Transcript Environmental Health Institute University of Rochester

Environmental Health Institute
University of Rochester Medical Center
Autism: A Pervasive Dilemma
Alan Ascher
Coordinating Mentor
NYS Biology-Chemistry Professional Development
Mentor Network
Autism
• A behavioral condition
• Present from early childhood
• Characterized by great difficulty in
communicating and forming relationships
with other people and in using language
and abstract concepts
Autism Spectrum Disorders
• “Classic” autism
• Pervasive developmental disorder
• Childhood disintegrative disorder
• Asperger Syndrome
• Rett Syndrome
Characteristics of Autism
• Social disinterest
• Repetitive sounds or words
• Overly focused behavior
• Communication problems
• Sensitive to sound
• Hypersensitive to visual input
Diagnosis
Little is known about the
mechanism of autism.
Genetic Considerations
• Increased incidence in identical twins
60-90% chance of twins being affected.
• Chromosome 2, 5, 7, 11, 17 contain
suspicious spots.
• Different types of autism - different causes
and different genes.
Environmental Considerations
• Prenatal Exposure
– Thalidomide, Valproic acid
• Infectious Agents
– Rubella, Influenza virus
• Post Natal
– Thimerosal (mercury) in vaccinations
Environmental Condition Analysis
• Analysis of hair, blood, urine and tissue
samples.
• Checked for 17 metals, pesticide traces,
opiods and other toxicants
Environmental Impact
…“No one trigger that’s causing Autism
from the environmental side.” …
I. Pessah
Physiological Characteristics
• Brain is too big!
– Rapid expansion by age 2
• Cerebellum affects
• Amygdala also oversized
• Local areas over connected
• Distant regions are poorly linked
• Right-Left hemispheres poorly connected
Immunology
Possible effects on the immune system
during development
Incidence of Autism
At least 16 of every 10,000 babies are born
with autism or one of its related disorders.
Rodier, 2000
Problem-Based Learning
Activity
In this activity you will work in groups to
learn about autism and some of the issues
that are related to it.
The job of collecting information and
discussing this issue will be the
responsibility of all members of the group.
Problem-based Learning Activity
• Read the first scenario aloud..
• Organize the students into working groups of 4
students.
• Distribute a PBL chart to each student.
• Assign each student in the group to a role:
facilitator, timekeeper, recorder, reporter.
• Provide each group with poster paper and a
marker.
Problem-based Learning Activity
Complete COLUMN 1 on the PBL chart:
What do you know?
Use the “Brainstorming Strategy” to get as
many suggestions as possible from the
group participants. It is suggested that
each person contributes before
additional items are added.
Problem-based Learning
Activity
Complete COLUMN 2 on the PBL chart:
What do you think is going on here?
Problem-based Learning
Activity
Use the articles listed below to complete
COLUMN 3 and COLUMN 4 on your PBL Chart:
• Wallis, Claudia. Inside the Autistic Mind. Time
Magazine, Vol 167, No. 30, May 15, 2006.
• Rodier, Patricia. The early origins of Autism.
Scientific American, Volume 282 #2, February
2000, pages 56-63.
Webquest
• Use the Internet to find information about autism.
• Each member of the PBL team will work on a
different set of questions about autism
• A list of suggested websites is provided.
• Team members will then share information with
each other.
Closure Activity
Each team will develop an
informational brochure:
– symptoms of autism
– diagnosis of autism
– possible causes of autism
– treatment of autism