Autism and Epilepsy: A Report on Treatment, Support, and Education

This report explores the complexities of autism and epilepsy, detailing the characteristics of both conditions and emphasizing the importance of presuming competence in individuals with developmental disabilities. It provides an overview of various intervention, education, and support programs, including Applied Behavior Analysis (ABA), early intensive interventions, social skills training, and Cognitive Behavioral Therapy (CBT), and discusses the use of medication. The report compares the effectiveness of these methods in children versus adults and highlights reasons for the lack of success in some cases, such as lack of awareness, insufficient resources, and resistance to treatment. The report references key studies to support its findings and stresses the need for comprehensive approaches to improve outcomes for those affected by autism and epilepsy.

Running head: AUTISM AND EPILEPSY
Autism and Epilepsy
Name of the student
University name
Author’s note

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Description of autism and epilepsy
Autism or Autism Spectrum Disorder (ASD) refers to a range of conditions which are
characterized by difficulties in acquiring adequate social skills, communicating effectively
through verbal non-verbal means. The one suffering from autism has been often seen to
develop low cognition and intellect and project repetitive behaviors such as repeating a
sentence or word many times (Besag 2015). The first signs may appear within 2 to 3 years of
age and affect gross motor skills such as writing and running.
Epilepsy is characterized by unpredictable seizures and can cause other health
problems. It mainly occurs due to abnormal brain cell activity. It can cause absolutely no
such symptoms within the patient to long periods of vigorous shaking.
Methods of intervention, support and education practices
For the treatment of autism and supporting the ones with autism spectrum disorder a
number of intervention, education and support programs could be developed. Some of these
are applied behavior analysis (ABA), early intensive interventions, social skills training,
cognitive behavioral training (CBT) and provision of appropriate medications.
The ABA refers to prevention and control of problem behaviors by identification of
the physical environment and additional conditions, which elicits such behavior within the
patient. The early intervention programs in combination with ABA strategies have been seen
to improve communication, socializing and behavioral aspects within the children aged 2-3
years old (Wong et al. 2015). Some of the aspects of social skills such as eye contact, paying
attention while listening and verbal greetings. Some of these could be learnt through focused
training. As mentioned by Besag (2015), the CBT helps in substitution of negative patterns of
behavior with positively structured thoughts. As mentioned by Massie (2018), a least

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restrictive environment has been seen to support learning and development in children.
Sometimes antipsychotics such as Resperidone could be used in children who depict
uncontrollable or violent behavior.
Implementation of the method in children versus adults in the last five years
The least restrictive environment has been seen to work better with children to
support education and learning compared to adults. Additionally, some of the practices such
as ABA have been seen to yield better responses in children compared to adults. As
suggested by Jansson et al. (2016), the adults have been seen to show greater resistance
towards some of the alternate medication practices. Though ASD have been successfully
treated with medications in children, there are no effective interventions to treat social and
language impairments.
Reasons for lack of success with interventions
There are a number of reasons for lack of success with autism spectrum disorder.
Some of these are lack of awareness and support from family and friends; lack of sufficient
allied healthcare professionals; lack of early intervention policies and limited finances are
some of the factors which affects the nature and extent of success of the Autism Prevention
Programs. The resistance offered by some of the individuals further makes the delivery of
ASD prevention program difficult.

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References
Besag, F.M., 2015. Current controversies in the relationships between autism and
epilepsy. Epilepsy & Behavior, 47, pp.143-146.
Jansson, B.S., Miniscalco, C., Westerlund, J., Kantzer, A.K., Fernell, E. and Gillberg, C.,
2016. Children who screen positive for autism at 2.5 years and receive early intervention: a
prospective naturalistic 2-year outcome study. Neuropsychiatric disease and treatment, 12,
p.2255.
Massie, H., 2018. The prodromal phase of autism and outcome of early treatment. In Signs of
Autism in Infants (pp. 3-17). Abingdon:Routledge.
Wong, C., Odom, S.L., Hume, K.A., Cox, A.W., Fettig, A., Kucharczyk, S., Brock, M.E.,
Plavnick, J.B., Fleury, V.P. and Schultz, T.R., 2015. Evidence-based practices for children,
youth, and young adults with autism spectrum disorder: A comprehensive review. Journal of
autism and developmental disorders, 45(7), pp.1951-1966.