Autism is a neuro-developmental psychological disorder that commences at childhood and progresses all the way to adulthood. Autism affects a person’s interaction and communication with other people as well as their learning ability. The signs and symptoms of autism vary among its patients hence the autism is known as a spectrum disorder. Common among autistic people are repetitive behaviors and constrained interests as well as a tendency to exist in their world (Medline Plus, 2016). There are different perspectives such as biological, psychoanalytic and learning style perspective that provide different concepts on autism and can aid in the development of a treatment plan. In order to understand the needs and treatment approaches for autism patients, there is need to understand the different perspectives on autism in order to design the best treatment plan for autistic patients.
There is quantitative evidence that suggests that genetics play a role in autism disorder. With substantial evidence of hereditary autism, biologists suggest that autism as a complex genetic characteristic from the combination of de-novo mutations. Thus, biologists identify various biological markers that characterize autism and hence offer the biological perspective. ROC curve analysis identifies presumed biochemical categories for autism as neurotransmitters and neurotrophins, oxidative stress markers, fatty acids and phospholipids, inflammation markers, metabolites, toxic biomarkers, and metals. Analyses show that the identified biochemical categories are highly specific and sensitive as autism biomarkers. A combination of the biomarkers leads to a higher likelihood of autism. In fact, most biochemical indicators reach a score of 0.93 for autism in the ROC curve when present as a combination. The biomarkers are however more sensitive than specific for autism condition rendering them insufficient in that specificity is necessary to correctly classify autism cases (Abruzzo et al., 2015). Therefore, the biological perspectives through the analysis of various biochemical parameters show that biological aspects play a significant in the eventuality of autism that can be considered to determine the treatment approach.
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The cognitive perspective also offers good insight on autism providing a good basis for the development of a plan in helping autistic patients. Among the characteristics of autism is a deficient in cognitive control which is the basis of cognitive perspective. The social deficient associated with autism directly relate to cognitive functions. Ideally, autism is identified as a lacking in communication abilities identifiable in typecast conversations, non-verbal behaviors and lack of comprehension for metaphors among others. Autistic patients have a challenge in integrating sensory, and their thinking and interests are inflexible. Abnormal cognitive development of autism is explained via various computational models of autism such as central coherence model and theory function to mention but a few. The models infer that one cognitive mutilation early in life can result in a series of challenges in cognitive development ultimately resulting in autism (Richardson, 2016). Therefore, the comprehension of the cognitive path that results in autism is helpful in determining causes and thus a basis for developing a treatment plan. Primarily, every autistic patient has a unique development path which calls difference approaches to treatment for different patients.
There is a wide range of autism behaviors from sensation to cognition which makes the disorder challenging to comprehend. The learning perspective provides that developing brains portray various algorithms that are better to understood through learning. The learning theory provides several algorithms such as lookup table and interpolation that deal with storage and analysis of past experiences to extract the underlying statistical structures. Given the continuum nature of autism, different levels can be explained through diverse degrees of the lookup table learning for different patients. The learning perspective focuses on a tradeoff between different learning styles to come up with a foundation and trend for autistic behaviors. The objective of learning perspective is to demonstrate the how the input relates to the output and for a basis for altering the input to come up with the desired output. Learning styles provide statistics regularities and identify what can be generalized (Qian & Lipkin, 2011). The idea in learning perspective is to learn the processes of autism cases to identify underlying variants from normal developments and thereby provide a guideline to help autistic patients learn normalcy and help caregivers to offer effective care to autistic patients.
The different perspectives on autism offer different approaches to the treatment of the disorder. The learning perspective allows for behavioral training and management strategy for treating autistic children. Training includes incorporating learning of social skills by the patients to enable them to develop their communication skills and improve social behaviors. The cognitive perspective help in therapy management approach to autistic cases. Speech, occupational, Physical and cognitive therapies are some of the therapy strategies employed to autism management. Using the factors provided for consideration in cognitive perspective, caregivers for autistic patients can better approach cognitive therapy to enable the management of autism. Cognitive aspects can be retracted to produce better output in the development process through ore specified therapy. On the other hand, biological perspective provides for the development of medication for autistic related conditions to help manage them (WebMD LLC, 2018). Medications such as anxiety prescriptions for autistic patients are the product of biological functioning analysis.
In conclusion, the different perspective provides the basis for comprehending causes and divergent in autism to understand the condition needs of each patient better and develop an effective treatment plan. Notably, patients have to undergo different treatments based on different perspectives to achieve the management for autism required. Each perspective offers insight into different contributory factors to autism hence assist in various dimensions of treatment. Therefore, all the views are significant in the study of autism and ultimately its management.
References
Abruzzo, P. M., Ghezzo, A., Bolotta, A., Ferreri, C., Minguzzi, R., Vignini, A., Marini, M. (2015). Perspective biological markers for autism spectrum disorders: Advantages of the use of receiver operating characteristic curves in evaluating marker sensitivity and specificity. Disease Markers, 2015 , 329607. doi: http://doi.org/10.1155/2015/329607.
Medline Plus. (2016). Autism spectrum disorder. NIH: National Institute of Child Health and Human Development. Retrieved on 22 April 2018 from https://medlineplus.gov/autismspectrumdisorder.html
Qian, N., & Lipkin, R. M. (2011). A Learning-style theory for understanding autistic behaviors. Frontiers in Human Neuroscience, 5 , 77.
Richardson, T. (2016). Cognitive and psychoanalytic conceptualizations of autism: A comparative literature review. Undergraduate Research Community, 7 .
WebMD LLC. (2018). Autism - Treatment overview . Retrieved 0n 22 April 2018 from https://www.webmd.com/brain/autism/autism-treatment-overview.
