Improving Intervention Strategies for Autism Spectrum Disorders by Altering the Design of the Diagnostic Procedure

Since the identification of the childhood disorder Autism by Dr Leo Kanner in 1943 and Dr Hans Asperger in 1944, our understanding of this condition has evolved. At first it was described as an attachment disorder, then it was described as a psycho-social-educational disorder, which is largely where our thinking on the topic has remained. This thinking determines the interventions applied. There is little expectation by physicians, parents or educators of significant emergence from ASD. It is common for parents to report that they receive no real advice as to what to do after the diagnosis other than placement of the child in a special school and to start Speech Therapy. The increasing incidence of ASD (1 in 44 births: CDC) means the mounting pressure on service providers is unmanageable. However there have been changes in thinking that brought some promise of brighter outcomes. For example since the 1990’s there has been increasing appreciation of the role of the biome, with reports of positive outcomes following metabolic interventions. Approaches have arisen that offer positive outcomes and have brought a greater understanding of the nature of ASD. This presentation proposes a change to the way the diagnostic protocol is executed in keeping with a more pervasive view of ASD. A new approach is needed in line with research and new developments, so that at the time of diagnosis parents get pointers for actions to follow that can greatly benefit the child, since all agree that early intervention brings better outcomes.