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Autism is among the most common health conditions in general pediatrics, surpassed only by asthma, bone, joint, or muscle problems, and other neurodevelopmental and behavioral conditions. However, it began its existence as a clinical entity within the medical field of psychiatry. While other early descriptions exist, it was the account of a psychiatrist, Leo Kanner at Johns Hopkins, that ignited awareness and the line of autism research that evolved to what it is today. It was not until later in the twentieth century that the neurologic basis of the condition was better appreciated, diversifying the range of clinicians involved in autism. Pediatric interest in the care and management of children with autism accelerated in the 1990s with the rise of neurodevelopmental and developmental-behavioral specialists. Autism’s high prevalence in child health was highlighted with the creation of the Autism and Developmental Disabilities Monitoring (ADDM) Network of the Centers for Disease Control and Prevention in 2000, at which time autism was thought to affect one in every 150 children. Current estimates from ADDM now put its prevalence at approximately one in 36 children, affecting all racial, ethnic, and socioeconomic groups, with four boys affected to every girl. Given autism’s high prevalence and workforce limitations among psychiatric, pediatric, and neurologic specialists, the general pediatric clinician is now charged with screening for this disorder and assuring each child gets evaluated and diagnosed. They also now assume long-term monitoring and management responsibilities for the child within the primary care pediatric home. With this issue of Pediatric Clinics of North America, our aim is to provide the pediatric generalist with actionable steps that they can deliver to the child with autism, supporting their medical, social, and community- participation needs from early childhood through transition to adult care. We have invited a group of pediatric and related experts in the care of children with autism from throughout the United States to write a collection of reviews outlining the many needs of the autistic child as well as providing the pediatric clinician with a toolbox of effective assessment and intervention steps. The articles are ordered across the chronology of childhood, beginning first with fundamental public health and biomedical perspectives on autism, followed by articles dedicated to early childhood (eg, screening, diagnosis), the school-aged years and associated medical conditions (eg, home and school needs, epilepsy, sleep, psychopharmacology), and then the teen years with transition to adult care. It is typical in works about autism for editors to provide notes about the terms used to label the condition and the individuals affected by it, given the often-heated debates about terminology. Our approach as editors of this issue has been to take a light hand and to let the authors speak for themselves. However, the evolution of the language, the debates that drive this evolution, and the differing prioritizations reflected in those debates should be instructive to the clinician. Namely, while some medical and psychological comorbidities of autism demand intervention because they create distress (eg, anxiety and sleep dysfunction) or safety risks (eg, epilepsy, depression, and harmful behavior), many features of the condition are not inherently distress-inducing or dangerous for the individual and therefore create disability primarily through the interactions between the individual and environment. Developmental diagnoses are, after all, sociologic constructs, and while opposing parties to the language debates of any generation may have differing priorities, each evolutionary leap in language reflects a new facet of understanding and support. For examples, person-first language (eg, “the child with autism”) was intended to highlight the individuality of all autistic individuals— that they cannot and should not be reduced simply to their diagnosis. A more recent trend toward identity-first language (eg, “the autistic teenager”) reflects, in a sense, a reclamation and demedicalization of the term as well as a growing organization of self-advocates aiming to create a social environment more welcoming to and accommodating of autistic individuals. Very recently, there has been a movement to define the construct of profound autism, reflecting concerns that those with the greatest support needs and least opportunity to communicate their desires may not share the same priorities as self-advocates who do have. The term “Autism Spectrum Condition,” common in the United Kingdom, contrasts with the Diagnostic and Statistical Manual of Mental Disorders (Fifth Edition) diagnosis of “Autism Spectrum Disorder,” by both demedicalizing the terminology and highlighting that the diagnosis may not be lifelong for some.