christian counseling today
Vol. 20 no. 2
15
include genetic/chromosomal abnormalities or syndromes
(seen generationally), severe infections that impact the brain
(e.g., meningitis, encephalitis, celiac disease), metabolic or
neurological factors, and exposure to certain toxins or illness
during pregnancy (e.g., rubella, some chemicals). Additional
considerations include certain prescription drugs taken during
pregnancy, such as valproic acid (brand name – Depakote, a
mood-stabilizing drug used to treat epilepsy and migraines),
maternal gestational diabetes, bleeding after the first trimester,
and premature and/or low weight births in children.
Neuroanatomical studies point to a possible link regarding a
combination of brain enlargement in some areas and brain
reduction in others during pre and early postnatal develop-
ment. Other studies are beginning to explore the potential
connection between ASD and certain comorbid conditions
in a person’s peripheral nervous, immune and gastrointestinal
systems.
There are many who believe childhood vaccines, especially
the measles-mumps-rubella (MMR) vaccine, are a primary
contributor to ASD. This particular controversy was based
on a 1998 article by British physician, Andrew Wakefield.
The study was partially retracted in 2004, fully retracted in
2010, and Dr. Wakefield was subsequently stripped of his
medical license for unethical conduct related to his research.
Following the initial claims made by Dr. Wakefield, several
large epidemiological studies were commissioned by the
CDC, the American Academy of Pediatrics, the Institute of
Medicine, and the U.S. National Academy of Sciences, all of
which failed to corroborate the original findings. Nevertheless,
some individuals continue to inquire whether or not certain
vaccines can “activate” genetic triggers already present, thereby
resulting in the development of ASD.
Assessment and Diagnosis
Assessing and diagnosing ASD is complex and time-consuming.
It can be several years after signs and symptoms first appear
before an “official” diagnosis is given. This tendency may have
something to do with a lack of awareness on the part of parents,
understandable caution over misdiagnosing a child’s condi-
tion, or concerns regarding a potentially damaging “label.”
Screening for ASD is usually comprehensive as there is no
single medical test to confirm a diagnosis. Multiple evaluations
by healthcare professionals who specialize in developmental
disorders are usually necessary (e.g., child psychologists, child
psychiatrists, speech pathologists, audiologists, developmental
pediatricians, pediatric neurologists, special education teachers).
Diagnostic assessments typically include a parental interview; a
medical exam, which may incorporate neurological and genetic
testing; a hearing test to rule out other audiological prob-
lems; and screening for lead poisoning because of its ability to
mimic autistic-like symptoms. Other evaluative measures may
comprise of speech and language assessments, cognitive testing,
adaptive functioning (e.g., the ability to problem solve and
demonstrate appropriate social, verbal and nonverbal skills), and
sensory-motor assessment.
Interventions and Treatment Protocols
There are various opinions about “curing,” or “reversing symp-
toms” of ASD. Most researchers understand ASD as a lifelong
pervasive
developmental disorder and, therefore, it is usually
not discussed in terms of a cure. However, early diagnosis and
treatment consistently utilizing a broad range of tailored inter-
ventions are believed to be the key. With standard protocols,
it is often imperative to have medical supervision (an experi-
enced M.D. or Dr. of Osteopathic Medicine) due to related
health risks.
n
Educational Services:
By law, schools are not
required to provide assistance absent a current (within three
years), formal diagnosis. Once a diagnosis is established, a
meeting for special services can be scheduled at the child’s
school, which then makes him or her eligible for services
under the Individuals with Disabilities Education Act (IDEA).
Parents need to brace themselves for what may be a tumul-
tuous journey, especially when the student is on the higher
functioning end of the spectrum. Many states have an Autism
Society or Autism Advocacy groups who understand state/
federal laws regarding special services and can help parents
navigate the “system.”
An Individualized Education Plan (IEP) is developed
based on test scores, teacher observations, and professional
recommendations. Resources available to children can include
small group settings for taking tests/quizzes, extra time to
complete assignments, occupational/speech therapy, social
skills training, guidance/counseling for anxiety and transition
and, in some cases, one-to-one staff support for children who
can do the mainstream work, but require behavior assistance.
School files typically will not follow into adult life because a
diagnostic label for the purpose of educational intervention
Assessing and diagnosing ASD is complex and time-consuming. It can be several years after
signs and symptoms first appear before an “official” diagnosis is given. This tendency may have
something to do with a lack of awareness on the part of parents, understandable caution over
misdiagnosing a child’s condition, or concerns regarding a potentially damaging “label.”
