Assignent Solutionnurs

here are the sources for the assignment below:
1. https://www.youtube.com/watch?v=gOJvnsG2ubA
2. https://www.behavenet.com/apa-diagnostic-classification-dsm-iv-tr
instructions: Discuss current changes to the criteria previously used to diagnose and treat autism. How was autism diagnosed and treated previously? How will it be diagnosed and treated now? What factors influence ASD? Explain.
When responding to your peers, select a post written by a classmate whose thoughts differ from your own. Propose a counterargument to their opinion, supporting your counterargument with examples from the text or video.
peer view#1: ASD is described as a “complex neurodevelopment disorder with abnormalities in social communication, unusual behaviors and interests” (Mash & Wolfe, 2018). ASD can be very difficult to deal with but with proper intervention and services it can be managed and worked with so the child can have the best possible outcome in life. From an article back in 2014, King and colleagues, looked over the history of diagnosing ASD and criteria now for the DSM-5. At the time of this study criteria for ASD was “impairments in social relation, preference for objects, pronomial reversal, hyperactivity, low frustration tolerance, concrete thinking, echolalia, marked repetition of words and activity, pain insensitivity, and wide scatter in intellectual abilities” (King, et.al, 2014). This was criteria that was needed for the DSM-III. With the DSM-5 now, they have taken away categories such as Aspergers and just given the name of autistic spectrum disorder. New changes to the DSM-5 also include inclusion of “by history” in the assessment of criteria. Second is the insert of the “grandfather” clause meaning individuals with an already diagnosis of PDD should be given the diagnosis of ASD. Lastly, the elimination of “trumping rules” which previously prevented co diagnosis of ADHD and/or schizophrenia (King, et.al, 2014). When looking at diagnosis and treatment, there are 2 stages to diagnosis. First is looking at general development and second is professional evaluation if ASD is suspected. This consists of looking into ASD symptomatology, cognitive and linguistic abilities, and adaptive, sensory and motor skills (Zaky, 2017). Treatment consists of improving functional abilities and give the person the best quality of life. This can include applied behavioral analysis (ABA). ABA helps reinforce behaviors of positivity and discourages negative ones. This is used to help the child with deficient skills. Occupational therapy is also an option for treatment as this can help with the individual to live independently. Speech therapy and sensory integration therapy are also other forms of treatment. There is even medication that can be used to help with irritability, aggressions, anxiety and depression. Factors that influence ASD could be both environmental and genetic. There are prenatal risk factors that include physical, mental and financial state while pregnant because this can impact the developing fetus (Karimi, et.al, 2017). Parental age is another factor, including increased looks at the paternal age. There are natal factors as well. These can include preterm birth, anomalies, maternal complications, and season the child is born (Karimi, et.al, 2017). Making sure the mother has the best care during pregnancy can help with the chance of the child being born with ASD. Karimi, P., Kamali, E., Mousavi, S. M., & Karahmadi, M. (2017). Environmental factors influencing the risk of autism. Journal of research in medical sciences : the official journal of Isfahan University of Medical Sciences, 22, 27. https://doi.org/10.4103/1735-1995.200272
King, B. H., Navot, N., Bernier, R., & Webb, S. J. (2014). Update on diagnostic classification in autism. Current opinion in psychiatry, 27(2), 105–109. https://doi.org/10.1097/YCO.0000000000000040
Zaky EA (2017) Autism Spectrum Disorder (ASD); The Past, The Present, and The Future. J Child Adolesc Behav 5: e116. doi: 10.4172/2375-4494.1000e116
peer view#2: Hello, all. As with virtually every illness, disorder, or condition, research provides information over time and recommended diagnosis and treatment options evolve. As we learn more about treatment and improve assessment and diagnosis, specific interventions are altered. The Diagnostic and Statistical Manual of Mental Disorders (DSM) has evolved as research and best practice has advanced over time. The diagnosis and treatment of autism has changed dramatically over the past 70 years. As scientific research was introduced, updated information changed the way the disorder was categorized, viewed and treated. In the first edition of the DSM (1952), autism was categorized as an occasional characteristic of childhood schizophrenia. By the time the second edition (1968) was released, autism was categorized as a subtype of schizophrenia which was “sometimes accompanied by mental retardation” (Doehring, 2021, p.4411). The use of psychedelic drugs, specifically, d-Lysergic Acid Diethylamide (LSD), and electric convulsive shock treatment were the most common forms of treatment during this time. In the third edition of the DSM (1980), autism was listed as a distinct developmental disorder. Treatment options during the 1980’s included intensive behavioral therapy. The fourth edition (1994) expanded the number of subtypes and then the fifth edition in 2013 reverted back to a single spectrum disorder. Environmental factors which are associated with autism include advanced parental age, low birth weight, prenatal exposure to certain pesticides, and maternal diabetes or obesity. Additional risk factors are related to genetics. In 1997, specific special education programs were mandated in the US (Doehring, 2021). Prior to this time, education practices for children who had autism were inconsistent and unregulated. Because little was known about autism spectrum disorder, often times children were not given the opportunity to learn. Progress was made through research and studies focused on causation and treatment. Opportunities for children who are differently-abled are available and provide information to families and support for children to make progress at their own pace. Be well,
Wendy Reference:
Doehring, P. (2021). Does the arc of science bend towards impact? Four decades of empirical research published in JADD since the DSM‑III. Journal of Autism and Developmental Disorders, 51(12), 4411–4421. https://doi-org.ezproxy.snhu.edu/10.1007/s10803-021-05052-2