Autism Spectrum Disorder is a developmental disorder that impairs communication, behavior and the way an individual perceives the world. Researchers worldwide are constantly trying to research the brain to get to know the causes of autism as well as learn more effective methods of helping such individuals. Neuroscience has made new discoveries that are assisting researchers to learn how various sections of the brain affect behavior and sense perception.
In recent times, scientists in Stanford Medicine have discovered a significant finding that could aid in enhancing our knowledge on autism. Their study revealed that the behavior of autism in mice could be corrected by soothing a minor yet significant section of the brain. Despite the fact that this research is not around and thus is still in its infancy, there is a future that scientific research can look forward to.
Researchers targeted a section of the brain referred to as the reticular thalamic nucleus in the study. This section of the brain acts as a gatekeeper in that it governs the flow of sensory input to other parts of the brain as sounds, touch and sight. Under proper functioning of this system, the brain is able to filter and react towards the environment in the most appropriate manner.
The brain however can be inefficient in filtering the sensory signals in some individuals with autism. This may result in sensory overload. As an example, loud noises, bright lights or certain textures can be highly uncomfortable or overwhelming. Due to this fact, there are those people with autism who respond intensively to normal sensory experiences.
To further explain how this process works, researchers have performed experiments on mice, which were genetically engineered to behave like those who were affected by autism. Such mice had repetitive behaviors, decreased socialization and abnormal response to sensory stimuli.
The researchers found out that there was an excess activity in the reticular thalamic nucleus in such mice. This over activity interfered with communication among various regions of the brain, which added up to autism like behaviors.
The scientists tried two methods in order to rectify the problem.
The former technique was the application of a drug, which is widely applied in the treatment of epilepsy or a seizure. This medication assisted in lowering the hyperactivity of the brain.
The second one was the neuromodulation. Neuromodulation is the method, which alters the activity of the brain in terms of electrical or chemical stimulation. It assists in repairing the overactive and underactive brain circuits.
The researchers noted promising outcomes after treatment with these interventions. The activity in the brains of the mice was more balanced, and the behavior of the mice changed greatly. The mice also got more relaxed, social and less sensitive to sensory input. Their actions started to act as normal mice.
The other notable finding of this study was the close relationship that exists between epilepsy and autism. Researchers discovered that the two conditions possibly share common brain circuits that regulate the movement of signals in the brain. This observation can be relevant as a number of patients with autism have epilepsy. The understanding of the similar mechanisms of the brain can assist scientists in making treatments that could be of use to the two conditions.
The study is important in that it presents a new method of comprehending autism. Most of the treatment is traditionally aimed at the management of such symptoms as speech delay, behavioral difficulties, or social problems. Nevertheless, this study implies that treatment in the future would be aimed at dealing with these brain circuits that promote such behaviors.
Scientists can possibly develop more effective treatment methods by attacking the underlying brain activity. Future treatment can assist in enhancing the brain mechanisms that cause autism, as opposed to merely assisting people to cope with the symptoms.
Nevertheless, one should realize that this research was done on mice and not on human beings. Animal studies are usually the initial step towards scientific discoveries as they are used to get an insight into the mechanisms of biological systems. It will take several years of research, testing and clinical trials before similar treatments can be administered to humans.
Irrespective of these weaknesses, the results are useful in understanding the mechanisms of brain functioning in autism. They also promote the new research directions among scientists and the creation of new treatments.
Simply, this finding indicates that it is possible to treat some hyperactive brain circuits to enhance behaviors related to autism. Today, although it is not a remedy, it provides new opportunities in future research and gives some hope to families, educators, and healthcare workers who assist persons with autism.
References
Jang, S., Takahashi, F., and Huguenard, J. R. (2025). Autism spectrum disorder behaviors in Cntnap2 model of autism are driven by reticular thalamic hyperexcitability. Science Advances.
Stanford Medicine. (2025). It is after a breakthrough in the Stanford brains that autism symptoms disappear in the mice. School of medicine at Stanford University.
Medical Xpress. (2025). Epilepsy drugs are used to reverse the symptoms of autism in mice.
Autism or Autism Spectrum Disorder (ASD) is a disorder that impairs the way an individual thinks, communicates and perceives the world. Autism is not just one kind of behavior as people tend to visualize, rather it is a spectrum. This implies that all autistic individuals are individuals, and they have their strengths, weaknesses, and perceptions of the world. Here is an easy explanation of how to comprehend common characteristics, given in terms of real-life examples.
Differences in Communication in Society.
Social interactions are tricky, and it is one of the primary characteristics of autism. As an illustration, when a child with autism is approached, he or she will fail to make eye contact or respond when one waves hello. They may not want to be in a team game but rather play by themselves. They may have problems initiating a conversation with their classmates in school or they can be very literal in that a teacher mentions that it is raining cats and dogs and they could look around wondering what he meant by that instead of interpreting it to mean that.
Repetition Behaviors and Special Interests.
Routines are favored by a lot of people with autism and they may repeat certain actions. An example would be a child who would arrange his or her toy cars in the same sequence day by day, or who would rotate the wheels all day long because it is relaxing and fun. Others have such keen interests on certain subjects. One boy can be aware of all the facts about dinosaurs or trains and some may talk about them hours. The main interests that are narrow are usually virtues that could be exercised and embraced to learn.
Sensory Sensitivities
A person with autism can have a different experience in sensory experiences. The high level of noise, light, or unpleasant smell could be disturbing. As an illustration, a child can wrap his ears when there is a school fire drill or decline to wear scratchy-tagged clothes. Conversely, others are sensory seekers, they might rock, spin or rub textures repeatedly since this is what makes them feel relaxed.
Behavioral and Emotional Characteristics.
Autistic people are capable of having deep feelings but they might not be able to express or communicate them in a manner that is comprehended by others. A child may meltdown in case of changes in a favorite routine such as a bus being late or a planned trip being canceled down. Such reactions are no misbehavior- they are a means of dealing with stress or perplexity. They can be taught on how to control their emotions with support.
Forces and Exceptional Capabilities.
It is not that autism is simply about challenges. Individuals with autism are characterized by great abilities. As an example, a girl can recall all the information she had read in a book, once, or a boy can be very good at drawing, at mathematics, or at modeling. These gifts are usually accompanied with a high level of concentration and commitment.
The guide to assisting individuals with autism.
It is easy to do something that is of help. Be a good listener, maintain routine, give instructions, and set up relaxation areas where necessary. Festivities on their interests and achievements. Even very minor things, such as sitting with them at a loud gathering, or going with them in their favorite activity, can make them feel appreciated and part of it.
Conclusion
Autism is a continuum and each individual has it differently. It is through knowledge of social, behavioral, sensory and emotional traits, and by recognizing the strengths and by seeing the challenges that we can establish conducive inclusive settings in which individuals with autism can develop. A bit of patience, empathy and compassion will go a long way.
In the recent past the Trump administration proposed a $50 million Autism Data Science Initiative to fund
the research of the genetic, environmental, and medical causes of autism. The project also recommended
setting up of a national autism registry and trying to expedite some drug-treatment approvals including the
leucovorin to language delays in children with selected metabolic disorders. Although all these steps have
been put forward as major commitments to autism research, they came with a lot of controversy.
Introduction
Parents play a very important role in the life of their special need child. When parents support their child, the child feels safe, accepted, and encouraged to try new things. Parents are critical to the life of children with special needs. Their presence, lessons, and encouragement can have a serious influence on the emotional state, learning process and social growth of a child. Children feel secure, appreciated, and inspired to develop their potential when the parents are capable of offering constant care, support, and guidance to them. The paper explores essential roles that parents play, and how to ensure that these roles are enhanced to achieve maximum benefits in children with special needs.
Needs of Children with Special Needs
Strengths and Challenges
Students with special needs have strengths and challenges that are always different. Parents are in a better position to discover the areas in which their child is good and those that need extra help as they are closely acquainted with the child. American Psychiatric Association (2013) expresses that comprehending such individual profile enables parents to be in a position to offer their personal intervention and lobby the needs of their child.
Emotional and Social Needs
Children having developmental, intellectual, or physical disabilities, tend to have special emotional and social problems. Sense of belonging and self worth is essential in confidence and social integration and it is achieved through parental support (Hodapp and Dykens, 2017). Employing emotional coaching actively allows parents to be able to contribute to the development of resiliency, emotional regulation, and social skills in their children.
The Parents are the Major Educators
Educating at Home
Parents are the initial and most uniform educators in the life of a child. Home based learning and routine development is important to children with special needs. Learning outcomes are improved with the help of structured daily activities, specific learning plans, and a daily repetitive practice of skills (Turnbull et al., 2015). These include instruction in the area of daily living (dressing, feeding, and hygiene), or academic reinforcement with modified lesson plans.
School/Therapist Collaboration.
The partnership between the parents and the teachers, therapists, and special educators will provide the children with a coordinated and effective assistance. Parents can overcome the gap between the home and school-based interventions by attending meetings, tracking progress, and giving feedback. The study carried out by Blue-Banning et al. (2004) shows that, high parent-professional partnership results into better academic and social performance of children with disabilities.
Advocacy and Rights
Interpreting the Rights of Law.
The rights of the child in the educational and disability laws need to be understood by the parents. Legal protections in Pakistan include the Rights of Persons with Disabilities Act 2020 which mandates inclusive education. Those parents who support appropriate accommodations, individual education plans, and access to therapies help the child to get equal opportunities.
Speaking Up for Your Child
Advocacy entails the process of relaying the needs of the child to the schools, medical practitioners, and community organizations. The parents hold a very significant position in making sure that services are adequate, timely and personalized. Parental awareness can break the barriers and facilitate inclusion (Lindsay, 2011).
Caring about Emotional Well-being.
Building Self-Esteem
Constant encouragement by the parents can make children feel confident in their capabilities. Compliments on the hard work, acknowledgements of achievements and tolerance of failures reinforce self esteem. Guralnick (2011) reports that children that have good self-esteem have improved social integration and adaptive behaviors.
Coping with Stress
The stress and problem-solving strategies are also modeled by the parents. Patience, flexibility and positive problem-solving are the traits that parents impart in children to show them how to overcome difficulties in life. Mindfulness, regular scheduling, and transparent communication are some of the techniques that make anxiety lower and resilience higher.
Daily Support Practical Strategies.
Structured Routines
Establishing routines that children with special needs can predict in their day to day lives makes them feel safe and also minimizes the behavioral difficulties. Meal-timetables, educational activities, a therapy program, and recreational activities help to regulate cognition and emotion (Smith et al., 2007).
Positive Reinforcement
Positive reinforcement strategies promote learning and desired behaviors. Rewards should be based on effort, improvement, and achievements to keep the learner motivated and interested in learning. Reinforcement may be done through verbal praise, token systems or activities of choice.
Home-based Therapy Integration.
Parents can support therapy goals with home-based activities, including speech, occupational, or physical therapy activities. Home-professional consistency enhances faster skills acquisition and learning generalization (McConachie et al., 2015).
Building Independence
Promoting Decision-Making.
The way parents can instill independence is by letting children make their own decisions based on their ages. The most basic decisions, such as choosing clothes or snacks, give children more power and confidence in decision-making.
Teaching Life Skills
Children are trained in life skills such as personal hygiene, money management and social interactions that enables them to be more independent. The studies indicate that self-sufficiency in the long term is enhanced by early and regular teaching of skills (Wehmeyer et al., 2013).
Community Involvement and Inclusion.
Engaging in Social Activities.
Participation in inclusive community activities encourages children to develop social experiences, friendships and sense of belonging. The activities may involve sports, arts, or community events that are accommodating to the special needs.
Tapping into Support Networks.
The parents receive the advantages of using support groups, advocacy groups, and communities on the internet. These networks offer resources, emotional support and practical advice to deal with challenges (Kyzar et al., 2012).
Special Plan to Parents in Pakistan.
The perception and support networks of children with special needs in Pakistan are on the rise but there are loopholes. The parents have little access to special services, inclusive education and trained professionals. Resources are slowly being extended by community based programs, NGOs and government initiatives. The parents can make a difference by joining forces with the local organizations and participating in the education on the best practices, urging the improvement of the provided services (Shah, 2020). Parental strategies are also dependent upon cultural attitudes, and it is important to address the issue of awareness campaigns and family education.
References
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric publishing.
Frankland, H. C., Summers, J. A., M., Blue-Banning, Nelson, L. L., and Beegle, G. (2004). Family and professional associations dimensions: Positive principles of working. Exceptional Children, 70(2), 167-184.
Guralnick, M. J. (2011). The reason why early intervention is effective: systems. Infants & Young Children, 24(1), 6-28.
Hodapp, R. M., & Dykens, E. M. (2017). Intellectual disabilities. I. B. Weiner and W. E. Craighead, (Eds.), The Corsini encyclopedia of psychology (4th ed., pp. 1-4). Hoboken, NJ: Wiley.
Kyzar, K., Turnbull, A., Summers, J. A., and Gomez, V. (2012). Family-professional partnerships: An empirical literature review. Journal of Early Intervention, 34(3), 193-219.
Lindsay, G. (2011). Disparities in special education to children with developmental disorders. Journal of Applied Research in Intellectual Disabilities, 24(6),509-520.
McConachie, H., Randle, V., Hammal, D., and Le Couteur, A. (2015). Parents of children with suspected autism spectrum disorder A controlled trial of a parent training course. Journal of Pediatrics, 166(6), 1423-1429.
Shah, S. (2020). Children with special needs education and support in Pakistan. Pakistan Journal of social Sciences, 40(1), 55-68.
Smith, T., Groen, A. D., & Wynn, J. W. (2007). Randomised controlled trial of intensive early intervention in children with pervasive developmental disorder. American Journal of Mental Retardation, 112(4), 233-253.
Turnbull, A., Turnbull, R., Wehmeyer, M., and Shogren, K. (2015). Super lives: Special education in modern schools. Pearson.
Wehmeyer, M. L., Shogren, K. A., Little, T. D., and Lopez, S. J. (2013). Self-determination development during the life-course. The Oxford handbook of positive psychology (2nd ed., pp. 330-338). Oxford University Press.
Physiotherapists play a great role in special schools. They are both healthcare professionals and a member of multiprofessional team of the school. They are supposed to work with kids with developmental and physical problems.
Owing to the fact that each child is unique like another, their needs are unique as well. Physiotherapists evaluate motor skills, the strength of the muscle, posture, balance, and coordination of every student. Such a meticulous assessment can be used to know the areas that a child might require assistance.
They will base on assessments the plan of every child in a bid to enhance mobility and daily living skills. Such plans can involve various exercises, stretching or enjoyable physical activities, depending on the abilities and interests of the child and his objectives. The important objective here is to ensure that children are as independent as possible in their living.
Physical discomfort or pain is also addressed by physiotherapists in most instances. The physiotherapists achieve this through strategies of pain management. These plans also encourage an improved posture and the pattern of movements in order to facilitate the long-term development.
The physiotherapists work closely with special educators and other therapists including occupational therapists, speech and language therapists, audiologists and psychologists in special need schools. This multi professional team constructs a holistic plan embracing all areas of development of a child i.e. physical, emotional, cognitive, and social. They, along with their parents, are a significant component of child programme as well. Physiotherapists educate and advise parents and make them aware of the needs of the child and how they can promote improvement at home.
Finally, the role of physiotherapist in special need schools is extremely broad. They are evaluators, strategists, inspirers and collaborators in the development process of a child. Their contribution enables children with special needs to take a more active part in the life of the school and make themselves confident in own capacities.
Autism spectrum disorder is a neurological and developmental disorder, which affects the way individuals perceive other people, communicate, learn, and behave. Even though autism may be diagnosed at any age; it is a developmental disorder because symptoms normally manifest themselves at the first two years of life. Autistic persons are characterized by numerous symptoms, and they may involve variation in social and communication behaviors, intellectual disabilities, and other physical and mental health disorders. Autistic persons also have diverse health care and basic service needs. It has been observed that access to the services and supports required at an early age can support the health and well-being of people in the long term.
The Intelligence Quotient(IQ) is the score, which is used to determine the comparisons between the thinking and problem-solving abilities of a person with other persons of the same age. Skills that are normally examined by IQ tests include language comprehension, memory, reasoning, and visual thought process. The wechsler intelligence scale which is also known as the WISC, Stanford-Binet Intelligence Scale and the progressive matrices by Raven are some of the widely used IQ tests. These tests were initially developed to test individuals who do not have any developmental problems and as such they might not be able to adequately represent the thinking style of autistic children.
Autism had in the past been associated with intellectual disability. Research literature published in 1960s and 1970s documented reports that a maximum of 75 percent of children with autism had below 70 IQ score that is considered to indicate intellectual disability. This made a number of professionals, teachers and families assume that all children with autism were low IQ children. However, this concept rested on examinations that did not take into account individual approaches through which autistic children acquire and communicate. As an illustration, nonverbal children were not able to respond to questions which were based on verbal communication, and sensory problems such as sound or bright lights usually made these children unable to concentrate. Such tests were also insensitive to other fields where most autistic children excel such as visual thinking or pattern recognition. It consequently led to poor judgment and misunderstanding of many children.
The current studies provide a clearer insight. In a study done by Charman et al. (2011), only a small percentage of about 31 percent of autistic children were found to possess an intellectual disability. Conversely, half of them score averagely and even higher in IQ. Analogous findings were indicated by the Centers of Disease Control and Prevention (CDC, 2020) according to which increasing numbers of autistic children are now being diagnosed as not having intellectual disabilities. The improved testing instruments and increased understanding of the spectrum of autism might be the cause of these changes.
Among the most significant things to realize, is the fact that the abilities of autistic children are usually uneven. It is referred to as a spiky profile, i.e. they could be really good in certain aspects and incompetent in others. In illustration, there are children who possess low verbal IQ (difficulty with language) yet high performance IQ where they will perform satisfactorily when tasks are done in patterns or by solving puzzles. The studies conducted by using nonverbal tests such as Raven Progressive Matrices have demonstrated that, most of autistic children with low score in verbal assessment actually excel in visual assignments (Dawson et al., 2007). This is the reason why multiple tests should be used to realize the potential of the child.
The issue of the performance of an autistic child on an IQ test is influenced by a lot of factors. One of the prominent factors is communication. Not all autistic children can talk or compete age wise, they might not be able to answer questions which need to be spoken to. They are able to comprehend what they are told but fail to articulate what is expected.They also experience sensory problems. It is observed that bright light, background noise, or strangers in the testing rooms can be terrific with autistic children, and this will make them stressed or distracted during the check up. In case a kid feels out of place, then there is a chance that test scores will not be representative of his or her capabilities.
Other tasks involving social and language skills such as comprehension of a short story or recognition of emotions using facial expressions are also considered IQ tests. These tasks may not be compatible as the autistic children have an issue in information processing. Even a child is problem solver or logician, and yet he/she may score low with regard to social based questions. This may create the wrong impression of their overall smartness. This is why numerous specialists suggest applying flexible and individual methods toward testing, that is why the strong and weak points of each child could be taken into account.
The other interesting aspect of autism is that some children have splinter skills or savant abilities. These are extraordinary and rather uncommon abilities in such fields as math, memory, music or art. A child may not be able to get basic tasks accomplished, but can remember unbelievably or be able to play by ear. Others are able to read very early in their lives (a phenomenon called hyperlexia) or today are able to recall calendar dates many years ahead of them. These abilities make us remember that intelligence exists in various forms and it does not always have to be assessed with the help of a standard test (Treffert, 2009).
The implications of learning and thinking about autistic children in the various ways are enormous impacting education and therapy. Teachers and school professionals need to develop Individualized Education Plan (IEP) that would address the individual abilities of each child. The teaching techniques to be used should be based on what a child is capable of doing and not necessarily what he/she finds difficult. The example is the application of visual aids, assistive technology, or alternative tools of communication which can enable the children to have an improved classroom performance.
The strength based approach has a potential of instilling confidence and assist children in achieving their potential. It is also notable that IQ must not serve only as the principal measure of capability. Though IQ may be useful in its information, it cannot be the sole option in making a decision concerning diagnosis, support and school placement. Rather, an examination of adaptive functioning of a child in terms of how they cope in everyday life, socialization, and solving real-life issues may be a more accurate indication of their capabilities and requirements.
References
Charman, T., Pickles, A., Simonoff, E., Chandler, S., Loucas, T. and Baird, G. (2011). The Special needs and autism project (SNAP): IQ in children with autism spectrum disorders. Psychological Medicine, 41(3), 619-627.
Dawson, M., Soulieres, I., Gernsbacher, M. A., and Mottron, L. (2007). The Degree and the Character of Autistic Intelligence. Psychological Science, 18(8), 657-662.
Cusack, J., Dumas, G., Frazier, T., et al., Charman, T., Brugha, T. S., Lord, C. (2020). Autism spectrum disorder. Nature Reviews Disease Primers, 6(1), 1-23.
Rutter, M. (1970). Autistic children: Infancy to adulthood. Seminars in Psychiatry, 2(4), 435-450.
Treffert, D. A. (2009). The savant syndrome: A phenomenal phenomenon. An overview:past, present, future. Philosophical Transactions of the Royal Society B: Biological Sciences, 364(1522), 1351-1357.
Centers of Disease Control and Prevention (CDC). (2020). Autism Spectrum Disorder Statistics and Data.
Nutritional supplements and vitamins may be helpful in reducing some symptoms of autism especially in situations where a child has some underlying nutritional deficiency. In this regard, it is only relevant to state that vitamins do not treat autism. Moreover, every child with autism is a unique person and the effectiveness of supplements may differ greatly in one child and another. There are a number of vitamins and other supplements that may offer some potential benefits when taken in moderation and under the supervision of a physician.
Vitamin B6 is also used with magnesium and is found to enhance communication, attention and behavior of children with autism. Likewise, Vitamin D is often deficient in the individuals on the autism spectrum, and taking it in supplements can help to maintain the health of the brain, mood, as well as immune systems. The Omega-3 fatty acids, which are widely present in fish oil are also used extensively because of their known effects of brain development and behavior. Research indicates also that omega-3s can reduce hyperactivity as well as enhance eye contact.
Now gut health. Gut health is defined as the health of the gastrointestinal system (GI system), such as the stomach, the intestines, and the colon and its microorganisms, as a collective called the gut microbiome. It includes the roles of breaking down food, nutrient absorption and excretion of waste. The overall health is also dependent on a healthy gut microbiome, which affects the digestive system, immunity, and even affect the mental state.
A lot of autistic people have digestive problems and probiotics can assist in re-establishing a normal balance of gut bacteria and this may in effect impact the mood and behavior. Multivitamins may also be useful particularly among children who are picky eaters and who may not be able to access a balanced diet. Furthermore, some genetic mutations such as the MTHFR mutation, which influences the body to process folic acid, might also respond to folate and folic acid-related mutations, particularly in the form of methylfolate.
It is better to consult specialists, such as pediatricians, nutritionists, or autism specialists, before introducing some vitamins or supplements. The medical advice is made to make sure that supplements are safe, suitable, and specific to the needs of the child. Vitamins may be included as a holistic approach to the support of autistic children when used wisely and in conjunction with some evidence-based therapies, including speech, occupational, and behavioral therapy.
Hearing loss
According to WHO , an individual who is not able to hear as well as someone with normal hearing – hearing thresholds of 20 dB or better in both ears – is said to have hearing loss. Hearing loss may be from mild to profound. It can affect one ear or both ears and leads to difficulty in hearing conversational speech or loud sounds.
On the other hand, hard of hearing refers to people with hearing loss ranging from mild to severe. People who are hard of hearing usually communicate through spoken language and can benefit from hearing aids, cochlear implants, and other assistive devices as well as captioning.
Deaf people mostly have profound hearing loss, which implies very little or no hearing. They can benefit from cochlear implants. Some of them use sign language for communication.
Causes of hearing loss & deafness
Prenatal period
- genetic factors including hereditary and non-hereditary hearing loss
- intrauterine infections – such as rubella and cytomegalovirus infection.
Perinatal period
- birth asphyxia (a lack of oxygen at the time of birth)
- hyperbilirubinemia (severe jaundice in the neonatal period)
- low-birth weight
- other perinatal morbidities and their management.
Childhood and adolescence
- chronic ear infections (chronic suppurative otitis media)
- collection of fluid in the ear (chronic nonsuppurative otitis media)
- meningitis and other infections.
Adulthood and older age
- chronic diseases
- smoking
- otosclerosis
- age-related sensorineural hearing loss
- sudden sensorineural hearing loss.
Factors across the life span
- cerumen impaction (impacted ear wax)
- trauma to the ear or head
- loud noise/loud sounds exposure
- ototoxic medicines
- work related ototoxic chemicals
- nutritional deficiencies
- viral infections and other ear conditions
- delayed onset or progressive genetic hearing loss.
The impact of unaddressed hearing loss
Unaddressed, hearing loss impacts many aspects of life at individual level as under:
- limitations in communication and speech
- adversely affected cognition
- social isolation, loneliness and stigma
- impact on society and economy
- limitations in access to education and employment.
Prevention
Many of the causes that lead to hearing loss can be avoided through public health strategies and clinical interventions implemented across the life course.
Prevention of hearing loss is essential throughout the life course, from prenatal and perinatal periods to older age. In children, nearly 60% of hearing loss is due to avoidable causes that can be prevented through implementation of public health measures. Likewise, most common causes of hearing loss in adults, such as exposure to loud sounds and ototoxic medicines, are preventable.
Effective strategies for reducing hearing loss at different stages of the life course include:
- immunization
- good maternal and childcare practices
- genetic counselling
- identification and management of common ear conditions
- occupational hearing conservation programmes for noise and chemical exposure
- safe listening strategies for the reduction of exposure to loud sounds in recreational settings
- rational use of medicines to prevent ototoxic hearing loss.
Identification and management
Early identification of hearing loss and ear diseases is key to effective management.
This requires systematic screening for detection of hearing loss and related ear diseases in those who are most at risk. This includes:
- newborn babies and infants
- pre-school and school-age children
- people exposed to noise or chemicals at work
- people receiving ototoxic medicines
- older adults.
Hearing assessment and ear examination can be conducted in clinical and community settings. Tools such as the hearWHO app and other technology-based solutions make it possible to screen for ear diseases and hearing loss with limited training and resources.
Once hearing loss is identified, it is essential that it is addressed as early as possible and in an appropriate manner, to mitigate any adverse impact.
Rehabilitation for hearing loss
Rehabilitation helps people with hearing loss to function at their optimum, which means they can be as independent as possible in everyday activities. Specifically, rehabilitation helps them to participate in education, work, recreation and meaningful roles, for example in their families or communities, throughout their lives. Interventions for rehabilitation for people with hearing loss include:
- the provision of, and training in the use of, hearing technologies (e.g. hearing aids, cochlear implants and middle ear implants);
- speech and language therapy to enhance perceptive skills and develop communication and linguistic abilities;
- training in the use of sign language and other means of sensory substitution (e.g. speech reading, use of print on palm, Tadoma, signed communication);
- the provision of hearing assistive technology, and services (e.g. frequency modulation and loop systems, alerting devices, telecommunication devices, captioning services and sign language interpretation); and
- counselling, training and support to enhance engagement in education, work and community life.
Reference: WHO
The American Academy of Pediatrics (AAP) recommends autism screening at 18 and 24 months. Some children, however, especially those with mild symptoms, may not receive a diagnosis until school age or even adulthood. Early diagnosis is important because early intervention can significantly improve developmental outcomes.
Generaly the early signs of autism appear before the age of 2. Signs may include delayed speech and language skills, limited eye contact, lack of response to their name, and repetitive behaviors like hand-flapping or rocking. Children may also show unusual reactions to sensory stimuli, such as being overly sensitive to sounds or textures. Another common sign is difficulty in social interactions, such as not engaging in pretend play, not pointing to show interest, or not understanding facial expressions. Some children with Autism may also display an intense focus on specific objects or routines and become distressed with changes in their environment.
References
1. Centers for Disease Control and Prevention (CDC). (2023). Signs and Symptoms of Autism Spectrum Disorder.
2. American Academy of Pediatrics (AAP). (2020). Identifying and Evaluating Children With Autism Spectrum Disorders.
3. National Institute of Mental Health (NIMH). (2022). Autism Spectrum Disorder.