Psychological aspects of autism spectrum disorder
Journal
Journal for ReAttach Therapy and Developmental Diversities
Date Issued
2020
Author(s)
DOI
10.26407/2020jrtdd.1.30
Abstract
Introduction: Autism spectrum disorder (ASD) is a complex neurodevelopmental condition that occurs within the first 3 years of life, which is characterised by poor social skills, communication problems and stereotyped patterns of behaviour. Autism is a life-long disorder that has a substantial effect on the individual, their family, and society.
The purpose of this paper is to provide an overview about the psychosocial aspects of autism spectrum disorders.
Methods: An analysis of relevant literature, sources from the internet and published literature, personal experience and observations of the author.
Findings: Despite widespread research and greater public awareness, ASD has an unclear etiology and no known cure, making it difficult to acquire an accurate and timely diagnosis. Psychologic functions such as attention, executive function, academic functioning, memory, emotions, and sensory processing are described. There is a need for continuous psycho-social support for people with ASD and their relatives during the diagnostics and early intervention period, as well as resources that better represent the diversity of experiences and symptoms associated with ASD across the lifespan.
Conclusion: It is clear that more special education services are needed, together with timely and ongoing psychosocial support to parents of children with ASD.
The purpose of this paper is to provide an overview about the psychosocial aspects of autism spectrum disorders.
Methods: An analysis of relevant literature, sources from the internet and published literature, personal experience and observations of the author.
Findings: Despite widespread research and greater public awareness, ASD has an unclear etiology and no known cure, making it difficult to acquire an accurate and timely diagnosis. Psychologic functions such as attention, executive function, academic functioning, memory, emotions, and sensory processing are described. There is a need for continuous psycho-social support for people with ASD and their relatives during the diagnostics and early intervention period, as well as resources that better represent the diversity of experiences and symptoms associated with ASD across the lifespan.
Conclusion: It is clear that more special education services are needed, together with timely and ongoing psychosocial support to parents of children with ASD.
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