Autism Diagnoses Bringing Change
Right from the start there has to be recognition of certain terms and modus operandi – that teaching, like parenting has common blood in their “the children come first” approach. That is the strength of both – focus on the children. Coming out of a superficial research on the subject of the proposed changes to the Diagnostic and Statistical Manual of Mental Disorders, or DSM-V set for release in May, 2013, I seem to be stumbling with the proposal for diagnostic changes to Autism. Formerly independent diagnoses of Autism, Asperger’s syndrome, pervasive developmental disorders (PDD-NOS) and childhood disintegrative disorder (CDD) will now be included beneath an Autism Spectrum Disorder umbrella. CDD, like PDD-NOS and Asperger’s have marked differences in their cognitive profiles, which for those suffering from any of these “distinct-from-autism” disorders, the biggest future limitation will be access to services (Dawson, 2010). Under the manual's current criteria, a person may qualify for the diagnosis by exhibiting six or more of 12 behaviors. The proposed definition would require people to exhibit three deficits in social interaction and communication and at least two repetitive behaviors—a narrower interpretation (Shah, 2012).
Reaction to these proposes are split – with many in favor of keeping diagnoses separate in order that children and families may continue receiving those supports they rely on and others approaching the changes from a fiscal standpoint, which demands that we make economic adjustments now in order to preserve funding for and awareness of future occurrences. The American Psychological Association (APA) supports efforts to make the DSM more scientific and less social-interest or advocacy based and really, is it not the involvement of money that makes the definition of progress? In recent years the diagnosis of autism has become abundant – be that to more occurrences, more accurate diagnoses, or even misdiagnosis. Regardless, “labels mean services and services mean money” states Campbell (2012) in his article, Redefining Autism for DSM-V.
My position is not to support or oppose the changes, but rather to appear as the educator might and thus, return to the parenting/teaching combined station. As the parent or the educator, the progress of the child is paramount, and progress is reached by understanding the issue and rendering treatment toward a goal of achievement. Current therapies for those children afflicted with autism, or the soon-to-be all-encompassing autism spectrum disorders treatment is largely focused on adaptability, organization, behavioral control and structured environments. This site: http://autism.healingthresholds.com/therapyhttp://autism.healingthresholds.com/therapy stresses healing autism and not just treating it. Much like that of a parent, teachers are encouraged to first educate themselves in the areas of autism – what it means, why it happens and particularly, what the teacher/parent can do – and then, move forward with little steps every day. We are each aware of the need to tailor learning to the student and the educator’s prerequisite of: organizing the environment, using schedules and visual aids, and rewarding good behavior – all lending themselves to the positive support of every individual. This consolidation from a scientific standpoint, is forgetting to factor in one very important thing: IDEA (Individuals with Disabilities Education Act). Reauthorized in 2004, IDEA considers, but does not rely solely on the DSM to qualify students for special education services within schools. That being the case, changes to DSM diagnoses are not the only determining factor for students who receive support services.
References:
Campbell, H. (2012). Redefining autism for DSM-V. Retrieved January 23, 2012 from, http://www.science20.com/science_20/redefining-autism-dsmv-86289http://www.science20.com/science_20/redefining-autism-dsmv-86289
Dawson, M. (2010). Proposed new autism criteria: the DSM-V. Retrieved January 23, 2012 from, http://autismcrisis.blogspot.com/2010/02/proposed-new-autism-criteria-dsm-v.htmlhttp://autismcrisis.blogspot.com/2010/02/proposed-new-autism-criteria-dsm-v.html
Shah, N. (2012). New autism definition could exclude many from diagnosis. Retrieved January 23, 2012 from, http://blogs.edweek.org/edweek/speced/2012/01/a_proposed_new_definition_of.html?cmp=ENL-EU-NEWS2http://blogs.edweek.org/edweek/speced/2012/01/a_proposed_new_definition_of.html?cmp=ENL-EU-NEWS2
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