Autism spectrum disorders are a common neural developmental brain condition (Cheng et al., 2010). It does not have unifying neurobiological or pathological etiology (Geschwind& Levitt, 2007) .It characterized by impaired social interaction and communication skills and restricted repetitive behavior (Johnson & Myers, 2007). Medical condition such as mental retardation, chromosomal anomalies and seizures are often appear with autism (Casanova, 2007). During first 3 years of childhood, these major symptoms are revealed (Casanova, 2007). Autism is one of three recognized condition and the other two know as Asperger’s syndrome (Levy, Mandell, & Schultz, 2009).
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I. Introduction: Neurological disorders are complex in nature and often the least understood. Given the recent boom in imaging technology and other diagnostic methods, it is now possible to see more clearly into the scope of neurological development and accurately determine the etiology of these diseases. One of such disorders is Autism; a multifactorial condition impairing normal brain development. It affects many aspects of development, including social behavior, cognitive ability and communication skills1 and is commonly diagnosed in children before the age of three1.
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Autism's Effects on Development and Education Autism is a behavioral syndrome present from early life and defined by deficient social interaction, language and communication, and play. At one time thought by some to be psychodynamically determined, it is now clear that autism represents physiologic dysfunction of one or more undefined brain systems. In addition to characteristic autistic features, many autistic people display a variety of other signs such as attention deficits, mental deficiency, and seizures that are not specific to autism and that denote dysfunction in other brain systems (Bristol 1991). Variations in symptomatology and prognosis among autistic people depend on both the severity and the extent of the underlying brain dysfunction. There is little information about the pathology of autism, owing to the small number of brains examined.
(2000). The amygdala theory of autism. Neuroscience and Biobehavioral Reviews 24, 355-64 Bristol-Power, M. & Spinella,G (1999). Research on Screening and Diagnosis in Autism: A Work in Progress [Abstract]. Journal of Autism & Developmental Disorders 29, 435 Glasson, E., Bower, C., Petterson, B., Klerk, N., Chaney, G., Hallmayer, F. (2004).
Common signs of autism include; that the child may develop abnormally or be even be unresponsive to certain things, some might even have very bad tantrums or might have violent outbreaks. Most autistic children do not speak until the age of two or even longer, some never talk which lead to them using sign language or some other form of communication again this communication can be bad or good it just depends on the child. This can sometimes lead to the child being socially impaired, or unable to make friends easily or interact with the public as well. It makes it very hard for the child to make friends or even learn to socialize correctly which can lead to the child feeling different and distancing themselves from the outside world. People have often suggested that baby shots were a cause for autism; however, this was proven wrong.
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Autism spectrum disorder (ASD) is a disability that can make developing major social, communication, ... ... middle of paper ... ...111/j.1460-9568.2005.04217.x Southwick, J. S., Bigler, E. D., Froehlich, A., DuBray, M. B., Alexander, A. L., Lange, N., & Lainhart, J. E. (2011). Memory functioning in children and adolescents with autism. Neuropsychology, 25(6), 702-710. doi:10.1037/a0024935 Williams, D. L., Goldstein, G., & Minshew, N. J. (2005). Impaired memory for faces and social scenes in autism: clinical implications of memory dysfunction.
"Asperger's syndrome". Adolescent Med Clinic 17 (3): 771–88. Klin, A., Pauls, D., Schultz, R., and Volkmar, F. (2005). "Three diagnostic approaches to Asperger syndrome: Implications for research". J of Autism and Dev Dis 35 (2): 221–34.