LOCAL LITERATURE

The State of Autism in

the Philippines

NOV

Originally published in Herword.com on November 2, 2010

I write this in honor of a person with autism, Alphonse Cuaycong, who is sixteen this
November.
Every year, on the third week of January, autism awareness comes to forefront in the nations
priorities as we celebrate Autism Consciousness Week. World Autism Awareness Day, celebrated on
April 2 of each year in perpetuity, furthers this cause by linking nations in efforts to bring awareness
to a condition that breaches global barriers, race, gender, religion, and social status.
Autism awareness in the country has grown by leaps and bounds, thanks largely to the untiring and
continuing hard work of Autism Society Philippines. They knock on doors previously closed to
all our children. They create buzz for activities meant to highlight our childrens contributions to
society. They work on information and education and early diagnosis. They do all that and more,
motivated solely by altruistic concerns and a genuine love for our children.
And yet, despite their unending efforts to get heard, be seen, be known, be taken seriously, there
remains a real disparity between awareness and action, between theoretical ideas and words and
what exists out there in the real world. Let me state for the record that I hold the society in highest
esteem and I do not mean to belittle their successes. The truth is, without Autism Society
Philippines, the agenda of autism in the country would have remained in the back burners forever.
Autism would just be another dirty little secret, hidden behind closed doors, locked away in dark
attics, whispered but never seriously discussed. It is to their credit that autism has broken down
some walls in our society some, but not all. And this is where the gap begins.
With the uncertain prospects of the economic downturn, many countries with state- or nationallyfunded programs for autism and other disabilities have been drastically cutting back on costs,
shortening the lives of essential programs, or discontinuing them altogether. I have seen and heard
how parents continue to fight for their childrens rights and while I am deeply sympathetic to their
plight, I do not fully comprehend the depth of their loss or their anguish. In my country, we all live
with the certainty that integral programs for the education of children with disabilities will long
remain a pipe dream
We do not lack laws that protect and promote the rights of our children; on the contrary, we have
some of the best ones. Theres RA 232, called the Education Act of 1982 which was enacted on
September 11, 1982. The law mandates that the State shall promote the right of every individual to
relevant quality education, regardless of sex, age, creed, socio-economic status, physical and
mental conditions, racial or ethnic origin, political or other affiliation. The State shall therefore

promote and maintain equality of access to education as well as the enjoyment of the benefits of
education by all its citizens.
Even without it, however, our Constitution and Bill of Rights guarantee this very same right, that
the State shall protect and promote the rights of all citizens to quality education at all levels and
shall take appropriate steps to make such education accessible to all and that the State shall
provide adult citizens, the disabled, the out-of-school-youth with training in civics, vocational
efficiency and other skills. Furthermore, the Constitution states that the State shall adopt an
integrated and comprehensive approach to health development which shall endeavor to make
essential goods, health and other social services available to all people at affordable costs. There
shall be priority for the needs of the underprivileged sick, elderly, disabled, women and children.
We also have the Magna Carta for Disabled Persons or RA 7277, signed into law on March 24,
1992 by then President Corazon Aquino. In itself, it is a beautiful law, one that sought to provide
persons with disabilities the same rights enjoyed by their able counterparts education,
employment, health and social services. Making it even more significant, this was later amended
by RA 9442 in April of 2007, and by virtue of this amendment, provisions of the original law were
expanded to include fully realizable economic privileges such as discount for food and medicines,
health care, transportation and education. These are meant to provide economic respite to many
parents who support their children with disabilities without any state or local government funding.
But the reality is this: public education in the Philippines, while well-meaning and wellintentioned, is a mendicant policy, a victim of poor prioritization in a budget inflated
with pork barrel and ridden with corruption. There are not enough classrooms for all the
children. There are not enough books, and if there were, their quality is poor. There are not enough
good teachers and certainly not enough teacher training to ensure that someone like comedian
Melissa Cantiveros of PBB fame, a teacher in her home town, is proficient in the subject she has been
chosen to teach (in her case, English).
If public education as a governmental policy is already ranked low in the states
priorities, then consider how low special education is regarded in the very same totem
pole. Most local governments have little or no funding for special programs. The laws are there,
alright, but the money isnt. There are no early intervention classrooms for children diagnosed early,
except a few in private schools or institutions. Public special education teachers in the country work
against lack of money for materials, lack of a good classrooms to integrate smooth working spaces for
the children, and lack of manpower and help. If these classes survive at all, it is because of the guts
and determination of these individuals these heroes who have put a stake in our childrens
education and wellbeing.
Private special education, on the other hand, costs an arm and a leg and is usually out of the reach of
the common people. The quality of education and programs offered also vastly differ from one school
to another, from one program to another. Some are good, some are bad; all need lots of money.
Moreover, private special schools, as our own experience has taught us, may turn your child away,
something that we once thought was impossible in the setting of special education. Low-functioning
kids are also at a disadvantage as private programs for adolescents favor those with higherfunctioning skills.
Money, or the lack of it, remains only part of the problem. Political will is another. The Magna
Carta for Disabled Persons provides this sector with financial help in the form of discounts, and
even with the law, sometimes, these discounts are difficult to obtain (especially when it comes to
medicines). The Implementing Rules and Regulations took their sweet time in coming, and even with
the touted reforms in the way disability is viewed and treated in the country, this has yet to be fully
translated into real life. The good news is that spurred by the National Council on Disability
Affairs, many local governments have taken their own initiatives in making this law bear fruit. In
our city, Alphonse has received his purchase booklet for basic goods and services, along with his
National Council on Disability Affairs identification card.
And there are still dreams that will need more time to come to complete fruition: a year after the
first sensory-friendly movie in September, what we have still are token showings on

special occasions, and not the kind of inclusive, sensory-friendly and regular
screenings we always dreamt of.
Still, I remain positive and hopeful that one day soon, children like Alphonse will finally get a fair
shake in this society. Fourteen and a half years after diagnosis, my son has yet to fully experience the
benefits of the laws set to safeguard his rights. Then again, perhaps the change may not even come
within his time. Yet as long as we start to take the little steps to correcting these, as long as we
remain vigilant and persistent, as long as we continue to fight for the rights of the more than half a
million Filipinos with autism, hand in hand with Autism Society Philippines, perhaps that day may
not be too long in coming.
I have great hope.

Number of people with autism

increasing
By Mayen Jaymalin (The Philippine Star) | Updated April 10, 2014 - 12:00am

Erlinda Borromeo, Autism Speaks Foundation president, said one in 68 children worldwide has autism.
The figure is way above the .5 cases in every 1,000 children in the 1980s and one in 110 children in 2008.
In the Philippines, estimated cases of autism rose from 500,000 in 2008 to one million people at present.
The number could be much higher since there are still a lot of areas in the Philippines not covered,
Borromeo said.
Health experts have attributed the increase to better detection methods, but genetics and environmental
factors could also be among the causes.
Autism is a developmental disorder with a range of difficulties in social, emotional and communication
skills, which occurs in all racial, ethnic and socio-economic groups. It is more common among boys (1 in
42) than girls (1 in 189).
World Autism Awareness Day is celebrated yearly in the month of April.
Borromeos group is pushing for the establishment of a comprehensive program to establish an up-todate prevalence rate of autism in the Philippines. Her group is working with the Department of Health and
Department of Social Welfare and Development to implement the program.
Borromeo said many parents from poor families are not aware that their children have autism and that is
why their children do not get the right treatment and intervention.
Early detection is very important in autism management, so Borromeos group is also pushing for early
screening for autism and other developmental disorders for children as young as 18 months to four years.
Early intervention improves both brain and behavioral development and with them, a childs long-term
outcomes, she explained.

Panukala ni Jinggoy: Center for Autism

DOKTORA NG MASA Ni Sen. Loi Ejercito Estrada | Updated November 7, 2009 - 12:00am

ISINUSULONG ng aking panganay na anak na si Senate President Pro Tempore Jinggoy Ejercito
Estrada, chairman ng Senate Committee on Labor, Employment and Human Resources Development at
ng joint Congressional Oversight Committee on Labor and Employment, ang pagtatatag ng Center for
Autism.
Pinansin ni Jinggoy ang ulat ni Dr. Alexis Reyes, pangulo ng Philippine Society for Developmental and
Behavioral Pediatrics, na dumarami ang may ganitong kaso ng neuro-behavioral disorder sa buong
mundo, at tinataya umanong may 500,000 Pilipino ang may autism pero halos dalawang porsiyento lang
sa kanila ang nabibigyan ng tulong. Si Dr. Reyes ay speaker sa kauna-unahang International Autism
Conference sa Asya na ilulunsad ng Autism Hearts Philippines sa Philippine International Convention
Center sa Pebrero 3-5, 2010.
Ipinaliwanag ni Jinggoy sa kanyang Senate Bill Number 618 na ang autism ay nagsisimulang mapansin
sa unang tatlong taong gulang ng bata. Ito aniya ay nakaaapekto sa maraming Pilipinong bata at pati rin
matanda, at nagdudulot ito ng problema sa kanilang komunikasyon, pag-aaral at kilos sa lipunan.
Kulang ang special schools for people, especially children, with special needs dito sa ating bansa
gayundin ang mga serbisyo ng trained and equipped teachers and medical and health workers para sa
kanila. Ang mga special school na ito ay lubhang napakamahal. Ayon nga kay Dr. Reyes, ang initial
diagnosis pa lang sa autism ay nagkakahalaga na ng P7,000, at ang gastos sa medical and educational
needs ng may autism ay mahigit P110,000 sa unang taon pa lang.
Base sa panukala ni Jinggoy, ang itatatag na Center for Autism ay magbabalangkas at magpapatupad ng
integrated and comprehensive master plan on autism, magtatayo at mag-o-operate ng diagnostic,
therapeutic and rehabilitation clinics; magbi bigay ng vocational training programs sa autistic adults;
maglalaan ng free diagno- sis and rehabilitation services sa indigent autistics; magti-train ng teachers,
therapists, medical and health workers para sa autistics, at patataasin ang kamalayan at concern ng
publiko sa usaping ito.

Proclamation No. 711

MALACAANG
Manila
BY THE PRESIDENT OF THE PHILIPPINES
PROCLAMATION No. 711
DECLARING THE THIRD WEEK OF JANUARY AS AUTISM CONSCIOUSNESS
WEEK
WHEREAS, there is a growing incidence of autism among Filipinos, necessitating more
people from different sectors to become aware of this disability;
WHEREAS, it is the aim of the Philippine Government to develop awareness of the
problems of autistic persons and promote a supportive environment among
communities to enable autistic persons to live with dignity and enable them to function
independently and contribute productively to society;
WHEREAS, the growing number of autistic persons has spawned the need for early
diagnosis, therapy and education intervention to help them and their families manage
the lifelong disability;
WHEREAS, the government recognizes the need to provide greater attention and
assistance to the plight of autistic persons and mobilize its various agencies and
departments, especially the Department of Health, the Department of Education,
Culture and Sports, and the Department of Social Welfare and Development to look into
how they can meaningfully support community-based approaches toward providing
early diagnosis, therapy and education intervention to autistic persons;
WHEREAS, at a meeting convened by the Economic and Social Commission for Asia
and the Pacific in Beijing, China, from December 1-5, 1992, an Asia and Pacific Decade
was launched;
NOW, THEREFORE, I, FIDEL V. RAMOS, President of the Philippines, by virtue of the
powers vested in me by law, do hereby declare January 15 to 21, 1996 and every third
week of January thereafter as Autism Consciousness Week. For this purpose, the
Department of Health, the Department of Education, Culture and Sports, the

Department of Social Welfare and Development, and the Department of Interior and
Local Government will jointly serve as the national focal point for the commemoration of
this event. These agencies will take the lead in initiating activities that will increase
awareness on autism and its effects, as well as its early identification. To ensure
immediate intervention, the participation and cooperation of non-government
organizations and the private sector will be secured.
IN WITNESS WHEREOF, I have hereunto set my hand and caused the seal of the
Republic of the Philippines to be affixed.
DONE in the City of Manila, this 4th day of January in the year of Our Lord, Nineteen
Hundred and Ninety-Six.
(Sgd.) FIDEL V. RAMOS
President, Republic of the Philippines
By the President:
(Sgd.) RUBEN D. TORRES
Executive Secretary

15th national autism

consciousness week
Jan. 16-23
Published January 14, 2011 3:30pm

The 15th national autism consciousness week will be celebrated

from January 16 to 23 this year.
The theme for this year, AUTISMO PAGHANDAAN: Maagap na
Deteksyon at Interbensyon Isakatuparan."
According to the Autism Society of the Philippines (ASP), the theme
reflects 22 years of commitment for the early detection and
intervention for children with autism.

The data released by Autism and Developmental Disabilities

Monitoring (ADDM) Network in 2009 showed that autism is now
considered the fastest rising developmental disability in the world.
Autism prevalence in children rose from 1:150 to 1:110, the ADDM
said.
More will be diagnosed with autism than diabetes, cancer and AIDS
combined in the coming years.
Recognizing the gravity and urgency of this situation, United Nations
General Assembly declared April 2 as World Autism Awareness Day
(WAAD) in 2008.
Autism is a lifelong developmental disability that affects how an
individual interprets what he sees, hears, and touches, thereby
impairing his understanding and use of language and his adaptation
to his environment.
Autism is not curable but is treatable. When a child is diagnosed and
receives intervention early in life; given the appropriate education
and therapy; they can become self-reliant and productive members
of society.
In the Philippines, almost 1 million Filipino families are estimated to
be affected with autism. Autism Society Philippines (ASP) has been
in the forefront of providing services to families affected with
autism.
ASP has grown from the 11 mothers who bonded together for the
causes of their children in 1989, to more than 7,000 members, with
47 chapters all over the country

Mandated in 1996 by former President Fidel V. Ramos, Presidential

Proclamation No. 711 or Autism Consciousness Week aims to
promote awareness on autism and the provision of appropriate
social services to persons with autism.
Every third week of January, ASP spearheads the celebration of
Autism Consciousness Week.
The event is in partnership with SM Programs on Disability Affairs,
SM Supermalls, SM Prime, National Council on Disability Affairs
(NCDA), Department of Interior and Local Government (DILG),
Department of Environment and Natural Resources (DENR), Council
for the Welfare of Children (CWC), Commission on Human Rights
(CHR), House of Representatives Committee on Social Services,
Buhay Party List, Department of Transportation and Communication
(DOTC), Katipunan ng May Kapansanan sa Pilipinas (KAMPI),
Department of Social Welfare and Development (DSWD), Philippine
Information Agency (PIA), Department of Education (DepEd),
Bagumbayani, Archdiocese of Manila Office of Persons with
Disabilities Ministry (AMO-PDM) and Liliane Foundation.
- See more at: http://www.gmanetwork.com/news/story/210593/cbb/15th-nationalautism-consciousness-week-jan-16-23#sthash.UX5bLUOr.dpuf

Treating Autism Spectrum Disorder

By Lirio Sobrevinas-Covey (The Philippine Star) | Updated February 12, 2013 - 12:00am

MANILA, Philippines - Parents of persons with autism and individuals with autism who have the capacity
to make treatment decisions on their own are ever watchful for treatments that can help ameliorate the
many and various difficulties associated with the disorder. This article summarizes current knowledge

regarding established treatments that have produced substantial positive evidence from scientific
research, complementary and alternative treatments that have shown considerable promise but have not
been fully tested, and treatments that received attention and were popularized but have failed to show
reliable results across multiple controlled trials.
Established treatments
The best evidence showing improvements in ASD symptoms comes from the combination treatment
involving supportive educational programming, communication training including speech and language
therapy, social skills support, and behavioral training.
Behavior modification, most prominently Applied Behavioral Therapy (ABA), has the best evidence for a
single treatment, with improvements documented in language, social, play, and academic skills, and
reduction in behavioral problems.

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Two medications risperidone (Risperdal) and aripiprazole (Abilify) are approved by the US Federal
Drug Administration (FDA) for the treatment of irritability in children with ASD. These medications have
not been approved as treatment for the core ASD symptoms (deficits in social interaction, communication,
and stereotypical and repetitive behavior).
In their 2012 article reported in the journal Autism Research and Treatment, Lofthouse and colleagues
report their review of 19 CATs for Autism Spectrum Disorder that reported some positive results (even if
negative results have also been reported). The review covered 13 orally administered treatments and six
non-oral treatments.

Lifestyle Feature ( Article MRec ), pagematch: 1, sectionmatch:

Here are the recommended CATs:
Melatonin orally administered. The five RCT studies found improvements in sleep duration and
time to sleep, but did not change the number of nighttime awakenings. Side effects were minimal to
none. The authors are supportive of melatonin treatment for persons with ASD who suffer from mid- and
late-insomnia.
Multivitamin/mineral supplements orally administered. Although most persons with autism have
normal levels of multivitamin and mineral levels, biomarkers of nutritional status have been found to
correlate with autism severity.
Massage therapy. Manipulation of superficial layers of muscle and connective tissue to enhance bodily
functioning, relaxation, and well-being.
Here are the acceptable CATs:
Vitamin B6 and magnesium. These are dietary supplements that presumably correct metabolic
deficiency in persons with ASD. Improvements in social interactions, communication, and repetitive
behaviors have been noted in multiple studies, but negative studies showing lack of benefit have been
reported as well.
Folic acid. An open trial of folic acid combined with vitamin B12 given to children with ASD showed
significant improvement in expressive and receptive language. This treatment has not been associated
with adverse side effects; thus, passes the safety test.

 Omega-3 fatty acids. These acids are essential to brain development and have been found to produce
benefits for cardiovascular health, ADHD, and mood disorders.
Probiotics and gastrointestinal (GI) medication. Many persons with ASD also suffer GI disorders.
Probiotics are microorganisms thought to improve digestive health. Enzyme treatment and probiotics
have been proposed to help reduce self-stimulation, stereotypes, aggression, and hyperactivity, and to
improve socialization and GI symptoms.
Iron supplementation. Low iron intake and low iron blood level have been reported in some children
with ASD. An eight-week open trial found that iron level increased significantly in the study sample of
ASD children but more evidence with a large sample size and experimental control is needed.
L-Carnosine. This chemical compound is considered a potential CAT for autism because of its
protective neurological effects. An eight-week double-blind trial with 31 children found significantly better
results with the compound than with placebo on the total score of autism symptoms rating scales, and in
subscores for behavior, socialization, and communication; however, hyperactivity and excitability were
observed.
Chelation. Chelation therapy removes heavy metals from the blood and is driven by the theory that ASD
is caused by heavy metal toxicity. Evidence from anecdotal studies of several types of therapies for ASD
has shown the highest percentage of positive responders and lowest percentage of adverse responders
with chelation trials.
Acupuncture. Based on traditional Chinese medicine, acupuncture involves the systematic insertion
and manipulation of thin needles into the body to improve health of body/mind by unblocking the flow
of qi (energy). Results from RCTs conducted with ASD children found improvements in attention,
receptive language, self-care, language, overall functioning, and communication.
Exercise. In children with ASD, exercise may reduce hyperactive and repetitive behavior through the
release of neurotransmitters such as acetylcholine or beta-endorphins.
Music therapy. This treatment involves structured and unstructured individual and group sessions, may
occur with or without a leader, and involves playing or listening to music. Trials conducted with ASD
children have reported significant improvement in imitating signs and words, longer and more eye contact
and turn-taking, nonverbal communication, more joy, emotional synchronicity, initiating social
engagement , and compliant behavior.
Animal-assisted therapy (AAT). The animal is seen as a transitional object for bonding before
generalizing the attachment to people. Results in studies with ASD children included significant
improvement in playful mood, focus, awareness of social environment, use of language, social interaction,
and motivation to interact with the environment.

Local Studies on Autism

In the University of the Philippines, two studies on behavioral intervention programs done by researchers
in the Special Education Area of the College of Education focus on CWA. One study focuses on the
behavior management of CWA while the other study investigates the components of intervention
programs for CWA.

Orande (2002) described the behavior management approaches in correcting inappropriate behaviors of
CWA. The researcher used a 3-part questionnaire which was answered by teachers in seven public
school and three private schools. Antecedent behavioral conditions, behavior management approaches,
and targeted positive terminal behaviors are the three components in the study. With the three
components towards behavior management clearly identified, practitioners can use these components to
identify, create and implement effective learning activities. Establishing the goal in the beginning phase of
addressing behavior problems among CWA is the best way to correct inappropriate behaviors.
The study by Entienza (1996) explored the eight components of intervention programs for CWA. Through
a survey he was able to identify the eight components necessary in intervention programs. These were
referral, assessment, intervention plan, staffing, approaches, equipment, family involvement and support
services. The results of the study suggested the creation of more interventions to complement
educational and therapeutic programs.
Currently there are very few studies for the development of intervention programs for CWA in the special
school setting. Most of the local studies on behavior management focus on intervention of children with
mental retardation or Attention Deficit/Hyperactivity Disorder (ADHD). There are a few studies involving
the behavior management of people with autism.
In 2002, Joaquin studied adolescents with autism to determine the concerns and problems perceived by
their parents regarding intervention. The respondents of the study were 30 parents of adolescents with
autism whose ages range from 12 to 18 years old. The study used a researcher-designed questionnaire
to gather data on six priority areas of concern which were functional communication, interpersonal
behavior, interdependent functioning, leisure skills, vocational behavior and vocational skills. The findings
indicated that majority of the adolescents with autism were enrolled in special education programs and
received more occupational therapy than speech therapy. The parents concerns towards their
adolescents were functional communication, socialization, speech and conversational language.
In 2006, Carlos studied the behavior management of atypical sexual behaviors of adolescents with
autism. The study aimed to identify and evaluate the atypical sexual expression of adolescents with
autism. Twenty special education teachers were interviewed to identify the changes their adolescent
students with autism underwent during puberty and to identify the atypical sexual behaviors which
manifest and how they are managed. The results indicate that there are some inappropriate behaviors
present. Various management strategies that best fit the individual were developed to extinguish atypical
sexual behaviors.
A study on school programs by Primero (2005) described the individual practices in regular and special
preschool programs for CWA. The study involved four special education preschools and seven regular
preschools in Quezon City. The study gathered data from 15 regular teachers and 15 special education
teachers who described the implementation of their respective schools program for CWA. The results
indicated that even regular preschool utilize individualized practices in assessment, curriculum, teaching
methods among others. Still, special preschool programs are highly individualized in implementation.
There are still significant differences in individualization between the two types of schools. However, there
are no significant differences in the teaching method and instructional materials of both types of schools.

There is a need to identify certain activities that can help develop positive behaviors among CWA. This is
especially needed in the school setting where attending skills and impulse control are prerequisite
learning skills.

INATTENTION

When a child is first diagnosed with autism, parents often scramble to find
appropriate autism services, doctors, schools and therapists. What we don't always
anticipate is that relationships with friends, family and neighbors often change.
Some will stand by our side, doing what they can to help and embrace our child no
matter the diagnosis. However, some people will either sit quietly on the sidelines
or abandon the relationship altogether

Autism spectrum disorder (ASD) and autism are both general terms for a group of
complex disorders of brain development. These disorders are characterized, in
varying degrees, by difficulties in social interaction, verbal and nonverbal
communication and repetitive behaviors. With the May 2013 publication of
the DSM-5 diagnostic manual, all autism disorders were merged into one umbrella
diagnosis of ASD. Previously, they were recognized as distinct subtypes, including
autistic disorder, childhood disintegrative disorder, pervasive developmental
disorder-not otherwise specified (PDD-NOS) and Asperger syndrome.
ASD can be associated with intellectual disability, difficulties in motor coordination
and attention and physical health issues such as sleep and gastrointestinal
disturbances. Some persons with ASD excel in visual skills, music, math and art.
Autism appears to have its roots in very early brain development. However, the
most obvious signs of autism and symptoms of autism tend to emerge between 2
and 3 years of age. Autism Speaks continues to fund research on effective methods
for earlier diagnosis, as early intervention with proven behavioral therapies can
improve outcomes. Increasing autism awareness is a key aspect of this work and
one in which our families and volunteers play an invaluable role. Learn more
How Common Is Autism?

Autism statistics from the U.S. Centers for Disease Control and Prevention (CDC)
identify around 1 in 68 American children as on the autism spectruma ten-fold
increase in prevalence in 40 years. Careful research shows that this increase is only

partly explained by improved diagnosis and awareness. Studies also show that
autism is four to five times more common among boys than girls. An estimated 1
out of 42 boys and 1 in 189 girls are diagnosed with autism in the United States.
ASD affects over 3 million individuals in the U.S. and tens of millions worldwide.
Moreover, government autism statistics suggest that prevalence rates have
increased 10 to 17 percent annually in recent years. There is no established
explanation for this continuing increase, although improved diagnosis and
environmental influences are two reasons often considered. Learn more
What Causes Autism?

Not long ago, the answer to this question would have been we have no idea.
Research is now delivering the answers. First and foremost, we now know that
there is no one cause of autism just as there is no one type of autism. Over the last
five years, scientists have identified a number of rare gene changes, or mutations,
associated with autism. A small number of these are sufficient to cause autism by
themselves. Most cases of autism, however, appear to be caused by a combination
of autism risk genes and environmental factors influencing early brain
development.
In the presence of a genetic predisposition to autism, a number of nongenetic, or
environmental, stresses appear to further increase a childs risk. The clearest
evidence of these autism risk factors involves events before and during birth. They
include advanced parental age at time of conception (both mom and dad), maternal
illness during pregnancy and certain difficulties during birth, particularly those
involving periods of oxygen deprivation to the babys brain. It is important to keep
in mind that these factors, by themselves, do not cause autism. Rather, in
combination with genetic risk factors, they appear to modestly increase risk.
A growing body of research suggests that a woman can reduce her risk of having a
child with autism by taking prenatal vitamins containing folic acid and/or eating a
diet rich in folic acid (at least 600 mcg a day) during the months before and after
conception.

Increasingly, researchers are looking at the role of the immune system in autism.
Autism Speaks is working to increase awareness and investigation of these and
other issues, where further research has the potential to improve the lives of those
who struggle with autism. Learn more
What Does It Mean to Be On the Spectrum?

Each individual with autism is unique. Many of those on the autism spectrum have
exceptional abilities in visual skills, music and academic skills. About 40 percent
have average to above average intellectual abilities. Indeed, many persons on the
spectrum take deserved pride in their distinctive abilities and atypical ways of
viewing the world. Others with autism have significant disability and are unable to
live independently. About one third of people with ASD are nonverbal but can learn
to communicate using other means. Autism Speaks mission is to improve the lives
of all those on the autism spectrum. For some, this means the development and
delivery of more effective treatments that can address significant challenges in
communication and physical health. For others, it means increasing acceptance,
respect and support.
https://www.autismspeaks.org/what-autism
https://www.psychologytoday.com/blog/autism-in-real-life/201101/10-things-youcan-do-help-autism-family

Special education teachers are daunted with characteristic behaviors of children with autism
spectrum disorder in the classroom. Some of the SPED Teachers are compelled to use
behavioral modification techniques to control these behaviors. However, some of the techniques
will not work because these behaviors are embedded in the form of tactile, vestibular, and
proprioceptive manifestation.
Children with autism spectrum disorder have high frequency of sensory integration dysfunction.
In these scenarios where the child often has tactile problems and avoids group situations for fear
of the unexpected touch; feels torture with every drop of rain or wind blowing on the skin;
becomes frightened when touched from behind by someone; avoids using hands for play; and
figures out inaccurately the physical characteristics of objects such as shape, size, texture,
temperature or weight are tactile in nature and should be addressed with tactile interventions.
In addition, vestibular problems are observed when the child frequently slumps, lies down, and
leans head on hand or arm while working at his desk; and always in constant motion- running,

jumping and hopping instead of walking. Often, the child loses balance easily and may appear
clumsy due to poor gross motor skills. Moreover, proprioceptive problems are seen in the form
of pushing or pulling, dragging objects, hitting, bumping, and pushing other children. The child
always seems to be breaking objects, toys, and writing utensils because of the difficulty in
regulating pressure when holding.
Autism Spectrum Disorder is a developmental disability that affects approximately 1 out of 150
Filipino children (Inciong p 279). It is a spectrum disorder of which impairments are extremely
diverse among individuals; therefore, levels of functioning vary greatly. The diagnosis of autism
is behaviorally based. It was discovered by Dr. Leo Kanner in 1943. There is no specified age of
onset; however, for a diagnosis of autism to be warranted, delays in specified areas social
interaction, language as used in social communication, and symbolic or imaginative play, must
be present before the age of 3 (Siegel, 1996). Sensory disorders in autism may have abnormal
responses to sensory input and may have trouble reacting appropriately to the environment.
Autism spectrum disorder is 3 to 4 times more prevalent in males than in females. Children with
autism have a difficult time staying on task, understanding simple questions or directions, and
may become overstimulated by light and noise. These behaviors can often interfere with normal
classroom activities.