Autism is a health disorder that affects the development process and is identified in childhood. It is characterized by inability to maintain eye contact, repetitive actions, impaired communication skills and social withdrawal (American Psychiatric Association, 2013). ASD occurs in all racial, ethnic, and socioeconomic groups, but are almost five times more common among boys than among girls. Based on the research as reported in Baio’s article he estimates that about 1 in 68 children has been identified with an autism spectrum disorder (ASD) (Baio, 2010). People with autistic disorder have significant language delays, social and communication challenges, unusual behaviors, and interests. Many people with autistic disorder also have intellectual disability and inability to acquire and retain what they have learned.
Autism has been reported to affect the ability of children especially those with autism spectrum disorder. Based on research, between 40% and 80% of the children with ASD experience difficulties to sleep (Meltzer & Mindell, 2008). This sleep disorder is manifested in different ways which is inclusive of difficulty falling asleep, inconsistent sleep routines, restlessness, waling frequently and waking up early. Sleep effects in autism is discussed using different theories such as the inadequacy of the sleep hormone or the increase of the hormone during the day and minimal during the night. Anxiety is another aspect that affects the sleep patterns as well as the sensitivity the autistic children have to the outside stimuli and therefore can be awaked by movement, tough or sound.
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Autism is a genetic hereditary disorder that the child has no power over. It is a state that can be stressful to the parents and the entire family due to the disability of the child. For everyone to cope with the disorder there is need to appreciate the disorder and be supportive to the child. Bad attitude towards a child with autism will make them withdrawn and this will be manifested in the sleep disorder as a result of anxiety or sensitive. The inability of an autistic child affects not only them but the entire household due to the accidents that can occur when they sleep walk. The bed resistance is stressful to the parents with lack of the knowhow on what to do to help their child.
Thesis Statement
In medicine, Autism is a hereditary disorder that affects an individual the entire lifespan. Sleep disorder is identified in many cases of autistic disorders in both children and adults. The research seeks to establish the relation between the sleep disorders as it is attributed by the autistic disorder. The coping mechanisms used by the family and how the social learning theory can be applied in the analysis.
Research Question
Does the autistic disorder heighten the sleep disorder?
Is it possible for an autistic child to have normal sleep?
Can sleeping be learned by the children with ASD?
Hypothesis
Most of the children diagnosed with autistic disorder are faced with sleep challenges. This is due to the sensitivity levels, the anxiety disorder that many children have that has made them to be socially withdrawn. Can the sleep disorder be addressed by the learning or medication therapy as it affects the entire population of the household.
Method
The research on sleep and its effects on autistic children will entail the use of both qualitative and quantitative research methods. Interview with parents of autistic children will be done to establish how the sleep affects the children and other members of the family. Quantitative research will be done in survey in the health facilities these children attend to and thus the perception of the clinician on the relationship between sleep and autism. This will be the basis of our research and thus enable as to prove the research hypothesis and answer the research question. There will be use of the social learning theory to explain the effects of sleep disorders on the autistic children as well as the entire family and how they can learn coping mechanism to the disorder.
The Learning Theory
The learning theories are the principles that are used to explain how people are able to learn, acquire, retain and recall or remember the acquired knowledge over a period of time. There are three different learning theories which entails; behavioral, cognitive and constructivism. With regard to our research topic on sleep and the effects on autistic children, the research focuses on two learning theories the behavioral and cognitive information processing theory.
In children, sleep is very important as serves multiple functions which include: memory consolidation which is the ability to remember things learned, energy conservation that is a necessity for growth, brain growth, and cognition (Stores & Wiggs, 1998). Just as other children, adaptation to peaceful and lengthy hour sleeps at night. The children with autism can also learn to sleep through the night. This can be through reassurance offered to them as an adaptation to the child special needs.
The Behavioral Social Learning
This theory states that behaviors or changes are learned through the association one has between the stimuli and the response. A child with autism might experience trouble getting to sleep due to anxiety, sensitivity or inadequate of the sleep hormone that is stimulated by darkness. This behavior can be changed by teaching the child to program their mind to sleep by the establishment of a sleep routine. When done on frequent times, the system of the child adopts to it and they can learn to fall to sleep with ease. The behavioral social learning theory also detects that the parents should eliminate stimulants that eliminate sleep. The exposure to TVs or phones some hours to bed should be avoided by both the parent and the child. This is because children learn through observation and thus they cannot be hindered to exposure to light when the rest of the family is using the gadgets.
The Cognitive Information Processing Theory
This social learning theory states that learning occurs through the internal processing of the information. This implies that the ability of the child to learn can occur from being taught and understanding. This is in agreement with the biblical teaching that states that teach a child the ways of God so that when they grow up they will not depart from it. When the child is taught the importance of sleep to their development, they make an effort to sleep not because they want to but because of the learned importance. Sleep is a practice that can be learned to enhance the brain development even with the learned disorder. Regardless of the development theory used, there are things that are beyond scientific explanation and thus a medical or psychological remedy might not be efficient. This applies to autism and thus the need to depend on the spiritual aspects where the surrounding need to be supportive of the families as it is nothing of their doing but the doing of the Lord.
Theoretical Framework
Having an autistic child is a big challenge on its own not to mention the comorbidity of sleep disorder that is on high prevalence in autistic children. The ability for the child and the rest of the family to have a peaceful and uninterrupted sleep will enhance their adaptation to the state and view the autistic child as a normal child. But he said to me, “My grace is sufficient for you, for my power is made perfect in weakness.” Therefore I will boast all the more gladly of my weaknesses, so that the power of Christ may rest upon me. Therefore with this verse, the family is encouraged to support the child regardless of the challenges it has without filling faint hearted.
Impacts of Lack of Sleep
As indicated by the different studies the people with ASD have sleep disorders and thus they are either unable to fall asleep or stay at sleep at night. This affects not only the children but the adults with autism too. The inability to sleep exacerbates characteristics of ASD such as aggression, hyperactivity as well as lack of concentration. The inability of a parent to have adequate sleep might make him engage in an accident as they perform other duties.
Conclusion
Autism is not a cause of a sleep disorder but they occur in most cases as comorbidity. The sleep disorder is attributed by the drugs that are prescribed for the autistic children or the other impacts of autism that inhibits the development of the neurological abilities. To raise an autistic child calls for patience, and a positive attitude that is explained by the constructivism personality development theory that enables one to stay positive despite the challenging circumstances they encounter in their daily lives. Sleep issues among ASD children are; prolonged sleep latency, decreased sleep efficiency, reduced total sleep time, and increased waking after sleep-onset, bedtime resistance, and daytime sleepiness. It is evident that there is no specific sleep disorder that is unique to the children with ASD but a combination of symptoms. The learning theory states that character or behaviors can be learned and thus sleeping can also be taught to the autistic children to enable them have adequate sleep at the time that is favorable to the entire family.
References
American Psychiatric Association (2013). Diagnostic and Statistical Manual of Mental Disorders (DSM-V) 5. Arlington: American Psychiatric Association.
Baio J (2010). Prevalence of autism spectrum disorder among children aged 8 years—Autism and Developmental Disabilities Monitoring Network, 11 Sites. Suveillance Summ. ; 63 :1–21
Hollway JA, Aman MG (2011). Sleep correlates of pervasive developmental disorders: a review of the literature. Res Dev Disability. (32 )1399–1421. doi: 10.1016/j.ridd.2011.04.001.
Lovullo SV, Matson JL (2009). Comorbid psychopathology in adults with autism spectrum disorders and intellectual disabilities. Res Dev Disabil. 2009; 30 :1288–1296. doi: 10.1016/j.ridd.2009.05.004
Meltzer LJ, Mindell JA (2008). Behavioral sleep disorders in children and adolescents. Sleep Med Clin. 269–279. doi: 10.1016/j.jsmc.2008.01.004
Stores G, Wiggs L (1998). Abnormal sleep patterns associated with autism: a brief review of research findings, assessment methods and treatment strategies. Autism. (2 )157–169. doi: 10.1177/1362361398022004
