Researchers are finding more cases where early, intensive behavioral therapy can improve language, cognition and social functioning in children on the autism spectrum. Deborah Fein, a clinical neuropsychologist at the University of Connecticut conducted a study of 34 young people who were all medically diagnosed with autism but now no longer meet the criteria for autism. She compared this group with 34 other typically developing peers and 44 young people who were considered “high-functioning” autistics. Another researcher, Catherine Lord, a leader in the field of autism diagnosis and evaluation and teaches at Weill Cornell Medical College, published a study that tracked the progress of 85 children from age 2, when the child was diagnosed, to about age 22, and found that nine percent of the cases no longer met the criteria for autism. They also found correlations with active parental involvement to play a role in the cases where the child was no longer autistic.
One such case was Mark Macluskie, who was diagnosed with medium to severe autism between the age of 2 and 3 years old. He didn’t seem to understand words, threw tantrums, engaged in self-harming behavior such as running his headfirst into the wall, and didn’t show any interest in the people around him. After being placed in a high functioning classroom Mark’s behavior actually got worse. Mark was then moved to the lowest functioning class where a neurologist told his mother to be prepared to someday put him in an institution.
Marks parents, Cynthia and Kevin, were desperate and so they made a lot of sacrifices to spend more time with Mark. Mrs. Macluskie quit her job and started doing all the research she could while also taking out a second mortgage on their house. They also had to empty all the furniture from their living room and instead made room for an inflatable trampoline with rubber walls so what Mark could get the sensory input he seemed to need by running into the wall, but without hurting himself.
She began to home school Mark, starting by watching episodes of “Leave It to Beaver” and “Little House On the Prairie” and then asking him what he thought the characters were thinking, feeling, or going to do next. Mark says, “I remember it being hard to answer my mom’s questions and being confused when I watched those shows. I knew she was doing all those things for a reason, I just didn’t know how it was going to help.”
Later on Mark discovered a passion for robots after receiving a robot kit as a gift. His mother jumped on this development and formed a robot club where Mark was able to play with four typically developing children and build robots together. Soon, they were writing programming codes and entering into competitions. By this time, a specialist had concluded that Mark no longer met the criteria for autism.
Many parents are quick to read the cases and attempt to create their own plans for how to get rid of their child’s autism. Catherine Lord explains, “I see a lot of parents of 2-year-olds who have heard stories about kids growing out of autism and they tell us, ‘I want my kid to be one of those kids.’” She then serves to remind and counsel them that they should put their focus towards helping his/her child reach their highest potential, whatever that may be…When you get too focused on ‘getting to perfect’ you can really hurt your child…It’s good to hope—but don’t concentrate so much on that hope that you don’t see the child in front of you.”
To read the full article, click HERE