What is autism? Autism in Armenia

What is autism?

As stated by the World Health organization, it is estimated that worldwide about 1 in 100 children has autism. Autism spectrum disorder (ASD) is a complex developmental condition, which involves challenges with socialization, narrow interests and repetitive behaviour. Autism can be usually diagnosed by the time a child is 2-3 years old, however some forms of autism, such as HFA (high-functioning autism), might not have obvious symptoms, and the diagnosis can be made even in adulthood. Modern science shows, that people with certain genetics, such as Fragile X Syndrome, (an inherited intellectual and developmental disability), and Tuberous Sclerosis (noncancerous growths in the body, which affect behaviour, thinking, learning, etc) are at increased risk for being diagnosed with autism.

Established by the United Nations General Assembly in 2007, April 2 is an internationally recognized World Autism Awareness Day, which aims to raise awareness about autism and promote the inclusion and well-being of individuals with ASD worldwide.

Common myths and facts about autism.

Some people strongly believe that autism is a disease. However, a disease typically has a known cause (such as bacteria or viruses), autism is a neurodevelopmental disorder, and is not something that can be cured, rather be managed and supported.

Another common myth is that autistic people lack empathy and emotions. While people with autism do have an impaired theory of mind (Baron-Cohen et al., 1997), they have a full range of emotions. It is usually misinterpreted, as people with autism have a different way of expressing their feelings and difficulties with understanding social cues, however it does not make them apathetic.

Others believe that autism is becoming an epidemic. Although this myth is understandable, as more and more people are being diagnosed with autism, it is simply untrue. The explanation is rather simple. Nowadays psychiatrists have gained deeper understanding of ASD, and are able to diagnose people more accurately.

People with autism are all highly intelligent and have savant skills. While it is true that some people with autism have exceptional skills in areas such as math, music, arts, majority of them have the same intellectual abilities as neurotypical people. As autism is a spectrum, cognitive abilities can vary widely. (Happé & Frith, 2009)

Real characteristics of people with autism:

Many people with autism have difficulties with understanding social cues, emotions, the tone of someone’s voice and body language. They can often respond inappropriately in conversations, due to misreading nonverbal cues. (American Psychiatric Association, 2013).

Another common characteristic of ASD is repetitive behaviour. Many individuals with autism engage in repetitive movements, such as: rocking back and forward, hand-flapping, or even speech patterns (e.g. echolalia – repeating words or phrases). (Turner, 1999). People with autism often develop deep and strong interests for certain topics, which may seem quite unusual for some (train engine numbers, irrigation system hardware), however spending hours researching and gathering information about these topics is highly engaging for people with ASD. (South et al., 2005). Moreover, people with autism struggle with sudden and spontaneous changes, and they might experience major distress if sudden disruptions are made to their schedule. Hence, structured environments and clear expectations can make them feel more secure and safe. (South et al., 2005).

According to the Empathizing-Systemizing theory, people with autism have lower empathizing abilities (difficulty understanding and responding to others’ emotions) but often have stronger systemizing skills (a high ability to recognize patterns, analyze systems, and focus on details). Which means, that even though people with autism may struggle with understanding social cues, they do not lack empathy, and can still care deeply about others in their own way. (Baron-Cohen et al., 2009)

Students with autism: Their challenges in education

Students with ASD face various challenges in education, such as isolation, discrimination, lack of support, social anxiety and much more. Teachers usually tend to have lower expectations for students with ASD, often victimizing them and considering them incapable of learning on the same level as others. Victimization has a lot of negative consequences on students with ASD, such as: low self-esteem, poorer quality of performance at school, and difficulties with social interactions (Reid & Batten, 2006).

School environment has shown to cause distress within students with ASD. Noisy classrooms, changing schedules and crowded hallways can lead to students with ASD also developing anxiety disorders. In fact, van Steensel et al. (2011) found that almost 40% of students with autism are also diagnosed with an anxiety disorder.

Inclusivity at workplace:

Life extends beyond the classroom, continuing into employment and working. It is essential to recognize the need of providing support to individuals with autism even in their adulthood. There is a program developed by Autism Speaks, called Workplace Inclusion Now (WIN). The program is built on the principle that neurodiverse talent brings significant strengths to the workplace, such as problem-solving skills, attention to detail, and innovative thinking. WIN works with businesses to create autism-friendly work environments by educating employers about neurodiversity, promotes sensory-friendly workplaces, flexible work hours and provides free job readiness training, resume-building assistance, and interview preparation.

Treatment and diagnosis:

Diagnosing ASD usually involves multiple processes: developmental monitoring, screening, and comprehensive diagnostic evaluations. Instead of self-diagnosing your child or asking for advice from relatives, it is crucial to intervene as early as possible. The sooner the parents find out about the diagnosis, the better the developmental outcome will be. Pediatricians typically assess children’s developmental progress during routine well-child visits at 18 and 24 months, even if no symptoms are evident. These assessments involve observing the child and discussing family history.
One of the most common treatments is behavioural therapy. The goal of Applied Behavior Analysis (ABA) is to comprehend and change behaviors by minimizing those that could hinder social interaction or learning and increasing those that are beneficial. It has been demonstrated that this approach enhances social skills, communication, and adaptive learning.

Additionally, there are some therapeutic interventions, which are also found effective, such as: speech-language therapy (helps individuals with ASD to improve both verbal and non-verbal communication), physical therapy (help with movement and balance, enhancing motor skills and overall physical coordination), and much more.

Autism in Armenia:

According to the Armenian Ministry of Health, as of 2019, there were 741 children diagnosed with autism and atypical autism in the country, comprising 623 boys and 118 girls.

A 2024 case–control study conducted in Armenia investigated prenatal, perinatal, and neonatal risk factors associated with autism spectrum disorder (ASD) among Armenian children. The study included 168 children diagnosed with ASD and 329 control participants without ASD.

Medication Use: The use of magnesium B6 (MgB6) supplements during pregnancy was linked to higher odds of ASD

Pregnancy Complications: Experiencing complications during pregnancy and the use of labor-inducing drugs were significant risk factors