Modern Views of Autism

@article{Fombonne2003ModernVO,
  title={Modern Views of Autism},
  author={Eric Fombonne},
  journal={The Canadian Journal of Psychiatry},
  year={2003},
  volume={48},
  pages={503 - 505}
}
  • E. Fombonne
  • Published 1 September 2003
  • Psychology, Medicine
  • The Canadian Journal of Psychiatry
In a seminal paper describing the first 11 cases of autism, Kanner pointed to the innate disturbance of affective contact occurring in the infancy of these children and to unusual personality traits in their parents (1). These observations could have indicated genetic mechanisms underlying the syndrome; however, the predominance of psychoanalytical theories and the particular focus on maternal deprivation in post–World War II child psychiatry led to misconceptions of autism as an infant’s… 
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TLDR
The overwhelming evidence suggests that te treatment of choice for maximal benefit to autistic children is a systematic, intrusive behavioral/educational approach, and the typical prognostic picture is poor in terms of achieving self-supportive adulthood.
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This book combines much previous work into a rather entrancing presentation of three seriously disturbed, autistic children with a presentation of the behavorial and emotional processes seen in such children.
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The findings of a survey that found a rate of 34 per 10000 for autism spectrum disorders (ASDs) among 3to 10-year-old children in metropolitan Atlanta suggest that these differences might reflect new diagnostic criteria for autism and increased availability of developmental disability services for children with autism in the 1990s.
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  • Psychology, Medicine
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TLDR
There is evidence that changes in case definition and improved awareness explain much of the upward trend of rates in recent decades, however, available epidemiological surveys do not provide an adequate test of the hypothesis of a changing incidence of PDDs.
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TLDR
The results of behavior modification treatment for two groups of similarly constituted, young autistic children showed that 47% achieved normal intellectual and educational functioning, with normal-range IQ scores and successful first grade performance in public schools.
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