in society. One argument could potentially

be made is that because autistics use adaptations, go to therapy, and need support, this

makes them lesser and unable to actually function in society. Unfortunately, this is seen

a lot in society. For example, when an someone doesn’t hire an autistic because of their

condition or when someone doesn’t want to sit next to the ASD child in class or at lunch.

There are not a lot of articles on this is because not a lot of people want to admit that

they hold this negative view point. However, when looking at the stories and

experiences autistics have shared it is easy to see this negative view of autistics. In

particular, the article previously mentioned by Kimberly Supermutt Goodman shows in

her life how she was made to feel by others. She states, “I was made to feel as if I was

wrong, incapable, or defective. I was the type of person who asked questions or

searched for a reason or purpose...Too many times in my life I heard the statement,

“Why can’t you do this (or that) like a normal person?” (1). The goal in writing this paper,

is to argue ways in which autistic individuals can function well in society in hopes that

autistics won’t have to feel discouraged. Kimberly Supermutt Goodman’s statement, “...
the important thing to remember is [every] child has a right to become as great as they

can be (1), perfectly embodies the reason why it is so important that the negative

viewpoint that some individuals hold is changed.

In conclusion, autistics can be a functional part of society despite the beliefs and

prejudices of some individuals. Though Autistics may struggle in certain areas like

academics, social interaction, and controlling behaviors, Support, adaptations, and

therapies help them to function positively in society.

Works cited

“A Multisite Randomized Controlled Two-Phase Trial of the Early Start Denver Model

Compared to Treatment as Usual.” Journal of the American Academy of Child &

Adolescent Psychiatry, Elsevier, 24 Jan. 2019,

www.sciencedirect.com/science/article/abs/pii/S0890856719300449.
“Applied Behavioral Analysis .” Autism Speaks ,

www.autismspeaks.org/sites/default/files/2018-08/Applied Behavior Analysis

Guide.pdf.

“Autism Facts and Figures.” Autism Speaks, www.autismspeaks.org/autism-facts-and-

figures.

Carolyn Dudley, and Jennifer D. Zwicker. “Mind the Gap: Transportation

Challenges for Individuals Living with Autism Spectrum Disorder.” The School of

Public Policy Publications, Vol 8, Iss 2, Pp 1-5 (2016), no. 2, 2016, p. 1.

EBSCOhost, doi:10.11575/sppp.v9i0.42559.

“CDC Increases Estimate of Autism's Prevalence by 15 Percent, to 1 in 59

Children.” Autism Speaks, www.autismspeaks.org/science-news/cdc-increases-

estimate-autisms-prevalence-15-percent-1-59-children.

Donovan, Alex P.A., and M. Albert Basson. “The Neuroanatomy Of Autism- A

Developmental Perspective.” US National Library of Medicine , 12 Sept. 2016,

www.ncbi.nlm.nih.gov/pmc/articles/PMC5192959/.

Fauziyah, Nur, et al. “Cognition Processes of Students with High Functioning Autism

Spectrum Disorder in Solving Mathematical Problems.” International Journal of

Instruction, vol. 12, no. 1, Jan. 2019, pp. 457–478. EBSCOhost,

sinclair.ohionet.org:80/login?url=https://search.ebscohost.com/login.aspx?direct=

true&db=eric&AN=EJ1201200&site=eds-live.

Goodman, Kim Supermutt. “Why We Need to Support All Children With Autism

Spectrum Disorder.” The Mighty, 24 Mar. 2019, themighty.com/2016/09/why-

support-is-important-for-children-with-autism-spectrum-disorder/.
“The National Autistic Society - Environment and Surroundings.” Autism Support -

Leading UK Charity - National Autistic Society, www.autism.org.uk/about/family-

life/in-the-home/environment.aspx##create.

UC Davis Health, and Public Affairs and Marketing. “Early Intervention in Autism

Improves Language, IQ and Social Skills.” UC Davis Health,

health.ucdavis.edu/publish/news/mindinstitute/13551.

Ugando, Antonio. Using Applied Behavior Analysis in Software to Help Tutor

Individuals with Autism Spectrum Disorder. 2018. EBSCOhost,

sinclair.ohionet.org:80/login?url=https://search.ebscohost.com/login.aspx?direct=

true&db=edsarx&AN=edsarx.1808.02778&site=eds-live.

“Knowing What to Do: Exploring Meanings of Development and Peer Support Aimed at

People with Autism.” International Journal of Inclusive Education, no. 2, 2019, p.

174. EBSCOhost, doi:10.1080/13603116.2018.1427807

“What Causes Autism?” Autism Speaks, www.autismspeaks.org/what-causes-autism.

Whitaker, Philip, et al. “Children with Autism and Peer Group Support: Using ‘Circles of

Friends.’” British Journal of Special Education, vol. 25, no. 2, June 1998, p. 60.

EBSCOhost,

sinclair.ohionet.org:80/login?url=https://search.ebscohost.com/login.aspx?direct=

true&db=ehh&AN=4373775&site=eds-live.
“5 Important Classroom Accommodations For Children With Autism.” Caring 4 Our

Kids, caring4ourkids.com/important-classroom-accommodations-for-autistic-

children/.