Sunday, March 30, 2014

How to Think About the Risk of Autism

A recent Study by the New York Times

A study published last week found that the brains of autistic children show abnormalities that are likely to have arisen before birth, which is consistent with a large body of previous evidence. Yet most media coverage focuses on vaccines, which do not cause autism and are given after birth. How can we help people separate real risks from false rumors?

Over the last few years, we’ve seen an explosion of studies linking autism to a wide variety of genetic and environmental factors. Putting these studies in perspective is an enormous challenge. In a database search of more than 34,000 scientific publications mentioning autism since its first description in 1943,  over half have come since 2008.

As a statistically minded neuroscientist, I suggest a different approach that relies on a concept we are familiar with: relative odds. As a single common measuring stick to compare odds, I have chosen the “risk ratio,” a measure that allows the bigger picture to come into focus.

For a variety of studies I asked the same question: How large is the increased risk for autism? My standard for comparison was the likelihood in the general population of autism spectrum disorder.  Here’s an example. Start from the fact that the recorded rate of autism is now 1 in 68, according to a report released last week by the Centers for Disease Control and Prevention. If babies born in purple farmhouses have a rate of autism of 2 in 68, this doubling means that the purple farmhouse carries a risk ratio of 2. However, correlation is not causation, and there is no need to repaint that farmhouse just yet.

We can improve our chances of finding true causes by looking before the age of 2, when it becomes possible to diagnose autism. The risk ratio can give perspective where isolated news stories don’t. Media reports have focused on the risk associated with becoming a mother or father in one’s late 30s or after. The story has obvious appeal: Delayed parenthood is common, and readers are understandably anxious. However, parents-to-be should consider that the individual risk to the child is only around 1.4.The risk associated with enhanced or accelerated labor in full-term babies is about 1.2, after other complications are taken into account. And of course, the risk from vaccination is slightly less than 1 — there is no added risk. Even worse, incorrect beliefs about vaccines come with a cost. The return of measles in communities with falling vaccination rates is one recent example.

One might argue that any added risk is too much. But it is essential to put risk into perspective. The early research in the 1950s that first linked smoking with lung cancer gave a risk ratio around 25 for a pack-a-day smoker. In the case of autism, the risk associated with parental age is dwarfed by the impact of inheritance.

Comparing twins who grow up in the same environment allows researchers to focus on the effects of shared genes. A majority of children with an autistic identical twin are likely to be diagnosed with autism as well for a risk ratio somewhere around 80. A lower risk ratio comes from sharing half of one’s genes, as for fraternal twins or siblings. For these reasons, researchers believe that autism’s roots are largely genetic.
The human genome is dotted with hundreds of autism risk genes. Individually, each gene is usually harmless, and is in fact essential for normal function. This suggests that autism is caused by combinations of genes acting together. Think of genes as being like playing cards, and think of autism outcomes as depending on the entire hand. New mutations can also arise throughout life, which might account for the slightly greater risk associated with older fatherhood.

Although autism has a gene-based beginning, growing brains are also influenced by their environment and external events. Looking at when these risks are greatest can provide clues about when the growing brain is most vulnerable. Based on a large body of evidence, the known hazards occur before birth and fall into three broad categories: prematurity, prenatal stress and brain development.

Many known risks for autism occur during late pregnancy and birth. Premature birth is a risk for developmental disability, including autism. Notably, elective cesarean section is associated with an autism risk ration of 1.9. Since a substantial proportion of early deliveries are elective, without a compelling medical reason, this risk is preventable.

A highly under-appreciated prenatal risk is stress. For pregnant women who take the sometimes-wrenching step of emigrating to a new country, for example, the risk ratio is 2.3. In the fifth through ninth months of pregnancy,  getting caught in a hurricane strike zone carries a risk ratio of about 3. Maternal post-traumatic stress disorder during pregnancy is associated with a similar effect. These events are likely to trigger the secretion of stress hormones, which can enter the fetus’s bloodstream and affect the developing brain for a lifetime. Stressors may also lead to maternal illness, the immune response to which may interfere with brain development. 

Stress might account for other findings as well. Recent news coverage has speculated on the influence of air pollutants, which carry risk ratios around 1.4. This risk might be caused by chemicals — or by the stress of living in a poor or crowded neighborhood, where pollution is worse. A larger risk comes from households that already have an older sibling under 1 year of age, where newly conceived children have a risk ratio for autism of 3.4. So sure, parents should avoid smog — but also might think about spacing their children at judiciously chosen intervals.

After birth, known risks diminish. But the baby’s brain acquires a new need: social experience. In one group of Romanian orphanage children, babies were nearly isolated from social contact, and some later showed autism-like symptoms. Developing brains go through sensitive periods during which they require a minimum level of normal experience. Extreme deprivation may affect a critical period of the brain’s social and emotional development.

Risk ratios are good not just for parents, but also for researchers, who can follow them to new areas for in-depth study. The statistics suggest a conceptual framework in which fetal brain development stays on track unless it is driven awry by genetic hits, by adversity in late pregnancy, or a combination of the two.

In my laboratory, risk ratios have led us to examine particular brain regions. Many brain regions in autistic people show abnormalities, but it is not known whether some malfunctioning regions cause other regions to go off track. In one study focusing on detailed long-term outcomes in 51 children, damage to the cerebellum at birth leads to a risk ratio of about 40. The cerebellum links information arriving from different senses and communicates with nearly all regions of the cerebral cortex. Many known risk genes for autism are turned on together in the cerebellum in early life. Although cerebellum injury is rare, we think the cerebellum might be important in using sensory experience to guide normal brain development.

What research is being done on Autism?

What research is being done?
In 1997, at the request of Congress, the National Institutes of Health (NIH) formed its Autism Coordinating Committee (NIH/ACC) to enhance the quality, pace and coordination of efforts at the NIH to find a cure for autism (http://www.nimh.nih.gov/health/topics/autism-spectrum-disorders-pervasive-developmental-disorders/nih-initiatives/nih-autism-coordinating-committee.shtml). The NIH/ACC involves the participation of seven NIH Institutes and Centers: the National Institute of Neurological Disorders and Stroke (NINDS), the Eunice Kennedy Shriver National Institute of Child Health and Human Development, the National Institute of Mental Health, the National Institute on Deafness and Other Communication Disorders,  the National Institute of Environmental Health Sciences, the National Institute of Nursing Research, and the National Center on Complementary and Alternative Medicine.  The NIH/ACC has been instrumental in the understanding of and advances in ASD research.  The NIH/ACC also participates in the broader Federal Interagency Autism Coordinating Committee (IACC) that is composed of representatives from various component agencies of the U.S. Department of Health and Human Services, as well as the U.S. Department of Education and other government organizations.
In fiscal years 2007 and 2008, NIH began funding the 11 Autism Centers of Excellence (ACE), coordinated by the NIH/ACC.  The ACEs are investigating early brain development and functioning, social interactions in infants, rare genetic variants and mutations, associations between autism-related genes and physical traits, possible environmental risk factors and biomarkers, and a potential new medication treatment. 

Do Autism symptoms change over time? and Current treatments


Do symptoms of autism change over time?

For many children, symptoms improve with treatment and with age.  Children whose language skills regress early in life—before the age of 3—appear to have a higher than normal risk of developing epilepsy or seizure-like brain activity.  During adolescence, some children with an ASD may become depressed or experience behavioral problems, and their treatment may need some modification as they transition to adulthood.  People with an ASD usually continue to need services and supports as they get older, but many are able to work successfully and live independently or within a supportive environment.

How is autism treated?

There is no cure for ASDs.  Therapies and behavioral interventions are designed to remedy specific symptoms and can bring about substantial improvement.  The ideal treatment plan coordinates therapies and interventions that meet the specific needs of individual children.  Most health care professionals agree that the earlier the intervention, the better.
Educational/behavioral interventions:  Therapists use highly structured and intensive skill-oriented training sessions to help children develop social and language skills, such as Applied Behavioral Analysis.  Family counseling for the parents and siblings of children with an ASD often helps families cope with the particular challenges of living with a child with an ASD.
Medications:  Doctors may prescribe medications for treatment of specific autism-related symptoms, such as anxiety, depression, or obsessive-compulsive disorder.  Antipsychotic medications are used to treat severe behavioral problems.  Seizures can be treated with one or more anticonvulsant drugs.  Medication used to treat people with attention deficit disorder can be used effectively to help decrease impulsivity and hyperactivity.
Other therapies:  There are a number of controversial therapies or interventions available, but few, if any, are supported by scientific studies.  Parents should use caution before adopting any unproven treatments.  Although dietary interventions have been helpful in some children, parents should be careful that their child’s nutritional status is carefully followed.

Cause of Autism and Does Inheritance play a role?


What causes autism?

Scientists aren’t certain about what causes ASD, but it’s likely that both genetics and environment play a role.  Researchers have identified a number of genes associated with the disorder.  Studies of people with ASD have found irregularities in several regions of the brain.  Other studies suggest that people with ASD have abnormal levels of serotonin or other neurotransmitters in the brain.  These abnormalities suggest that ASD could result from the disruption of normal brain development early in fetal development caused by defects in genes that control brain growth and that regulate how brain cells communicate with each other, possibly due to the influence of environmental factors on gene function.  While these findings are intriguing, they are preliminary and require further study.  The theory that parental practices are responsible for ASD has long been disproved.

What role does inheritance play?

Twin and family studies strongly suggest that some people have a genetic predisposition to autism.  Identical twin studies show that if one twin is affected, there is up to a 90 percent chance the other twin will be affected.  There are a number of studies in progress to determine the specific genetic factors associated with the development of ASD.  In families with one child with ASD, the risk of having a second child with the disorder is approximately 5 percent, or one in 20.  This is greater than the risk for the general population.  Researchers are looking for clues about which genes contribute to this increased susceptibility.  In some cases, parents and other relatives of a child with ASD show mild impairments in social and communicative skills or engage in repetitive behaviors.  Evidence also suggests that some emotional disorders, such as bipolar disorder, occur more frequently than average in the families of people with ASD.

Thursday, March 27, 2014

The Characteristics of Bullies



On this blog I will discuss the characteristics of bullies as discussed within the academic journal article “Bullying in School: An Overview of Types, Effects, Family Characteristics, and Intervention Strategies”, by Paul R. Smokowski and Kelly Holland Kopasz.
According to the journal article, most bullies share common characteristics. The common characteristics of bullies include being overly aggressive, being destructive, being hot-tempered, being impulsive, enjoying dominating others, and having a low tolerance for frustration One problem with bullying is that researchers have found that bullies are “more likely to be involved with other [problematic] behaviors, such as drinking and smoking.” Another problem is that bullies tend to show “poorer school achievement” and demonstrate a dislike towards school. The journal article states that most bullies see violence positively, as a means to solve their problems or fulfill their needs. In addition to using violence to gain or maintain their dominance over others, bullies use violence as a means to obtain rewards such as money and prestige.
An interesting observation I made is that it seems that the “benefits” of engaging in bullying behaviors currently outweigh the “negative consequences” of engaging in bullying behaviors. As noted within other blogs, bullying is very hard to detect. Even when bullying is identified or acknowledged, many times it tends to be dismissed or normalized. As a result, bullies may see their activities as “low risk”. Currently, bullies have very little to lose by engaging in bullying behaviors, but much to gain. As noted within the article, by engaging in bullying behaviors bullies gain rewards and prestige, maintain their dominance over others, and are able to solve their problems. The article also makes reference to bullying as a “gateway form of violence”, which I have discussed in previous blogs. As a result, I believe the consequences of bullying should be restructured. This is not to say that bullies should be handed down capital punishment. However, I do believe some form of reprimand needs to be put in place so that bullying will decrease. Ideally it would be great if anti-bullying strategies focused on determining what has been triggering the bullying. Perhaps bullies can be shown alternative, socially accepted ways to obtain what they want. For example, perhaps anti-bullying programs could help recovering bullies obtain a job. In this manner, instead of bullying someone into handing over their money, bullies would be able to earn their own money and buy what they want.

Wednesday, March 26, 2014

Bullying: Not Always in School and the Importance of Detection



On this blog I will continue my discussion of the academic journal article “Bullying in School: An Overview of Types, Effects, Family Characteristics, and Intervention Strategies”, by Paul R. Smokowski and Kelly Holland Kopasz. During this occasion I will focus on where bullying tends to occur and four types of bullies as described by Paul R. Smokowski and Kelly Holland Kopasz.
According to the academic journal article, “the majority of bullying incidents occur in or close to school.” However, studies have had difficulty trying to pinpoint the specific age group in which bullying is most prevalent. A common tendency noted by the article is that bullying tends to occur where adult supervision is minimal and insufficient. As a result, the article describes “[school] playgrounds and hallways [as] two of the most common sites for [bullying, in the form of student] altercations.”
As I have conducted my investigation on bullying, a common feature I have noticed within texts about bullying, even among articles written by “bullying experts”, is the tendency to associate bullying with schools and children. Although, schools may be the setting in which most bullying occurs, and children may be the individuals most often involved with bullying, it is not always necessarily the case. As discussed within a previous blog, bullying can also occur among adults within the workplace. Bullying is neither age nor setting specific. In addition, although it may be that bullying occurs where there is least adult supervision, I would specify that bullying occurs where adult supervision is negligent. As previously discussed, some researchers have noted a tendency towards the normalization of bullying, in which adults dismiss bullying as normal.
As previously stated the journal article identifies four different types of bullies: physical bullies, verbal bullies, relational bullies, and reactive bullies. Physical bullies are described as bullies that are “action-oriented and use direct bullying behaviors, such as biting and kicking.” With the passage of time, physical bullies become increasingly aggressive and may continue to display bullying behaviors into adulthood. The journal article notes that physical bullies are the easiest type of bullies to identify. Verbal bullies are described as bullies that “use words to hurt or humiliate their victims.” The journal article states that verbal bullies are often difficult to detect and intervene. However, despite not leaving any visible scars, verbal bullies can still cause devastating effects. Relational bullies are described as bullies that “convince their peers to exclude certain [individuals].” According to the journal article, relational bullies cause damage to other individuals by leading them towards feelings of rejection. Reactive bullies are described as “impulsive [bullies, usually] taunting others into fighting them.” The journal article notes that reactive bullies will fight others, but then claim self-defense. As a result, reactive bullies can be the most difficult to identify.
            An interesting feature I noticed about bullying is that most forms of bullying are not physical. As a result, most forms of bullying are not actually visible. However, as noted within the article, just because a form of bullying is not visible, it does not mean that its effects are less devastating or detrimental. Quite on the contrary, it means that many forms of bullying often go undetected and are hurting individuals “under the radar.” Investigators and researchers need to keep this in mind when trying to design and implement effective anti-bullying strategies. Perhaps more emphasis should be placed on developing more effective detection strategies. An alternative would be to provide bullying victims with encouragement and incentives for reaching out for help. Anti-bullying strategies can never be successfully implemented, if the bullying is never detected.

Sunday, March 23, 2014

So tired of scrolling through my Instagram seeing RIP and GWS I need my god to come take over and take away all the hurt and pain
I wish I could take all the guns off the streets for the safety of the people
Spring break is now officially over and only 3 minutes until Monday 😩
There was a shooting I side the bar in which I was in on Friday night like how does a guy get pass security with a gun just unbelievable
In the last 10 days I've been around the mist of two shootings and thank god that I didn't get hit smh at my city this really needs to stop

Thursday, March 20, 2014

Kyle Coleman: 'Mute' autistic man trapped in a world of silence stuns experts with his amazing singing voice


A man with autism that has rendered him almost mute is about to release an album after he was found to have perfect pitch and an amazing singing voice.
Kyle Coleman, 25, from Gwithian, Cornwall, was diagnosed with autism at the age of three and has only ever been able to say a few words. 
However, his talent was discovered after his mother Caroline took him to a music therapy session in 2009.



Since then music therapist Carine Kelley has been visiting him at home twice a week and has found that music is an instinctive way for him to express his emotions.
'It became clear almost immediately that Kyle had a natural affinity with musical elements and could recreate his favourite songs on the keyboard with no prior musical knowledge,' she said.

'It is when he sings though that his songs come to life. His personality and emotion shine through in his singing and this has made it possible for us to develop a special relationship and for Kyle’s abilities and confidence to soar.'
After realising her son had a gift, Ms Coelman took him to Plymouth to see how he would do in a recording studio.


Unfazed by the new experience Kyle recorded his favourite song, Monday, Monday by the Mamas and Papas.
The owner of the studio was so impressed by Kyle’s ability he suggested they consider recording a charity album.
Now, 18 months later, Kyle is preparing to make his debut.
His mother said: 'There has never been an album recorded and released by an autistic individual who has very limited language and an inability to communicate other than just a few words.
'His dad was a musician and he died suddenly two years ago in a motorcycle accident. I think his music ability is from his dad’s side.'


Kyle has recorded nine covers - including songs by Robbie Williams, Cat Stevens and Razorlight - plus one that was written especially for him about autism. The album is being supported by the National Autistic Society (NAS) and will be released to coincide with World Autism Day.


Chemist Claims she Reversed Daughter's Autism Symptoms


A Bay Area biochemist thinks she's found a sort of autism smoking gun: monosodium glutamate, or MSG. 
It's a chemical compound almost exclusively connoted with Chinese food, but Katherine Reid points out that it's found in all but 5 percent of processed food, largely unbeknownst to us: It appears on the food label only about 1 percent of the time.
But if things like flavor or flavoring, soy protein, whey protein, pectin, corn starch, or stock make an appearance, you're consuming MSG, she says, needlessly.
According to Reid, many neurodevelopmental disorders like autism are potentially linked with an improper balance of glutamate intake.
“We have glutamate receptors in our body, and 50 percent of our nervous system is excited by glutamate, so we need certain amounts to function," Reid told FoxNews.com. "But it’s all about balance.  There’s a huge amount of scientific literature that links many diseases with a glutamate imbalance.  And it’s not just autism, but a number of neurological disorders too – there’s a connection to this glutamic imbalance.”
The San Francisco Chronicle points out there "is no science to back up many of her claims," with two doctors confirming to the paper that no MSG studies of the sort have been carried out.
But then there's Reid and her 7-year-old daughter. As the Chronicleexplains, Reid's youngest child, Brooke, began showing signs of autism at the age of 2: wild tantrums, repetitive behavior, communication issues, digestive problems.
Tests revealed the girl was moderately autistic. Reid began researching diet options, first eliminating gluten and dairy; then she read about MSG, and the role glutamate plays in the body: It's essential for learning and function, but she came to believe that too much of it interferes with neural function—and that the glutamine in MSG can exacerbate the imbalance.
She wiped MSG from Brooke's diet (notes it's even found in toothpaste), and says the autism symptoms have been "completely removed."
“I tried the experiment on her and myself, and she started to develop better speech and communication.  She became more social, her repetitive behaviors never occurred again after we introduced the diet.  She just became a little more physically coordinated,” Reid explained “…I was also feeling much healthier myself.  I had less sinus pressure headaches, less allergies.  So I could see how this could have an effect on her brain.”
One doctor who treats kids with autism says he'd try the diet, but cautions that "while it's not normal for kids with moderate autism to be cured by 7, it's not unheard of." 
Still, Reid says 74 of the 75 autistic children she has worked with through her non-profit, Unblind My Mind, saw enough improvements to continue with the diet.  She hopes her experiences will transform how people view autism – from a disorder that affects just the brain to one that affects the entire body.
“I really do think that we in the health profession need to think of ourselves as a human ecosystems,” Reid said.  “We have trillions of microorganisms that are part of a mutual symbiotic relationship with our health, but these same organisms can start to turn pathogenic if given the opportunity.  As I experienced with each individual person’s interaction with food, there’s an important part of balancing our whole nervous tract, and this translates metabolically with balance throughout our whole body.”
FoxNews.com contributed to this article.
Newser 

The Evolution of Autism


History of Autism
Assuming that Autism is a neurological disorder and not caused by “bad” parenting or environmental toxins then it has, most likely, always existed among human beings; however, it was not scientifically described or empirically researched until the 20th century.
Early 1900s
In the early 1900s autism was thought to be a form of childhood schizophrenia, feeble-mindedness, or childhood psychosis.
The term autism was first used by the Swiss psychiatrist Paul Eugen Bleuler between 1908 and 1912. He used it to describe schizophrenic patients who had withdrawn from social contact, appeared to be living in their own world, and were socially disconnected. The root of the word autism is derived from the Greek “autos” which means “self”. That root is combined with the Greek suffix “ismos,” meaning the act, state, or being of. Bleuler used the word “autism” to mean morbid self-admiration and withdrawal into self. It suggests a state of being absorbed by oneself, lost in oneself, removed from social interaction, and isolated from social interaction. While Bleuler described and documented characteristics of autism, his adult patients were diagnosed as having schizophrenia and children were diagnosed as having childhood schizophrenia.
1920s and 1930s
In 1926, Dr. Grunya Efimovna Sukhareva, a Russian psychiatrist described what would later become the core deficits of Asperger Syndrome in boys that she labeled as having schizoid personality disorder of childhood. In 1933, Dr. Howard Potter described children who would now be identified as autistic as having a childhood form of schizophrenia.
1930s and 1940s
The two main pioneers in autism research, Hans Asperger and Leo Kanner, began working separately in the 1930’s and 1940’s. In 1934 Hans Asperger of the Vienna University Hospital used the term autistic and in 1938 he adopted the term “autistic psychopaths” in discussions of child psychology. However, Leo Kanner of Johns Hopkins Hospital began using the term autism to describe behaviors that are now recognized as Autism Disorder or classical autism. Leo Kanner is the one who is usually credited for using the term autism as it is known today.
Kanner’s 1943 descriptions of autism were the result of his observations of eleven children who showed a marked lack of interest in other people, difficulties in social interactions, difficulty in adapting to changes in routines, good memory, sensitivity to stimuli (especially sound), and a highly unusual interest in the inanimate environment. These socially withdrawn children were described by Kanner as; lacking affective contact with others; being fascinated with objects; having a desire for sameness; and being non-communicative in regard to language before 30 months of age. Kanner emphasized the role of biology in the cause of autism. He felt that the lack of social connectedness so early in life must result from a biological inability to form affective relationships with others. However, Kanner also felt that parents displayed a lack of warmth and attachment to their autistic children. In his 1949 paper, he attributed autism to a “genuine lack of maternal warmth.”
In 1944, working separately from Kanner, Hans Asperger described a “milder” form of autism, known today as Asperger Syndrome. Asperger also studied a group of children who possessed many of the same behaviors as described in Kanner’s descriptions of autism. However, the children he studied demonstrated precocious vocabulary and speech development but poor social communication skills. These children appeared to have a desire to be a part of the social world, but lacked the necessary skills. He also mentioned that many of the children were clumsy and different from normal children in terms of fine motor skills.
1950s
During the 1950s, Bruno Bettelheim, a University of Chicago professor and child development specialist, furthered Kanner’s 1949 view that autism resulted from a lack of maternal warmth. Bettleheim’s view of autism being caused by emotionally cold and distant mothers became known as the Refrigerator Mother Theory of autism. The idea behind the theory was that children became autistic because mothers didn’t interact, play, or them; in a sense, they were “frigid.” He published articles throughout the 1950s and 1960s to popularize this position. Proponents of this view were searching for a place to lay blame for autism.
It was also during this decade and into the next that parents were counseled to institutionalize their children in order for them to receive appropriate treatment.
1960s
Beginning in the 1960s there was increased awareness within the professional community that the refrigerator mother theory did not adequately account for autism. The theory ignored the fact that siblings of autistic children were not autistic despite having the same mother, and scientific advancements began to suggest more biological causes.
In 1964, Bernard Rimland, a psychologist with an autistic son, stressed the biological causes of autism in his book “Infantile Autism: The Syndrome and its Implications for a Neural Theory of Behavior.” The publication of this book directly challenged the prevailing refrigerator mother theory of autism. In 1965, Rimland established the Autism Society of America, which was one of the first advocacy groups for parents of children with autism. He established the Autism Research Institute in 1967 to conduct research on treatment for autism.
In 1967 autism continued to be classified under schizophrenia in the International Statistical Classification of Diseases and Related Health Problems. This promoted the view that autism was a mental illness rather than a developmental disability.
1970s
There was a push during this decade to better define autism and, with scientific advancement, there was better understanding of autism as having a neurobiological basis.
1980s
The publication of the Diagnostic and Statistical Manual of Mental Disorders (DSM-III) in 1980 finally set autism apart from schizophrenia as it was now categorized as a neurodevelopmental disorder. Autism research continued to increase during the 1980s along with recognition within the scientific community that autism resulted from neurological disturbances rather than pathological parenting.
It was during this decade that Asperger’s work was translated to English and published. The term, “Asperger’s Syndrome” was first used in 1981 by the British psychiatrist Lorna Wing. She also developed the Wing’s Triad of Impairments, which is Impairment in Imagination, Impairment in Social Communication, and Impairment in Social Relationships to describe autism.
1990s
In 1994 Asperger’s syndrome was officially added to the DSM-IV as a progressive developmental disorder. Two nonprofit groups, the National Alliance for Autism Research and Cure Autism Now, were founded to stimulate autism research and raise awareness about the disorder. Research starts to suggest that autism is a spectrum disorder. Near the end of the decade, as autism rates rose, it was speculated that autism was due to mercury in vaccines.
2000s
In 2000, vaccine makers removed thimerosal, a mercury-based preservative, from all routinely given childhood vaccines. Public fears were that exposure to the preservative were related to autism. The National Institute of Health estimated that autism affected 1 in 250 children in 2001. The Institute of Medicine found no credible evidence of a link between thimerosal or any other vaccine and autism in 2004.
The prevalence of autism increased significantly during this decade as a result of better detection, broader diagnostic criteria, and increased public awareness. In 2007 the Centers for Disease Control and Prevention reported that approximately 1 in 150 children were diagnosed with autism. Part of this increase is a result of better understanding of autism as a spectrum disorder.
2010s
A hundred years later, the term autism describes a neurodevelopmental condition that results in significant social cognitive and social communicative impairment. Current research is focused on identifying biologically distinct subtypes of autism. The belief is that once subtypes are understood advance can be made in regard to understanding cause and developing effective treatments. The ultimate goal of this line of research is to eventually find a cure and be able to prevent it.
Until that time, the prevalence of autism continues to increase. In 2012, the Centers for Disease Control and Prevention reported that approximately1 in 88 children are diagnosed with an autism spectrum disorder.
The upcoming publication of the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-V) in May 2013 will remove Asperger Syndrome and PDD-NOS as separate from autism. Instead, diagnosis will be autism spectrum disorder in an attempt to more accurately reflect the continuum and severity of the types of symptoms and behaviors displayed.
It will be interesting to see how these diagnostic changes and research into the biological subtypes of autism impact the future evolution of this neurodevelopmental disorder.

Source:
http://ct-educationadvocates.com/information/autism/ the-evolution-of-autism/