For full "Comments" page, click :
http://www.straitstimes.com/ST%2BForum/Story/STIStory_292885.html
"Preschool teachers' pay rise: No strings"
I WAS happy when I read last Wednesday about a salary rise for preschool teachers, only to be disappointed after reading that, in order to get an increase, we need to teach enrichment classes.
Teaching in preschool is a demanding job, preparing children for concerts, exposing ourselves to diseases like hand, foot and mouth and chicken pox, and often having to clean up their faeces and vomit. We have the responsibility to ensure they know how to read and write by year-end, regardless of parental help, and ensure their safety all year round. It is a stressful and draining job, both mentally and physically.
The least we could expect is a reasonable salary. I don't think it is too much to expect, for we have a family to support. For those of us who are married, if something happens to our spouse (and I pray not), how can we support our elderly parents and children on $1,400 to $1,800 pay in this day and age? With inflation and now recession. It is really quite spirit dampening.
Just yesterday, my relative commented that I am in the wrong line of work, with such low returns. I wonder myself many times. I am presently upgrading myself, taking a degree in Early Childhood, but still wonder if I have made the wrong decision. I will not get five-figure pay, compared to someone in business. I have to be practical, so why study more, I ask. When I ask my coursemates about salaries, they all grumbled at such 'miserable pay'. They would not have stayed, if not for their passion to teach children. So my question is, have we been taken for granted all these years?
I hope the Government will seriously look into this, or we will lose all the passionate teachers.
Chang Choon Kheng (Mdm)
"Pay more to qualified preschool teachers"
THIS letter is in support of Madam Chang Choon Kheng's letter last Tuesday, 'Preschool teachers' pay rise: No strings'.
I fully agree with her on the reasons she gave for a pay rise for preschool teachers. There is one more to add - that is the duty of teachers to give motherly love and affection to toddlers in school.
In addition, preschool teachers' pay is not according to qualification but experience. I agree that experience counts, but so does the extra knowledge a teacher has in the form of a higher qualification. A more qualified teacher can present a lesson better than one who has the minimum qualification, using the same teaching material and resources.
The only reason the better qualified teacher chooses to work in preschool is, as Madam Chang suggested, her passion to teach young children.
There are teachers with various qualifications, such as O and A levels, certificate, diploma, graduate degree and even master's degree. But there is no difference in the pay they get. This is very frustrating and one reason many preschools lose good teachers to better-paying jobs.
I hope the Government will look into this matter seriously and take action.
Veena K.H. (Mrs)
Comments:
I do empathize with Mdm Chang, as I am a preschool educator myself and I feel that our sector is a low paying sector no doubt. I feel the plight of most the preschool teachers in Singapore. Preschool education in Singapore has evolved from using textbooks and rote learning to a totally hands on experience, using play based, thematic and integrated learning. Due to this, preschool educators need to be more creative, always keeping in mind of creating developmentally appropriate programs, always on the ball without the aid of any textbooks and permanent tables and chairs for children as they would be learning from their environment and creative movements/expressions. With that, the demands of preschool educators are beyond what meets the eye in comparison to teachers teaching in primary schools. My personal view is that if the government is increasing the qualification for primary school teachers to graduates when they are currently holding either �A� level certificates or diploma, I feel that our teachers in this preschool sector who are mostly diploma holders should be paid on par with the primary school teachers with the same benefits that they are holding such as the medical, school holidays (for kindergarten teachers), etc. I feel that despite the work that we have done as stated by Mdm Chang, we are not appreciated as reflected by our salary. Mdm Chang states that the salary range for teachers in this sector is $1400 to $1800. But I feel that there are teachers out there who are qualified yet are still paid less than $1000. I feel saddened by the state of our preschool educators in Singapore. There has not been a benchmark for salaries but benchmark on our qualification. Our preschool teachers welfare has not been taken care of but the families of our �clients� are by providing them with subsidies and financial assistance. If there is such assistance for our �clients�, why don�t they do the same for the preschool centres who wants to pay their quality teachers more but are not able to due to the inability for parents to pay such a high fee for their children�s education even if they do decide to increase the school�s fee in order to increase their teachers pay. With a positive mindset, I do feel that our salaries will increase but it will take time. Boy it will take a long time for our government to set aside revenue for this sector, maybe by then I would have already gotten my CPF. Anyways� Salutes to all preschool teachers!!!
Posted by: Shyuhadaa at Tue Oct 21 20:52:07 SGT 200
Monday, October 27, 2008
Sunday, October 19, 2008
A Blog Posted by Singapore's Youngest Millionaire
Words of wisdom for us (perhaps)..A Blog Posted by Singapore 's Youngest Millionaire
By Adam Khoo
Some of you may already know that I travel around the region pretty frequently, having to visit and conduct seminars at my offices in Malaysia, Indonesia, Thailand and Suzhou (China). I am in the airport almost every other week so I get to bump into many people who have attended my seminars or have read my books.
Recently, someone came up to me on a plane to KL and looked rather shocked. He asked, 'How come a millionaire like you is travelling economy?' My reply was, 'That's why I am a millionaire.' He still looked pretty confused. This again confirms that greatest lie ever told about wealth (which I wrote about in my latest book 'Secrets of Self Made Millionaires'). Many people have been brainwashed to think that millionaires have to wear Gucci, Hugo Boss, Rolex, and sit on first class in air travel. This is why so many people never become rich because the moment that earn more money, they think that it is only natural that they spend more, putting them back to square one.
The truth is that most self-made millionaires are frugal and only spend on what is necessary and of value. That is why they are able to accumulate and multiply their wealth so much faster. Over the last 7 years, I have saved about 80% of my income while today I save only about 60% (because I have my wife, mother in law, 2 maids, 2 kids, etc. to support). Still, it is way above most people who save 10% of their income (if they are lucky). I refuse to buy a first class ticket or to buy a $300 shirt because I think that it is a complete waste of money. However, I happily pay $1,300 to send my 2-year old daughter to Julia Gabriel Speech and Drama without thinking twice.
When I joined the YEO (Young Entrepreneur's Organization) a few years back (YEO is an exclusive club open to those who are under 40 and make over $1m a year in their own business), I discovered that those who were self-made thought like me. Many of them with net worths well over $5m, travelled economy class and some even drove Toyota's and Nissans (not Audis, Mercs, BMWs).
I noticed that it was only those who never had to work hard to build their own wealth (there were also a few ministers' and tycoons' sons in the club) who spent like there was no tomorrow. Somehow, when you did not have to build everything from scratch, you do not really value money. This is precisely the reason why a family's wealth (no matter how much) rarely lasts past the third generation. Thank God my rich dad (oh no! I sound like Kiyosaki) foresaw this terrible possibility and refused to give me a cent to start my business.
Then some people ask me, 'What is the point in making so much money if you don't enjoy it?' The thing is that I don't really find happiness in buying branded clothes, jewellery or sitting first class. Even if buying something makes me happy it is only for a while, it does not last. Material happiness never lasts, it just give you a quick fix. After a while you feel lousy again and have to buy the next thing which you think will make you happy. I always think that if you need material things to make you happy, then you live a pretty sad and unfulfilled life.
Instead, what make ME happy is when I see my children laughing and playing and learning so fast. What makes me happy is when I see my companies and trainers reaching more and more people every year in so many more countries. What makes me really happy is when I read all the emails about how my books and seminars have touched and inspired someone's life. What makes me really happy is reading all your wonderful posts about how this BLOG is inspiring you. This happiness makes me feel really good for a long time, much much more than what a Rolex would do for me.
I think the point I want to put across is that happiness must come from doing your life's work (be in teaching, building homes, designing, trading, winning tournaments etc.) and the money that comes is only a by-product. If you hate what you are doing and rely on the money you earn to make you happy by buying stuff, then I think that you are living a meaningless life.
Wednesday, October 15, 2008
Autism: Desperately seeking a cure
Sunday, August 17, 2008
Autism: Desperately seeking a cure
Aug 16, 2008DAEDALUS: TECHNOLOGICAL TRIUMPHS AND CHALLENGES
By Andy Ho
ABOUT 80 per cent of an online support group of 560 parents here have resorted to some alternative therapy for their children's autistic condition.
These run the gamut from megadoses of vitamins C and B6 or omega-3 fatty acids to gluten-free or casein-free diets. Then there are the potentially deadly therapies, including the use of Avandia and Actos.
These are drugs for diabetes that came to market in the late 1990s. But it was only last year that they were confirmed to cause, on occasion, heart failure in the young with normal hearts. (When a drug intended for a specific ailment - say, diabetes - is prescribed for something else - say, autism - that is called an off-label use. Such use is not illegal, per se.)
Traditionally, autism was diagnosed only in children who showed a profound indifference to, a lack of empathy for and social withdrawal from other people, including parents and siblings.
In 1994, however, the American Psychiatric Association expanded its definition of autism in its Diagnostic And Statistical Manual (4th edition), or DSM-IV, to encompass a broader range of disorders. Autism is now referred to as Autism Spectrum Disorder (ASD), and includes related disabilities, such as PDD-NOS (pervasive developmental disorder, not otherwise specified).
In the DSM-IV, the psychiatrist's bible the world over, all items on the checklist for autism - including language impairments, developmental delays, sensory impairment, personality disorders and so on - are given equal weightage. However, 90 per cent of these symptoms are not specific to autism.
As is true with all other DSM-IV disorders, the diagnosis of ASD is based solely on symptoms. There is no specific laboratory test to nail it down objectively, so there might be non-autistic kids diagnosed with ASD. The numbers diagnosed as being autistic, not unexpectedly, rose after DSM-IV - and, in tandem, so did the demand for offbeat therapies.
Here's why: There is no known cure for autism but one therapy known to help patients is that which teaches patients to imitate their teachers. This behavioural therapy is done one-on-one for up to 40 hours a week over many years. This being an arduous process, parents naturally look for short cuts.
Sometimes, fad therapies seem to work because autism, like many other disorders, displays a natural pattern: Symptoms get worse at times and diminish at others. When symptoms get really bad, parents hunt for magic cures; and when the symptoms abate naturally afterwards, the improvement is attributed to the new 'cure'. Parents want to believe.
Moreover, fad treatments are now widely discussed on the Internet. As a result, parents who are extremely motivated to help their kids become easy prey for quacks. If parents perceive their doctors to be dismissive or dogmatic, they might even abandon mainstream treatment altogether. So the Health Ministry has rightly formed a committee of experts to review available research on and issue guidelines about alternative therapies for autism by next year so parents can choose more wisely among them.
One particular therapy the committee should review is chelation, where certain chemicals are administered orally or intravenously in the hope that they will stick to heavy metals present in the body, which are then flushed out in the urine. Advocates of this treatment say the mercury (as thimerosal) in childhood vaccines is the cause of autism, so chelation to bind mercury in the body should help.
Though approved only for acute heavy metal poisoning, there are some doctors here who administer chelating agents using in-office intravenous drips. Most doctors do not believe chelation can help in autism cases. After reviewing the world's best studies, the US Institute of Medicine concluded in 2004 that thimerosal is not a cause of autism.
Nevertheless, widespread belief in the link persists. In fact, advocacy groups are now parading a US court decision in March in which a family sued the government, claiming that vaccines had caused their daughter's autism. The US government settled the suit after concluding the baby shots had 'significantly aggravated an underlying mitochondrial disorder' which caused a brain disorder 'with features of autism spectrum disorder'.
When those tiny power stations in our cells called mitochondria don't function well, many normal body functions go awry - much like a factory located in an area with frequent brownouts. What the US authorities actually conceded was that the vaccines had exacerbated an underlying condition caused by sick mitochondria in the child, who then developed symptoms found in DSM-IV's long checklist for an ASD diagnosis.
Those symptoms, it ought to be noted, can also be found in many non-ASD patients who encountered problems in their brains as the organ was developing.
Thus the child in question must have been initially diagnosed as ASD, whereas further tests revealed that she actually had a mitochondrial disorder instead. The United States Centres for Disease Control and Prevention has stated categorically that it was 'a complete mischaracterisation of the findings of the (court) case, and...of the science' to say vaccines cause autism. But as the case was settled for an undisclosed sum, court documents have been sealed. Predictably, advocates smelt a cover-up.
The Singapore committee of experts has its work cut out. Sceptics, wedded understandably to hope, will scrutinise its report very carefully. We wish it well.
andyho@sph.com.sg
[Every now and again, I wonder if psychiatry has progress much beyond Freud's pscyho-analysis, and every now and again, I have to conclude that it hasn't advanced very much. Everybody is a scientist. Everyone uses Occam's razor to cut away the details to get at the simplistic explanation. What is clear is that the increasing number of Autism diagnosis is due to the expanding DSM-IV definition of autism spectrum disorder. And many of these "disorder" are nowhere near what is generally understood to be true autism. Perhaps Singapore will be brave enough to say, "we know what autism is and what it is not and most of those diagnosed as autistic are not. They have developmental delays or issues, but they are not autistic." This is like the false memory pandemic. If you have a hammer, everything looks like a nail. If you have a gun, everything looks like a target.]
Autism: Desperately seeking a cure
Aug 16, 2008DAEDALUS: TECHNOLOGICAL TRIUMPHS AND CHALLENGES
By Andy Ho
ABOUT 80 per cent of an online support group of 560 parents here have resorted to some alternative therapy for their children's autistic condition.
These run the gamut from megadoses of vitamins C and B6 or omega-3 fatty acids to gluten-free or casein-free diets. Then there are the potentially deadly therapies, including the use of Avandia and Actos.
These are drugs for diabetes that came to market in the late 1990s. But it was only last year that they were confirmed to cause, on occasion, heart failure in the young with normal hearts. (When a drug intended for a specific ailment - say, diabetes - is prescribed for something else - say, autism - that is called an off-label use. Such use is not illegal, per se.)
Traditionally, autism was diagnosed only in children who showed a profound indifference to, a lack of empathy for and social withdrawal from other people, including parents and siblings.
In 1994, however, the American Psychiatric Association expanded its definition of autism in its Diagnostic And Statistical Manual (4th edition), or DSM-IV, to encompass a broader range of disorders. Autism is now referred to as Autism Spectrum Disorder (ASD), and includes related disabilities, such as PDD-NOS (pervasive developmental disorder, not otherwise specified).
In the DSM-IV, the psychiatrist's bible the world over, all items on the checklist for autism - including language impairments, developmental delays, sensory impairment, personality disorders and so on - are given equal weightage. However, 90 per cent of these symptoms are not specific to autism.
As is true with all other DSM-IV disorders, the diagnosis of ASD is based solely on symptoms. There is no specific laboratory test to nail it down objectively, so there might be non-autistic kids diagnosed with ASD. The numbers diagnosed as being autistic, not unexpectedly, rose after DSM-IV - and, in tandem, so did the demand for offbeat therapies.
Here's why: There is no known cure for autism but one therapy known to help patients is that which teaches patients to imitate their teachers. This behavioural therapy is done one-on-one for up to 40 hours a week over many years. This being an arduous process, parents naturally look for short cuts.
Sometimes, fad therapies seem to work because autism, like many other disorders, displays a natural pattern: Symptoms get worse at times and diminish at others. When symptoms get really bad, parents hunt for magic cures; and when the symptoms abate naturally afterwards, the improvement is attributed to the new 'cure'. Parents want to believe.
Moreover, fad treatments are now widely discussed on the Internet. As a result, parents who are extremely motivated to help their kids become easy prey for quacks. If parents perceive their doctors to be dismissive or dogmatic, they might even abandon mainstream treatment altogether. So the Health Ministry has rightly formed a committee of experts to review available research on and issue guidelines about alternative therapies for autism by next year so parents can choose more wisely among them.
One particular therapy the committee should review is chelation, where certain chemicals are administered orally or intravenously in the hope that they will stick to heavy metals present in the body, which are then flushed out in the urine. Advocates of this treatment say the mercury (as thimerosal) in childhood vaccines is the cause of autism, so chelation to bind mercury in the body should help.
Though approved only for acute heavy metal poisoning, there are some doctors here who administer chelating agents using in-office intravenous drips. Most doctors do not believe chelation can help in autism cases. After reviewing the world's best studies, the US Institute of Medicine concluded in 2004 that thimerosal is not a cause of autism.
Nevertheless, widespread belief in the link persists. In fact, advocacy groups are now parading a US court decision in March in which a family sued the government, claiming that vaccines had caused their daughter's autism. The US government settled the suit after concluding the baby shots had 'significantly aggravated an underlying mitochondrial disorder' which caused a brain disorder 'with features of autism spectrum disorder'.
When those tiny power stations in our cells called mitochondria don't function well, many normal body functions go awry - much like a factory located in an area with frequent brownouts. What the US authorities actually conceded was that the vaccines had exacerbated an underlying condition caused by sick mitochondria in the child, who then developed symptoms found in DSM-IV's long checklist for an ASD diagnosis.
Those symptoms, it ought to be noted, can also be found in many non-ASD patients who encountered problems in their brains as the organ was developing.
Thus the child in question must have been initially diagnosed as ASD, whereas further tests revealed that she actually had a mitochondrial disorder instead. The United States Centres for Disease Control and Prevention has stated categorically that it was 'a complete mischaracterisation of the findings of the (court) case, and...of the science' to say vaccines cause autism. But as the case was settled for an undisclosed sum, court documents have been sealed. Predictably, advocates smelt a cover-up.
The Singapore committee of experts has its work cut out. Sceptics, wedded understandably to hope, will scrutinise its report very carefully. We wish it well.
andyho@sph.com.sg
[Every now and again, I wonder if psychiatry has progress much beyond Freud's pscyho-analysis, and every now and again, I have to conclude that it hasn't advanced very much. Everybody is a scientist. Everyone uses Occam's razor to cut away the details to get at the simplistic explanation. What is clear is that the increasing number of Autism diagnosis is due to the expanding DSM-IV definition of autism spectrum disorder. And many of these "disorder" are nowhere near what is generally understood to be true autism. Perhaps Singapore will be brave enough to say, "we know what autism is and what it is not and most of those diagnosed as autistic are not. They have developmental delays or issues, but they are not autistic." This is like the false memory pandemic. If you have a hammer, everything looks like a nail. If you have a gun, everything looks like a target.]
Monday, October 6, 2008
MCYS : Improving Quality in Childcare Centres
On the ST Forum today..
Improving quality in childcare centres
I REFER to the letter by Ms Grace Yong, 'Better quality not a given: Operator' (Sept 24).
Ms Yong erroneously claimed that extended maternity and childcare leave provisions will contribute to cost increases in childcare centres. We wish to point out that the extension of maternity leave by four weeks, and three of the four extra days of childcare leave, will be fully paid for by the Government for eligible employees. Hence, childcare centres will be able to employ additional staff using money they would otherwise have paid their regular teachers. Consequently, childcare centres should not use this as an excuse to raise fees.
The more important issue is quality. This requires teachers who have talent, reasonable grades, good training and character. There are no short cuts, and we should not shortchange our children. MCYS would like to clarify that the course leading to the certificate in pre-school teaching will continue to be offered for childcare personnel who wish to work with children in nursery and pre-nursery classes.
We note that many teachers in the childcare sector already have a diploma in pre-school education-teaching. Existing teachers who wish to upgrade their qualifications can do so on a part-time basis, even as they continue to work in a childcare centre. MCYS will work with centres to offer scholarships and bursaries for childcare personnel to pursue early childhood diploma and degree courses. MCYS will also ensure there are sufficient training places for existing and new teachers, on both a full- and part-time basis. The increased child care subsidies and Baby Bonus will more than offset any cost increases due to our efforts to enhance quality.
MCYS will process subsidy claims after centres provide us with enrolment data on a monthly basis. We encourage childcare centres to submit data promptly, so subsidies can be disbursed to centres without delay.
MCYS will continue to work closely with our industry partners to ensure high quality and affordable childcare services.
Lee Kim Hua Director,
Improving quality in childcare centres
Ms Yong erroneously claimed that extended maternity and childcare leave provisions will contribute to cost increases in childcare centres. We wish to point out that the extension of maternity leave by four weeks, and three of the four extra days of childcare leave, will be fully paid for by the Government for eligible employees. Hence, childcare centres will be able to employ additional staff using money they would otherwise have paid their regular teachers. Consequently, childcare centres should not use this as an excuse to raise fees.
The more important issue is quality. This requires teachers who have talent, reasonable grades, good training and character. There are no short cuts, and we should not shortchange our children. MCYS would like to clarify that the course leading to the certificate in pre-school teaching will continue to be offered for childcare personnel who wish to work with children in nursery and pre-nursery classes.
We note that many teachers in the childcare sector already have a diploma in pre-school education-teaching. Existing teachers who wish to upgrade their qualifications can do so on a part-time basis, even as they continue to work in a childcare centre. MCYS will work with centres to offer scholarships and bursaries for childcare personnel to pursue early childhood diploma and degree courses. MCYS will also ensure there are sufficient training places for existing and new teachers, on both a full- and part-time basis. The increased child care subsidies and Baby Bonus will more than offset any cost increases due to our efforts to enhance quality.
MCYS will process subsidy claims after centres provide us with enrolment data on a monthly basis. We encourage childcare centres to submit data promptly, so subsidies can be disbursed to centres without delay.
MCYS will continue to work closely with our industry partners to ensure high quality and affordable childcare services.
Lee Kim Hua Director,
Family Services Division
Ministry of Community Development, Youth and Sports (MCYS)
Sunday, September 7, 2008
Observations : Anecdotal and Running Record
Ladies,
Here are the video clips from our lecturer. Per her instructions from Friday, I think we are to do 2 anecdotal and 1 RR from any of these 3 clips, for our discussions on Monday, 08Sep.
Hi George
Its difficult to attach the file but I am sending the link where you can find the videos.
http://www.youtube.com/watch?v=lbncM9vlIK0
http://www.youtube.com/watch?v=h-zX4olSm4I
http://www.youtube.com/watch?v=2QosqnXDUSQ
Thanks
Reena
Here are the video clips from our lecturer. Per her instructions from Friday, I think we are to do 2 anecdotal and 1 RR from any of these 3 clips, for our discussions on Monday, 08Sep.
Hi George
Its difficult to attach the file but I am sending the link where you can find the videos.
http://www.youtube.com/watch?v=lbncM9vlIK0
http://www.youtube.com/watch?v=h-zX4olSm4I
http://www.youtube.com/watch?v=2QosqnXDUSQ
Thanks
Reena
Sunday, August 24, 2008
ADHD - Phelps’s Mother Recalls Helping Her Son Find Gold-Medal Focus
Hailed as the greatest Olympian of all time now, the story of Michael Phelps gets closer to our early childhood education interests through his mum's words:
"Starting with preschool, teachers complained: Michael couldn’t stay quiet at quiet time, Michael wouldn’t sit at circle time, Michael didn’t keep his hands to himself, Michael was giggling and laughing and nudging kids for attention."
This is an amazing story of an ADHD boy.. a must-read for all ECE professionals.
Click below for full story from The New York Times..
http://www.nytimes.com/2008/08/10/sports/olympics/10Rparent.html?_r=2&oref=slogin&oref=slogin
Thursday, August 21, 2008
ISN Module : Autism Info from ARC President
Aug 1, 2008
Dear Mr Lee,
I apologise that Sulabha was trying to protect the time of our consultants and it is true they have multiple tasks – we just took over the running of another special school for kids with autism, in addition to Pathlight School etc etc. It is true we have numerous requests for information, research projects, CIP projects and visits every day and not able to respond to all of them as we are only a charity with very little resources. Your request of 31 July Thurs asking for a response by Tues 5 Aug is not exactly giving much time for a very stretched charity. Nonetheless, I sense your keen interest and I will try my very best to briefly respond to your questions. All the consultants are not in today, they are out serving the kids. Hope this is acceptable to you.
Please do visit also our websites and also the links especially eg National Autistic Society in the UK to get some very good info. The MCYS Enabling MasterPlan for the Disabled Chapter 3 on Early Interevention and Education of Special Needs students might also be a helpful resource. Looking at your questions, you seem to be interested in the Early Intervention group and the MCYS, NCSS (Disability Sector) and the DIRC or Disability Information and Referral Centre have a lot of the macro information – hopefully you can get a response from them (may not be as fast as Sulabha :o).
If you have more time and if your classmates are still interested, please also go to ARC website and click on Training Calendar and join some of the trainings.
1. How many children in Singapore are diagnosed with this disorder today?
Is this an increasing trend, and if so, what rate of increase are you seeing?
· Not sure about the latest diagnosed numbers but 2 years ago, KKH CDU claims they diagnose 260 new cases from their CDU alone.
· General incidence rates quoted worldwide now is 1 in 167.
2. Are there sufficient places in autism schools today to cater to children
of 2 to 6 years of age who are diagnosed with this condition? If not, how
many more schools are needed to cater to this need?
· There are now 11 Early Intervention Centres and nearly all of them profess they cater to children with autism. This excludes the private sector.
· I don’t think more schools are needed. I believe consistency of quality is the issue.
3. What is the impact on language and social development for these children
and what has ARC or your school been doing to cater to the reduction of such
an impact? Eg, do you have special programs to mitigate such impacts on
their language development and social enhancements?
· All our programme curriculum includes addressing the functional social and communication needs of children with autism. Our EIP leading autism consultant is Ms Anita Russell, who is trained in speech pathology and an autism expert.
4. Are there any form of treatment that you have found most effective
for children with autism, either medically or otherwise?
· We found Structured Teaching (University of North Carolina TEACCH Division) and appropriate ABA teaching methods useful.
· For a full list of treatment approaches and even ratings, pls go to ResearchAutism website , part of the NAS UK network. Very good info there.
5. What can childcare centres today do to help children with autism?
Do you think they are doing enough to assist in these areas?
I believe all pre-school educators should have some fundamental knowledge of common learning disorders like autism, dyslexia, ADHD. They can then help to identify the more obvious cases. They can also learn classroom management strategies that will be useful to the milder ones who can then be more effectively integrated in the mainstream pre-school setting.
Today, I don’t think there is any clarity and priority of this need. Everyone is doing their own thing and sometimes a little knowledge is a dangerous thing.
On behalf of the kids with autism, thanks for your interest.
Regards,
denise
Denise Phua
President, Autism Resource Centre (Singapore)
Supervisor, Pathlight School & Eden School Boards
6, Ang Mo Kio Street 44
Singapore 569253
Tel: (65) 64599951
Fax: (65) 64593397
http://www.pathlight.org.sg/
http://www.autism.org.sg/
On 8/1/08
Dear Sulabha,
It is disappointing that in the time you had spent in crafting your reply, you
would probably had been able to answer 3 or 4 out of the 5 questions, perhaps
through a simple phone chat with one of your staff/consultants.
We are adult students of early childhood, wishing to genuinely understand
autism in children here in Singapore, so that we can be active participants
when we front preschool children everyday, and not just be active observers.
26 of us will graduate in 9 months' time, which means that there will soon
be 26 more new pairs of eyes to look out for autism in children,and thus potentially
activate early intervention, which we understand is so crucial in helping
children with autism to be successful in their adult lives.
Now isn't that worth re-juggling your "multiple tasks" for perhaps 20minutes
of someone's precious time, to answer 5 not-too-onerous questions on autism
from an authority on autism like you?
regards,
George Lee
(a previous donor to autism causes)
-----------------------------------------------------------------------------------
date
Aug 1, 2008 6:54 PM
subject
2nd RE: Research on Autism in Singapore
GEORGE, THE FOLLOWING IS FROM THE NATIONAL AUTISTIC SOCIETY WEBSITE, ARC’S MAIN GLOBAL PARTNER. HOPE THIS ALSO HELPS.
DENISE PHUA/SU
PS: We find the prevalence rate of 1:100 abit high but that’s what UK and Australia are claiming.
There is a variety of approaches that people may use to help with various difficulties their child has related to their autism spectrum disorder (ASD). Before starting any intervention it can be useful to find out some more information and research relating to that particular approach. Call the Autism Helpline on 0845 070 4004 to talk through any particular approach.The charity Research Autism has been set up specifically to look at approaches, therapies and interventions. Find out more by following the link at the bottom of the page in "Related resources'.
Questionnaire on autism interventions
Have you had difficulty finding high-quality information about autism interventions? The charity Research Autism is running a survey to hear about your experiences.
Can The National Autistic Society recommend any specific therapies?
There is a wide range of views on the best way to treat people with autism. Some approaches are based on very specific theories as to the possible causes of autism spectrum disorders.
Before choosing an approach
Before using any particular method it is best to find out as much information as you can about it. Any approach should be positive, build on strengths, discover potential, and increase motivation.
Behavioural interventions
Interventions which are designed to change an individual's behaviour.
Diets and supplements
Interventions based on the deliberate selection of foods and supplements.
Physiological interventions
Interventions based on the mechanical, physical and biochemical functions of the body.
Relationship-based interventions
Interventions which seek to encourage attachment, bonding and a sense of relatedness.
Service-based interventions
Interventions based around the delivery of services, including education and parental support services.
Skills-based interventions
Interventions which aim to develop, maintain or support specific skills.
Standard therapies
Interventions based on standard healthcare therapies ie therapies which are accepted and used by the majority of healthcare professionals.
Technology
Interventions which are mainly based around the use of technology.
Combined interventions
Interventions that use a combination of other interventions and approaches.
Statistics: how many people have autistic spectrum disorders?
Print this page
"How many people have autism?" is one of the most frequently asked questions and unfortunately it is also one of the most difficult to answer. There is no central register of everyone who has autism, which means that any information about the possible number of people with autism in the community must be based on epidemiological surveys (ie studies of distinct and identifiable populations).
It is more than 50 years since Leo Kanner first described his classic autistic syndrome. Since then, the results of research and clinical work have led to the broadening of the concept of autistic disorders. As a result, estimates of prevalence have increased considerably. This process has occurred in stages, the start of each of which can be linked to particular studies. The history is summarised and the most up-to-date figures are given below.
Kanner syndrome
1943 The specific pattern of abnormal behaviour first described by Leo Kanner is also known as 'early infantile autism'. Kanner made no estimate of the possible numbers of people with this condition but he thought that it was rare (Kanner, 1943). Over 20 years later, Victor Lotter published the first results of an epidemiological study of children with the behaviour pattern described by Kanner in the former county of Middlesex, which gave an overall prevalence rate of 4.5 per 10,000 children (Lotter, 1966).
The triad of impairments in children with learning disabilities
1979 In 1979 Lorna Wing and Judith Gould examined the prevalence of autism, as defined by Leo Kanner, among children known to have special needs in the former London Borough of Camberwell. They found a prevalence in those with IQ under 70 of nearly 5 per 10,000 for this syndrome, closely similar to the rate found by Lotter. However, as well as looking at children with Kanner autism, Wing and Gould also identified a larger group of children (about 15 per 10,000) who had impairments of social interaction, communication and imagination (which they referred to as the 'triad' of impairments), together with a repetitive stereotyped pattern of activities. Although these children did not fit into the full picture of early childhood autism (or typical autism) as described by Kanner they were identified as being within the broader 'autism spectrum'. Thus, the total prevalence rate for the spectrum in all children with special needs in the Camberwell study was found to be approximately 20 in every 10,000 children (Wing and Gould, 1979). Gillberg et al (1986) in Gothenburg, Sweden, found very similar rates in children with learning disabilities There has been a number of other epidemiological studies in different countries examining the prevalence of autism (but not the whole spectrum). These results range from 3.3 to 60.0 per 10,000, possibly due to differences in definitions or case-finding methods (Wing and Potter, 2002).
Asperger syndrome
The studies described above identified autistic disorders in children, the great majority of whom had learning disabilities and special educational needs. However, in 1944, Hans Asperger in Vienna had published an account of children with many similarities to Kanner autism but who had abilities, including grammatical language, in the average or superior range. There are continuing arguments concerning the exact relationship between Asperger and Kanner syndromes but it is beyond dispute that they have in common the triad of impairments of social interaction, communication and imagination and a narrow, repetitive pattern of activities (Wing, 1981; 1991).
1993
In 1993, Stephan Ehlers and Christopher Gillberg published the results of a further study carried out in Gothenburg in which they examined children in mainstream schools in order to find the prevalence of Asperger syndrome and other autistic spectrum disorders in children with IQ of 70 or above. From the numbers of children they identified they calculated a rate of 36 per 10,000 for those who definitely had Asperger syndrome and another 35 per 10,000 for those with social impairments. Some of the latter may have fitted Asperger description if more information had been available, but they certainly had disorders within the autistic spectrum. The children who were identified were known by their teachers to be having social and/or educational problems but the nature of their difficulties had not been recognised prior to the study.
1995
For over 30 years, Sula Wolff, in Edinburgh, has studied children of average or high ability who are impaired in their social interaction but who do not have the full picture of the triad of impairments. In her book giving results of her studies (Wolff, 1995), she emphasises that the clinical picture overlaps with Asperger syndrome to a large extent. However, these children represent the most subtle and most able end of the autism spectrum. The majority become independent as adults, many marry and some display exceptional gifts, though retaining the unusual quality of their social interactions.
Why include them in the autism spectrum? As Sula Wolff points out, they often have a difficult time at school and they need recognition, understanding and acceptance from their parents and teachers. The approach that suits them best is the same as that which is recommended for children with Asperger syndrome and high-functioning autism.
In her discussion of prevalence, Sula Wolff quotes Ehlers and Gillberg's study. She considers that their total figure of 71 per 10,000, includes the children she describes.
Autism spectrum disorders
2005
A survey by the Office of National Statistics of the mental health of children and young people in Great Britain found a prevalence rate of 0.9% for autism spectrum disorders or 90 in 10,000 (Green et al, 2005). These were not differentiated into autism, Asperger syndrome or any type of autism spectrum disorder.
2006
Gillian Baird and her colleagues published a report of a prevalence study which surveyed a population of children aged 9-10 years in the South Thames region. All children who either already had a diagnosis of autism spectrum disorder or were known to child health or speech and language services as having social and communication difficulties were selected for screening. Children considered to be at risk of being an undetected case because they had a statement of special educational needs were also selected. Diagnoses were based on ICD-10 criteria. The results showed a prevalence rate of 38.9 in 10,000 for childhood autism, and 77.2 in 10,000 for other autism spectrum disorders, giving an overall figure of 116 in 10,000 for all autism spectrum disorders (Baird et al, 2006).
In this study very few children were identified with Asperger syndrome. The authors acknowledged that some children in mainstream schools who did not have a statement of special educational would have been missed, because of the selection criteria. The authors note that the prevalence estimate found should be regarded as a minimum figure (Baird et al. 2006).
There may be another reason why Asperger syndrome was rarely found in the study. ICD-10 diagnostic criteria for Asperger syndrome are such that a person who would be diagnosed with Asperger syndrome using the criteria used by Gillberg, would probably receive a diagnosis of childhood autism or atypical autism using the ICD-10 criteria.
The autistic population
It is possible that there are real differences in prevalence of autism spectrum disorders in different parts of the world, even in different parts of the same country, and at different times. An epidemic of encephalitis, for example, could increase the number of affected children. However, it is very likely that some, even most, of the variation is due to differences of definitions and the difficulty of defining the borderlines of sub-groups within the whole autism spectrum (Wing, 1996). There are no sharp boundaries separating 'typical' autism from other autistic disorders, including Asperger syndrome. [For a complete overview of the problems of establishing prevalence rates and the difficulties of diagnosing and defining autism, see Wing and Potter (2002)].
The best estimates of the total prevalence of autism spectrum disorders are those based on studies that focused on the whole spectrum and not just specific sub-groups.
Estimated prevalence rate in the UK
The indication from recent studies is that the figures cannot be precisely fixed, but it appears that a prevalence rate of around 1 in 100 is a best estimate a best estimate of the prevalence in children. No prevalence studies have ever been carried out on adults.
Estimated population of autism spectrum disorders in the UK
The estimated numbers have been worked out from the population of the UK as given in the 2001 census: 58,789,194, of whom 13,354,297 were under 18.
The figure for children is based on the 1 in 100 prevalence rate and corrected to the nearest 100. The estimated number of children under 18 with an autism spectrum disorder (ASD) is 133,500.
Given that there is no prevalence rate for ASD in adults, the figure for the whole population is a very rough guide, but we estimate that there could be over 500,000 people who have an ASD.
Estimates of the proportion of people with autism spectrum disorders (ASD) who have a learning disability, (IQ less than 70) vary considerably, and it is not possible to give an accurate figure. It is likely that over 50% of those with ASD have an IQ in the average to high range, and a proportion of these will be very able intellectually. Some very able people with ASD may never come to the attention of services as having special needs, because they have learned strategies to overcome any difficulties with communication and social interaction and found fulfilling employment that suits their particular talents. Other people with ASD may be able intellectually, but have need of support from services, because the degree of impairment they have of social interaction hampers their chances of employment and achieving independence.
References
Baird, G. et al (2006). Prevalence of disorders of the autism spectrum in a population cohort ofchildren in South Thames: the Special Needs and Autism Project (SNAP). The Lancet, 368 (9531), pp. 210-215.
Ehlers, S. and Gillberg, C. (1993). The epidemiology of Asperger syndrome. a total population study. Journal of Child Psychology and Psychiatry, 34 (8), pp. 1327-1350.Gillberg, C., Grufman, M., Persson, E. and Themner, U. (1986). Psychiatric disorders in mildly and severely mentally retarded urban children and adolescents: epidemiological aspects. British Journal of Psychiatry, 149, pp. 68-74.
Green, H. et al (2005). Mental health of children and young people in Great Britain, 2004. Basingstoke: Palgrave Macmillan.Available to download at www.statistics.gov.uk/statbase/Product.asp?vlnk=14116
Kanner, L. (1943). Autistic disturbances of affective contact. Nervous Child, 2, pp. 217-250.Lotter, V. (1966). Epidemiology of autistic conditions in young children, I. Prevalence Social Psychiatry, 1, pp. 124-137
Wing, L. (1981). Asperger's syndrome: a clinical account. Psychological Medicine, 11, pp. 115-129. Available from the NAS Information CentreWing, L. (1991). Asperger's syndrome and Kanner's autism. In: Frith, U., ed. Autism and Asperger Syndrome. Cambridge: Cambridge University Press. Available from the NAS Information CentreWing, L. (1993). The definition and prevalence of autism: a review. European Child and Adolescent Psychiatry, 2 (2), pp. 61-74.
Available from the NAS Information Centre
Wing, L. (1996). Autism spectrum disorders: no evidence for or against an increase in prevalence. British Medical Journal, 312, pp. 327-328. Available from the NAS Information Centre
Wing, L. and Gould, J. (1979). Severe impairments of social interaction and associated abnormalities in children: epidemiology and classification. Journal of Autism & Developmental Disorders, 9, pp. 11-29.Available from the NAS Information CentreWolff, S. (1995). Loners: the life path of unusual children. London: Routledge.
World Health Organisation (1992). International Classification of Diseases. 10th ed. Geneva: WHO.
Dear Mr Lee,
I apologise that Sulabha was trying to protect the time of our consultants and it is true they have multiple tasks – we just took over the running of another special school for kids with autism, in addition to Pathlight School etc etc. It is true we have numerous requests for information, research projects, CIP projects and visits every day and not able to respond to all of them as we are only a charity with very little resources. Your request of 31 July Thurs asking for a response by Tues 5 Aug is not exactly giving much time for a very stretched charity. Nonetheless, I sense your keen interest and I will try my very best to briefly respond to your questions. All the consultants are not in today, they are out serving the kids. Hope this is acceptable to you.
Please do visit also our websites and also the links especially eg National Autistic Society in the UK to get some very good info. The MCYS Enabling MasterPlan for the Disabled Chapter 3 on Early Interevention and Education of Special Needs students might also be a helpful resource. Looking at your questions, you seem to be interested in the Early Intervention group and the MCYS, NCSS (Disability Sector) and the DIRC or Disability Information and Referral Centre have a lot of the macro information – hopefully you can get a response from them (may not be as fast as Sulabha :o).
If you have more time and if your classmates are still interested, please also go to ARC website and click on Training Calendar and join some of the trainings.
1. How many children in Singapore are diagnosed with this disorder today?
Is this an increasing trend, and if so, what rate of increase are you seeing?
· Not sure about the latest diagnosed numbers but 2 years ago, KKH CDU claims they diagnose 260 new cases from their CDU alone.
· General incidence rates quoted worldwide now is 1 in 167.
2. Are there sufficient places in autism schools today to cater to children
of 2 to 6 years of age who are diagnosed with this condition? If not, how
many more schools are needed to cater to this need?
· There are now 11 Early Intervention Centres and nearly all of them profess they cater to children with autism. This excludes the private sector.
· I don’t think more schools are needed. I believe consistency of quality is the issue.
3. What is the impact on language and social development for these children
and what has ARC or your school been doing to cater to the reduction of such
an impact? Eg, do you have special programs to mitigate such impacts on
their language development and social enhancements?
· All our programme curriculum includes addressing the functional social and communication needs of children with autism. Our EIP leading autism consultant is Ms Anita Russell, who is trained in speech pathology and an autism expert.
4. Are there any form of treatment that you have found most effective
for children with autism, either medically or otherwise?
· We found Structured Teaching (University of North Carolina TEACCH Division) and appropriate ABA teaching methods useful.
· For a full list of treatment approaches and even ratings, pls go to ResearchAutism website , part of the NAS UK network. Very good info there.
5. What can childcare centres today do to help children with autism?
Do you think they are doing enough to assist in these areas?
I believe all pre-school educators should have some fundamental knowledge of common learning disorders like autism, dyslexia, ADHD. They can then help to identify the more obvious cases. They can also learn classroom management strategies that will be useful to the milder ones who can then be more effectively integrated in the mainstream pre-school setting.
Today, I don’t think there is any clarity and priority of this need. Everyone is doing their own thing and sometimes a little knowledge is a dangerous thing.
On behalf of the kids with autism, thanks for your interest.
Regards,
denise
Denise Phua
President, Autism Resource Centre (Singapore)
Supervisor, Pathlight School & Eden School Boards
6, Ang Mo Kio Street 44
Singapore 569253
Tel: (65) 64599951
Fax: (65) 64593397
http://www.pathlight.org.sg/
http://www.autism.org.sg/
On 8/1/08
Dear Sulabha,
It is disappointing that in the time you had spent in crafting your reply, you
would probably had been able to answer 3 or 4 out of the 5 questions, perhaps
through a simple phone chat with one of your staff/consultants.
We are adult students of early childhood, wishing to genuinely understand
autism in children here in Singapore, so that we can be active participants
when we front preschool children everyday, and not just be active observers.
26 of us will graduate in 9 months' time, which means that there will soon
be 26 more new pairs of eyes to look out for autism in children,and thus potentially
activate early intervention, which we understand is so crucial in helping
children with autism to be successful in their adult lives.
Now isn't that worth re-juggling your "multiple tasks" for perhaps 20minutes
of someone's precious time, to answer 5 not-too-onerous questions on autism
from an authority on autism like you?
regards,
George Lee
(a previous donor to autism causes)
-----------------------------------------------------------------------------------
date
Aug 1, 2008 6:54 PM
subject
2nd RE: Research on Autism in Singapore
GEORGE, THE FOLLOWING IS FROM THE NATIONAL AUTISTIC SOCIETY WEBSITE, ARC’S MAIN GLOBAL PARTNER. HOPE THIS ALSO HELPS.
DENISE PHUA/SU
PS: We find the prevalence rate of 1:100 abit high but that’s what UK and Australia are claiming.
There is a variety of approaches that people may use to help with various difficulties their child has related to their autism spectrum disorder (ASD). Before starting any intervention it can be useful to find out some more information and research relating to that particular approach. Call the Autism Helpline on 0845 070 4004 to talk through any particular approach.The charity Research Autism has been set up specifically to look at approaches, therapies and interventions. Find out more by following the link at the bottom of the page in "Related resources'.
Questionnaire on autism interventions
Have you had difficulty finding high-quality information about autism interventions? The charity Research Autism is running a survey to hear about your experiences.
Can The National Autistic Society recommend any specific therapies?
There is a wide range of views on the best way to treat people with autism. Some approaches are based on very specific theories as to the possible causes of autism spectrum disorders.
Before choosing an approach
Before using any particular method it is best to find out as much information as you can about it. Any approach should be positive, build on strengths, discover potential, and increase motivation.
Behavioural interventions
Interventions which are designed to change an individual's behaviour.
Diets and supplements
Interventions based on the deliberate selection of foods and supplements.
Physiological interventions
Interventions based on the mechanical, physical and biochemical functions of the body.
Relationship-based interventions
Interventions which seek to encourage attachment, bonding and a sense of relatedness.
Service-based interventions
Interventions based around the delivery of services, including education and parental support services.
Skills-based interventions
Interventions which aim to develop, maintain or support specific skills.
Standard therapies
Interventions based on standard healthcare therapies ie therapies which are accepted and used by the majority of healthcare professionals.
Technology
Interventions which are mainly based around the use of technology.
Combined interventions
Interventions that use a combination of other interventions and approaches.
Statistics: how many people have autistic spectrum disorders?
Print this page
"How many people have autism?" is one of the most frequently asked questions and unfortunately it is also one of the most difficult to answer. There is no central register of everyone who has autism, which means that any information about the possible number of people with autism in the community must be based on epidemiological surveys (ie studies of distinct and identifiable populations).
It is more than 50 years since Leo Kanner first described his classic autistic syndrome. Since then, the results of research and clinical work have led to the broadening of the concept of autistic disorders. As a result, estimates of prevalence have increased considerably. This process has occurred in stages, the start of each of which can be linked to particular studies. The history is summarised and the most up-to-date figures are given below.
Kanner syndrome
1943 The specific pattern of abnormal behaviour first described by Leo Kanner is also known as 'early infantile autism'. Kanner made no estimate of the possible numbers of people with this condition but he thought that it was rare (Kanner, 1943). Over 20 years later, Victor Lotter published the first results of an epidemiological study of children with the behaviour pattern described by Kanner in the former county of Middlesex, which gave an overall prevalence rate of 4.5 per 10,000 children (Lotter, 1966).
The triad of impairments in children with learning disabilities
1979 In 1979 Lorna Wing and Judith Gould examined the prevalence of autism, as defined by Leo Kanner, among children known to have special needs in the former London Borough of Camberwell. They found a prevalence in those with IQ under 70 of nearly 5 per 10,000 for this syndrome, closely similar to the rate found by Lotter. However, as well as looking at children with Kanner autism, Wing and Gould also identified a larger group of children (about 15 per 10,000) who had impairments of social interaction, communication and imagination (which they referred to as the 'triad' of impairments), together with a repetitive stereotyped pattern of activities. Although these children did not fit into the full picture of early childhood autism (or typical autism) as described by Kanner they were identified as being within the broader 'autism spectrum'. Thus, the total prevalence rate for the spectrum in all children with special needs in the Camberwell study was found to be approximately 20 in every 10,000 children (Wing and Gould, 1979). Gillberg et al (1986) in Gothenburg, Sweden, found very similar rates in children with learning disabilities There has been a number of other epidemiological studies in different countries examining the prevalence of autism (but not the whole spectrum). These results range from 3.3 to 60.0 per 10,000, possibly due to differences in definitions or case-finding methods (Wing and Potter, 2002).
Asperger syndrome
The studies described above identified autistic disorders in children, the great majority of whom had learning disabilities and special educational needs. However, in 1944, Hans Asperger in Vienna had published an account of children with many similarities to Kanner autism but who had abilities, including grammatical language, in the average or superior range. There are continuing arguments concerning the exact relationship between Asperger and Kanner syndromes but it is beyond dispute that they have in common the triad of impairments of social interaction, communication and imagination and a narrow, repetitive pattern of activities (Wing, 1981; 1991).
1993
In 1993, Stephan Ehlers and Christopher Gillberg published the results of a further study carried out in Gothenburg in which they examined children in mainstream schools in order to find the prevalence of Asperger syndrome and other autistic spectrum disorders in children with IQ of 70 or above. From the numbers of children they identified they calculated a rate of 36 per 10,000 for those who definitely had Asperger syndrome and another 35 per 10,000 for those with social impairments. Some of the latter may have fitted Asperger description if more information had been available, but they certainly had disorders within the autistic spectrum. The children who were identified were known by their teachers to be having social and/or educational problems but the nature of their difficulties had not been recognised prior to the study.
1995
For over 30 years, Sula Wolff, in Edinburgh, has studied children of average or high ability who are impaired in their social interaction but who do not have the full picture of the triad of impairments. In her book giving results of her studies (Wolff, 1995), she emphasises that the clinical picture overlaps with Asperger syndrome to a large extent. However, these children represent the most subtle and most able end of the autism spectrum. The majority become independent as adults, many marry and some display exceptional gifts, though retaining the unusual quality of their social interactions.
Why include them in the autism spectrum? As Sula Wolff points out, they often have a difficult time at school and they need recognition, understanding and acceptance from their parents and teachers. The approach that suits them best is the same as that which is recommended for children with Asperger syndrome and high-functioning autism.
In her discussion of prevalence, Sula Wolff quotes Ehlers and Gillberg's study. She considers that their total figure of 71 per 10,000, includes the children she describes.
Autism spectrum disorders
2005
A survey by the Office of National Statistics of the mental health of children and young people in Great Britain found a prevalence rate of 0.9% for autism spectrum disorders or 90 in 10,000 (Green et al, 2005). These were not differentiated into autism, Asperger syndrome or any type of autism spectrum disorder.
2006
Gillian Baird and her colleagues published a report of a prevalence study which surveyed a population of children aged 9-10 years in the South Thames region. All children who either already had a diagnosis of autism spectrum disorder or were known to child health or speech and language services as having social and communication difficulties were selected for screening. Children considered to be at risk of being an undetected case because they had a statement of special educational needs were also selected. Diagnoses were based on ICD-10 criteria. The results showed a prevalence rate of 38.9 in 10,000 for childhood autism, and 77.2 in 10,000 for other autism spectrum disorders, giving an overall figure of 116 in 10,000 for all autism spectrum disorders (Baird et al, 2006).
In this study very few children were identified with Asperger syndrome. The authors acknowledged that some children in mainstream schools who did not have a statement of special educational would have been missed, because of the selection criteria. The authors note that the prevalence estimate found should be regarded as a minimum figure (Baird et al. 2006).
There may be another reason why Asperger syndrome was rarely found in the study. ICD-10 diagnostic criteria for Asperger syndrome are such that a person who would be diagnosed with Asperger syndrome using the criteria used by Gillberg, would probably receive a diagnosis of childhood autism or atypical autism using the ICD-10 criteria.
The autistic population
It is possible that there are real differences in prevalence of autism spectrum disorders in different parts of the world, even in different parts of the same country, and at different times. An epidemic of encephalitis, for example, could increase the number of affected children. However, it is very likely that some, even most, of the variation is due to differences of definitions and the difficulty of defining the borderlines of sub-groups within the whole autism spectrum (Wing, 1996). There are no sharp boundaries separating 'typical' autism from other autistic disorders, including Asperger syndrome. [For a complete overview of the problems of establishing prevalence rates and the difficulties of diagnosing and defining autism, see Wing and Potter (2002)].
The best estimates of the total prevalence of autism spectrum disorders are those based on studies that focused on the whole spectrum and not just specific sub-groups.
Estimated prevalence rate in the UK
The indication from recent studies is that the figures cannot be precisely fixed, but it appears that a prevalence rate of around 1 in 100 is a best estimate a best estimate of the prevalence in children. No prevalence studies have ever been carried out on adults.
Estimated population of autism spectrum disorders in the UK
The estimated numbers have been worked out from the population of the UK as given in the 2001 census: 58,789,194, of whom 13,354,297 were under 18.
The figure for children is based on the 1 in 100 prevalence rate and corrected to the nearest 100. The estimated number of children under 18 with an autism spectrum disorder (ASD) is 133,500.
Given that there is no prevalence rate for ASD in adults, the figure for the whole population is a very rough guide, but we estimate that there could be over 500,000 people who have an ASD.
Estimates of the proportion of people with autism spectrum disorders (ASD) who have a learning disability, (IQ less than 70) vary considerably, and it is not possible to give an accurate figure. It is likely that over 50% of those with ASD have an IQ in the average to high range, and a proportion of these will be very able intellectually. Some very able people with ASD may never come to the attention of services as having special needs, because they have learned strategies to overcome any difficulties with communication and social interaction and found fulfilling employment that suits their particular talents. Other people with ASD may be able intellectually, but have need of support from services, because the degree of impairment they have of social interaction hampers their chances of employment and achieving independence.
References
Baird, G. et al (2006). Prevalence of disorders of the autism spectrum in a population cohort ofchildren in South Thames: the Special Needs and Autism Project (SNAP). The Lancet, 368 (9531), pp. 210-215.
Ehlers, S. and Gillberg, C. (1993). The epidemiology of Asperger syndrome. a total population study. Journal of Child Psychology and Psychiatry, 34 (8), pp. 1327-1350.Gillberg, C., Grufman, M., Persson, E. and Themner, U. (1986). Psychiatric disorders in mildly and severely mentally retarded urban children and adolescents: epidemiological aspects. British Journal of Psychiatry, 149, pp. 68-74.
Green, H. et al (2005). Mental health of children and young people in Great Britain, 2004. Basingstoke: Palgrave Macmillan.Available to download at www.statistics.gov.uk/statbase/Product.asp?vlnk=14116
Kanner, L. (1943). Autistic disturbances of affective contact. Nervous Child, 2, pp. 217-250.Lotter, V. (1966). Epidemiology of autistic conditions in young children, I. Prevalence Social Psychiatry, 1, pp. 124-137
Wing, L. (1981). Asperger's syndrome: a clinical account. Psychological Medicine, 11, pp. 115-129. Available from the NAS Information CentreWing, L. (1991). Asperger's syndrome and Kanner's autism. In: Frith, U., ed. Autism and Asperger Syndrome. Cambridge: Cambridge University Press. Available from the NAS Information CentreWing, L. (1993). The definition and prevalence of autism: a review. European Child and Adolescent Psychiatry, 2 (2), pp. 61-74.
Available from the NAS Information Centre
Wing, L. (1996). Autism spectrum disorders: no evidence for or against an increase in prevalence. British Medical Journal, 312, pp. 327-328. Available from the NAS Information Centre
Wing, L. and Gould, J. (1979). Severe impairments of social interaction and associated abnormalities in children: epidemiology and classification. Journal of Autism & Developmental Disorders, 9, pp. 11-29.Available from the NAS Information CentreWolff, S. (1995). Loners: the life path of unusual children. London: Routledge.
World Health Organisation (1992). International Classification of Diseases. 10th ed. Geneva: WHO.
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