Autism is a long-term condition that, by observing differences in social interaction, adaption to the environment, low-quality speech, or slow speech, can be detected by carefully examining. Their specific treatment is not yet known. However, individuals diagnosed with Autism Spectrum Disorder (ASD) can undergo various suitable therapies offered by experts to improve their quality of life and enable them to live normally in an environment with ordinary people. Therapies have emerged to be significantly important in managing the cases of Autism if the cases are identified at an early stage. Modern-day research is still being done to manage the condition, from early identification to innovative intervention strategies to lessen the disorder’s symptoms as the kid ages. Strides have been made so far concerning ASD treatment. If the condition is detected early enough, it can be well managed through medication and medical therapies that significantly aid the brain’s development. Additionally, ASD treatments have significantly advanced through the development and use of a combination of Wharton’s jelly mesenchymal stromal cells, autologous stem cells, and exosomes. Patients have been shown to reduce the severity of the symptoms associated with ASD. Stem cells have been undisputedly shown to improve the treatment of many complex conditions like Autism, where the exact cause is unknown. The integration of stem cell transplants and the application of ASD therapeutic education and care thus improve the development of the child affected with the condition.

Background

Cases of children diagnosed with Autism are rapidly increasing in society, with current studies showing a rate of 1 in 68 children born. The perspective of Autism is based on the historical discussions of the discoveries made on comorbidities and genetic linkages. In 1980, Lorna Wing’s research work clarified Kanner’s previous study, where she observed the unusual patterns of children during their social interactions, which made this symptom a standard diagnostic precursor for Autism. As for specific characteristics that are used to diagnose Autism, Asperger argued that children who seem to be socially naive, with a not quite right speech and often express themselves loudly or quietly, may take longer for their speech to develop and may experience some neurological incoordination (Baron, 2015).

Symptoms

Although the signs vary from patient to patient, ASD is often identified by a significantly delayed language acquisition, inappropriate use of words, inconsistent attention or engagement, or the inability to relate well with the environment and other people. More specifically, when a child is seen to isolate themselves from the people around them, have difficulty making friends, and lack interest in regular social interactions with other children, these behaviors are a dominant sign that the child could suffer from ASD. Other signs and symptoms observed in patients with ASD include avoiding or not maintaining eye contact, not responding to their name, not showing facial expressions such as happiness, sadness, or angriness, using few or no gestures, not sharing interests with others, not pointing to show something of interest, not noticing when others are hurt or upset, not noticing other children and joining them in play, not participating in pretend-play, and many others. It is crucial, however, that if a few of these signs start to show in a child, they are taken to a specialist to be evaluated. Based on the co-occurring symptoms in a patient with ASD, parents of children with more anxiety characteristics tend to notice the inability of the child to adapt to daily changes in routines and transition from one activity to another. Individuals with ASD also seem to experience depression, which could be problematic if a strong family history of depression exists (Kotte et al., 2013). Signs of aggression are not uncommon in patients with ASD. Case studies show clearly that depression and ASD co-occur, with research suggesting that nearly 40-50% of ASD patients tend to receive a clinical diagnosis of anxiety and depression.

Causes

The exact cause of ASD is not yet known; studies suggest that many factors would probably have a causal effect on Autism; these include environmental and genetic factors. Having a low birth weight has also been positively correlated with ASD. Being born to older parents leads to the production of fragile X syndrome, which leads to weak development of neurological coordination in a child. No causal link has been found to exist between measles, mumps, and Autism, and the studies that claimed so were found to be flawed. Exposure of the fetus to medications also could be a vital cause of ASD since the valproic acid deters the development of a child’s brain as they grow. Metabolic imbalances within the child’s body are a major significant also in the development of this condition which often results from exposure to heavy metals and toxins in the environment as well as their lack of ability to perform regular detoxication of these substances. Proteins and molecules can also affect the development of Autism. Baron Cohen, a researcher, examined the presence of steroidogenic compounds in the body of autistic patients. He then concluded that a link existed between Autism and the stress hormone ostradiol, which plays a role in masculinizing the brain. Other researchers have found that ostradiol, ostrone, and progesterone have a significant effect on autism likelihood. The findings expand the observation of increased prenatal steroidogenic activity in autism by indicating that prenatal estrogens add to the risk of autism.

Comorbidities

Other conditions related to Autism have been given much attention in the current years to determine their correlation. These related diseases make it difficult for clinicians to decide whether or not they are treating just the symptoms or the disorder itself. Mannion and Leader (2013) indicate that it is essential to find out the causal correlation between these diseases and how their treatment affects the treatment of ASD. Taking a case of epilepsy, Kanner believed that seizures were a presentation of Autism; it has been found that seizures can further be termed as comorbid to Autism (1943). Since Autism affects the limbic system of an individual, it is also possible that a link between epilepsy and Autism exists as it affects the neuroimmune system. Therefore, it is still tricky in the present day to determine the diseases that are comorbid to ASD and those that are symptomatic of the condition. Apart from Autism being a neuroimmune disorder, it is also inflammatory to the brain cells, where many comorbid symptoms have been found. Melatonin levels are low in Autistic individuals, and it would be logical to term it as comorbid since melatonin is an antioxidant and plays a vital role in establishing immunity and regulation of the circadian rhythm of the body (Becker & Stoodley, 2013). This symptom guarantees that low melatonin levels correlate to ASD. Another disease suspected to be comorbid with Autism is the allergies that occur within the digestive tract of an individual with Autism. This sign is due to mitochondria dysfunction within the brain, thus interrupting the digestion process, causing autism symptoms in the gut, which leads to digestion issues such as constipation. However, not all mitochondria are affected if the patient is autistic. However, the ones in the brain make it a good indicator of a comorbid condition rather than just a characteristic of Autism. Arguably, Angelidou claimed that if the issue is the cells that disrupt the gut to the brain’s blood, then the cells would be termed as a causal pathway rather than a comorbid condition.

Diagnosis

Autism Spectrum Disorder is a condition with no specific or exact cause identified; the treatment method for the same becomes a complex process with no definitive cure found for the same (Campisi et al., 2018). However, clinicians and researchers across the globe have a task to explore all the associated aspects, beginning with etiology, intervention, and diagnosis. Spectrum is used in the context to illustrate the wide range of symptoms associated with the Autistic condition, although the most common being affected is communication and social interactions (Marc, 2021). The other associated signs include anxiety, disorders in sleeping, depression, and other behavioral problems. The extreme case of Autism is a total lack of communication and failure to establish reciprocal relations. The symptoms of Autism are, however, diagnosed at the early stages of growth and development of the child through a series of steps of the diagnosis. According to Schaefer and Mendelson (2013), the first stage of the diagnosis is an evaluation by a specialized pediatrician who reports on any concern in the child’s development; then, an examination has to be done to ascertain the condition. The second stage is a more in-depth evaluation done by professionals in the relevant field and with the specialty. They can now state if the child has ASD or some other disorder associated with the average child’s normal development. An accurate diagnosis can be easily made at this stage to two years of a child. However, this requires specific evaluations to detect the psychiatric disorders in the child’s body. Symptoms of Autism are expected to occur within the first three years of childhood. A multimodal diagnosis is usually needed for diagnosing mental disorders. The psychiatrist uses an Autism Diagnostic Interview and Autism Diagnostic Observation Schedule, often the standard tool for diagnosing Autism (Grove et al., 2013). In this case, enhancing the diagnosis more effectively, more information is collected from the parent or the guardian concerning the child’s behavior and their adaptability to the environmental factors or how they accommodate the daily changes in life. Epilepsy test stimulates neurological examinations, and since epilepsy is in most cases determined to be correlated to Autism, it could give accurate results. Intelligence tests come afterward, where speech and communication are checked out. All these diverse diagnoses are incorporated to help identify the most appropriate resources for successful interventions and precise diagnoses. During the diagnosis of ASD, there needs to be differential diagnostics since this disorder is mainly accompanied by many other general developmental disorders (Masi et al., 2017). Issues such as Rett syndrome are more accessible than Autism Spectrum Syndrome; therefore, there is a need for distinction (NIMH, 2011). An example is a distinction between Asperger’s and high-functioning autism. No specific clinical tool can distinguish between the two, and thus it becomes difficult for them to determine and solve the problem of distinction. Asperger’s syndrome is, therefore, typically associated with high-functioning autism. People with traditional Asperger’s symptoms can sometimes fit in with their peers and have significantly developed language and independent living skills. Schizophrenia is another developmental issue accompanying Autism Spectrum Disorder, which is very hard to deal with during childhood. In this case, schizophrenia is more sudden and can be detected before the disorder begins. However, Autism is constant. Schizophrenia has a positive symptom that is expressed by hallucinations. This symptom is absent in Autism, which brings a vast distinction between the two. Kanner argues that for this reason, Autism is not grouped within the general developmental issues and is now being treated as a separate spectrum disorder (Kanner, 1943).

Treatment

Until now, no specific medication has been found that enables the ‘cure’ of Autism, but therapies aim to enhance the quality of life of those children with autistic spectrum disorders. The first therapy is the Teach Method, where the therapist puts more attention on the child’s communication by using images that contain concepts learned in special schools in Texas. This method enhances the brain’s functional ability and jungles the child’s mind by making the inactive mitochondria in the brain cells be exercised. The second method is Picture Exchange communication. The child is taken through reading and writing using various approved strategic visual elements, which have been agreed upon for use in most American schools and approved to be successful (Melissa, 2016). Taking the child through behavioral therapy is also a good remedy for enhancing the quality of life of a child with autistic spectrum syndrome, where the therapist examines the possible skills in the child that can be developed. When Autism is detected at an early age of a child, then various chemical and drug medications can be applied. However, this may not be the best intervention for children who cannot do without drugs due to some dysfunctions in their bodies. Together with the drugs, the child is meant to avoid the consumption of foods with gluten and casein, and wheat products, which can enhance how effective the therapy can be. Providing the child with foods rich in vitamins also supplements the child with autistic disorder and hence helps to correct the limbic problem that arises in the case of Autism. The Method of Tomatis and Berard is another therapy widely encouraged to improve the children’s quality of life living with Autism (Esteban et al., 2017). It involves exercising the auditory channels, where the child is seen to be very sensitive to sound, which helps open the child’s mind wider (Aldred et al., 2004). The therapist must also work on verbal ability, which involves the presence of the parents to give sufficient support in developing the daily language quality of the person with Autism. The application of extensive behavioral therapy in a child with ASD is vital, although a single effective drug has not been found to ‘cure’ the condition. However, the American Academy of Pediatrics has emphasized the programs that enable early intervention of this disorder. The scheme insists that treatment should begin as early as when Autism is detected in a child. Avoiding children from having frustrating or discouraging experiences that lead to a negative association with schooling could make the child’s situation less difficult. It is suggested to receive a minimum of 25 hours of intervention per week (Manjiri, 2017). This therapy will broaden the child’s mind before more development occurs later in life. The child in this situation can better adapt to changes and learn from the environment quickly. The child is recommended to have individual time with the therapist, who will promote early training and give professional instructions to parents and guardians on how to deal with such individuals and improve their quality of life since they also have the rights to be accepted and have a sense of belonging in the society (WHO, 2022). Each child’s progress should be monitored to determine whether the therapy is constructive or destructive and if the child is getting helped through those measures. If the program scheduled for the child is somewhat not beneficial, then the specialist needs to modify the program in favor of the child with ASD. Suppose all interventions are aimed toward the behavioral development of the child. In that case, all these processes will be fruitful; therefore, checking out the environment and enhancing it can contribute to this noble movement’s success.