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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
