الفهرس 
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Abstract
Autism is a lifelong complex neurological developmental disorder, characterized by core deficits in three domains: significant impairment in social interaction, communication, and by unusual restricted and repetitive stereotyped behaviors. It typically develops during the first 3 years of life.
The prevalence of autism is increased dramatically in the last 10 years. The apparent increase in prevalence may simply reflect a broadening of the concept of ASD, an increase in public awareness and more inclusive diagnostic criteria.
The exact cause of AD is unknown and it appears to have diverse etiologies. Approximately 6–10% of affected children have a medical condition that might have led to AD (e. g. fragile X syndrome, tuberous sclerosis& neurofibromatosis) leaving 90% of cases to be idiopathic. It has long been presumed that there is a common cause at the genetic, cognitive, and neural levels for autism’s characteristic triad of symptoms. However, there is increasing suspicion that autism is instead a complex disorder whose core aspects have distinct causes that often co-occur.
The pre-diagnosis early years are intensely stressful. Diagnosis and placement in treatment and educational programs reduces stress, the child becomes more orderly and the life of the family more settled.
Families of children with autism report a greater number of stressors (e. g., parental depression and anxiety, difficulties in daily management of the child, financial worries, and concerns over adequate educational and professional resources) than those with children with other disabilities (Down syndrome, fragile X syndrome, undifferentiated developmental disability, and brain damaged motor handicapped).
Sometime shortly after a young child is diagnosed with Autism, the quest for help begins and families often seek the help of counseling professionals to assist them in understanding what the disorder means, how it will impact their child and what kind of help exists in the community for the child and the family. As counselors, it is important to fully understand the disorder and all implications involved.
The main goals when treating children with autism are to lessen associated deficits and family distress, and to increase quality of life and functional independence. No single treatment is best and treatment is typically tailored to the child’s needs.
Since Autism can occur on a continuum, treatment approaches can vary greatly. Typically clinicians utilize a combination of medication management and therapeutic interventions when treating individuals with the disorder. Since the condition is pervasive and continues throughout the life span, interventions focus on improving behavioral, social and cognitive functioning.
Pharmacological interventions may have benefits in a child with autism who has extreme and/or challenging behaviors. In particular, there is a role for psychostimulants in some children with coexisting ADHD, and SSRIs may be helpful in children with obsessions/compulsions. Drug initiation and stabilization is best undertaken by a developmental pediatrician, child neurologist or child psychiatrist.
parents should encourage autistic children to eat a greater variety of foods, or at the very least give their children a multivitamin and mineral supplementation to help augment the nutritional deficiencies found in the autistic child population
Families are a critical source of support for children with disabilities. Family members absorb the added demands on time, emotional resources, and financial resources that are associated with having a child with a disability. Parents are an important part of treatment for a child with autism and have been frequently trained and referred to as co-therapists.
Parent-Child Interaction Therapy (PCIT) is a program that trains parents to manage their children’s behavioral problems at home and at school. PCIT works to correct maladaptive parent-child interactions especially as they apply to discipline. PCIT utilizes social learning techniques based upon behavior analysis and operant conditioning to alter both the parents’ and the child’s behavior to decrease the child’s oppositional or antisocial behavioral patterns. PCIT has been used as an adjunct therapy in Autism.
Parent-child interaction therapy (PCIT) is a family-centered treatment approach proven effective for abused and at-risk children ages 2½ to 12 and their parents. During PCIT, therapists coach parents while they interact with their children. Sitting behind a one-way mirror and coaching the parent through an “ear bug” audio device, therapists guide parents through strategies that reinforce their children’s positive behavior. Research has shown that as a result of PCIT, parents learn more effective parenting techniques, the behavior problems of children decrease, and the quality of the parent-child relationship improves.
Parent mediated interventions offer support and practical advice to parents of autistic children. Parent training can lead to reduced maternal depression, improved maternal knowledge of autism and communication style, and improved child communicative behavior.
Children with autism spectrum disorder pose significant challenges within families. There is some evidence to suggest that parent training may provide benefits to both children and parents.