1
00:00:00,960 --> 00:00:05,840
Speaker 1: Seven oh two Weekend Breakfast Your Health Worth Doctor Fun

2
00:00:05,880 --> 00:00:07,880
Speaker 1: Delay at twenty.

3
00:00:07,680 --> 00:00:09,760
Speaker 2: Three minutes before seven o'clock. Welcome back to seven oh

4
00:00:09,760 --> 00:00:12,000
Speaker 2: two Weekend too Breakfast with me, Goog and Plomm. It's

5
00:00:12,000 --> 00:00:15,360
Speaker 2: a Saturday morning, which means we talk health matters. And

6
00:00:15,520 --> 00:00:18,520
Speaker 2: this past week, on the second of April, was a

7
00:00:18,840 --> 00:00:23,440
Speaker 2: World Autism Awareness Day. It was designated in two thousand

8
00:00:23,480 --> 00:00:27,360
Speaker 2: and seven. It's meant to promote the full realization of

9
00:00:27,440 --> 00:00:32,400
Speaker 2: human rights and freedoms for individuals on the spectrum. And

10
00:00:32,520 --> 00:00:35,560
Speaker 2: for this year, for the twenty twenty six Awareness Day,

11
00:00:36,120 --> 00:00:41,240
Speaker 2: the theme was Autism and Humanity. Every life has value,

12
00:00:41,240 --> 00:00:44,080
Speaker 2: so that's what we're talking about this morning. Perhaps you

13
00:00:44,120 --> 00:00:49,640
Speaker 2: are an adult that is on the autism spectrum, or

14
00:00:49,680 --> 00:00:52,159
Speaker 2: you are raising a child, you're a caregiver to a

15
00:00:52,280 --> 00:00:54,240
Speaker 2: child on the autism spectrum. We glad to hear your

16
00:00:54,280 --> 00:01:00,600
Speaker 2: experience trying to you know, getting human rights, equal anticipation

17
00:01:00,800 --> 00:01:04,400
Speaker 2: in society and fundamental freedoms. Let us know on a

18
00:01:04,520 --> 00:01:07,000
Speaker 2: double one eight three or seven oh two. Send us

19
00:01:07,080 --> 00:01:09,679
Speaker 2: your SMS is on three one seven oh two and

20
00:01:09,720 --> 00:01:11,720
Speaker 2: your WhatsApp So no. Seven two, seven oh two one

21
00:01:11,800 --> 00:01:14,440
Speaker 2: seven oh two joined us always by our Resident's GP

22
00:01:14,880 --> 00:01:19,680
Speaker 2: Doctor Fundileignati, Doctagnati, Good morning, Good.

23
00:01:19,480 --> 00:01:21,800
Speaker 3: Morning books, and good morning to all of the seven

24
00:01:21,880 --> 00:01:22,640
Speaker 3: or to listeners.

25
00:01:22,720 --> 00:01:24,920
Speaker 2: Oh, it's a great pleasure having me on the show, Doctorgnati.

26
00:01:25,040 --> 00:01:29,360
Speaker 2: So this morning we're talking about this year's World Autism Day.

27
00:01:30,000 --> 00:01:32,800
Speaker 2: It's observed every year on the second of April, so

28
00:01:32,840 --> 00:01:36,479
Speaker 2: it was two days ago this week, and this year

29
00:01:37,280 --> 00:01:41,520
Speaker 2: we have a theme. The theme is autism and humanity.

30
00:01:41,640 --> 00:01:45,680
Speaker 2: Every life has value. So let's start here in very

31
00:01:45,720 --> 00:01:52,000
Speaker 2: simple language, what is autism or the autism spectrum?

32
00:01:52,280 --> 00:01:53,639
Speaker 1: Thank you Cooks for that question.

33
00:01:55,280 --> 00:01:57,840
Speaker 3: I think it's really important for us to start today

34
00:01:57,960 --> 00:01:59,400
Speaker 3: because there's a lot of.

35
00:02:00,320 --> 00:02:02,800
Speaker 1: Fusion or even lack.

36
00:02:02,640 --> 00:02:08,360
Speaker 3: Of awareness, you know, about what autism is or autism

37
00:02:08,440 --> 00:02:13,880
Speaker 3: spectrum disorder is. So in simple language, when we talk

38
00:02:14,000 --> 00:02:20,680
Speaker 3: autism or autism spectrum disorder, we're talking about a complex

39
00:02:21,240 --> 00:02:30,880
Speaker 3: group of neuro developmental disabilities. That is, you know, problems

40
00:02:31,080 --> 00:02:35,560
Speaker 3: that have to do with the you know, functioning of

41
00:02:35,600 --> 00:02:42,720
Speaker 3: the brain as a result of you know, problems that

42
00:02:42,960 --> 00:02:47,160
Speaker 3: took place in the early development of that brain. That is,

43
00:02:47,600 --> 00:02:54,119
Speaker 3: you know, just early after you know, the the the.

44
00:02:52,720 --> 00:02:58,239
Speaker 1: Embryo has been formed, and those problems.

45
00:02:58,600 --> 00:03:01,280
Speaker 4: They then affect the.

46
00:03:01,360 --> 00:03:05,639
Speaker 3: Different neurons or the brain cells and how they communicate

47
00:03:05,680 --> 00:03:10,720
Speaker 3: with each other, but also regions of the brain, how

48
00:03:10,840 --> 00:03:14,240
Speaker 3: the different regions of the brain communicate with each other.

49
00:03:14,600 --> 00:03:20,000
Speaker 3: So basically there is damage in the brain that happens

50
00:03:20,080 --> 00:03:20,840
Speaker 3: early on.

51
00:03:21,919 --> 00:03:25,840
Speaker 4: And that results in different.

52
00:03:25,480 --> 00:03:30,960
Speaker 3: Ways of communication between individual neurons or brain selves, but

53
00:03:31,120 --> 00:03:36,000
Speaker 3: also the different areas of the brain. And that effect

54
00:03:36,480 --> 00:03:41,320
Speaker 3: of that is that then the people who are affected,

55
00:03:42,200 --> 00:03:49,559
Speaker 3: they end up having significant social communication and behavioral challenges.

56
00:03:50,040 --> 00:03:53,400
Speaker 3: So I think that would be the simplest way of

57
00:03:53,520 --> 00:03:57,440
Speaker 3: trying to, you know, define what exactly are we're talking about.

58
00:03:58,160 --> 00:04:01,880
Speaker 3: And one thing that's important then is that no true

59
00:04:02,080 --> 00:04:08,320
Speaker 3: cases of people with autism present in exactly the same way.

60
00:04:08,560 --> 00:04:14,040
Speaker 3: Hence the effect that now we talk about aspect frum disorder,

61
00:04:14,680 --> 00:04:20,200
Speaker 3: because you know, different people will present differently, but with

62
00:04:20,360 --> 00:04:24,120
Speaker 3: the range of challenges that we've spoken about.

63
00:04:24,320 --> 00:04:27,000
Speaker 2: Yeah, and so I guess then the next question is

64
00:04:27,040 --> 00:04:30,640
Speaker 2: the causes. There's been a lot of discussion about the

65
00:04:30,680 --> 00:04:33,240
Speaker 2: causes of autism. I think it was about almost twenty

66
00:04:33,279 --> 00:04:37,120
Speaker 2: years ago a study that was later withdrawn by the

67
00:04:37,240 --> 00:04:43,400
Speaker 2: Lancet made which I think still quite not allegations, but

68
00:04:43,440 --> 00:04:48,440
Speaker 2: it made assumptions that people still believe about autism and vaccines.

69
00:04:48,680 --> 00:04:52,039
Speaker 2: The Lancet withdrew that study, that particular person I think

70
00:04:52,080 --> 00:04:55,120
Speaker 2: lost their ability to practice as a medical practitioner. But

71
00:04:55,200 --> 00:04:57,560
Speaker 2: you still hear people talk about vaccines in that way.

72
00:04:58,040 --> 00:05:01,000
Speaker 2: There was a time there was a prevailing belief psychiatry

73
00:05:01,400 --> 00:05:04,719
Speaker 2: that autism is a consequence of bad parenting. But now

74
00:05:04,720 --> 00:05:08,799
Speaker 2: we're learning that actually autism has a very strong genetic

75
00:05:09,320 --> 00:05:14,039
Speaker 2: component and that actually most cases, not all of them,

76
00:05:14,120 --> 00:05:17,520
Speaker 2: but most of them would have been passed down usually

77
00:05:17,560 --> 00:05:20,480
Speaker 2: from a parent. So talk to us, because there's just

78
00:05:20,600 --> 00:05:23,400
Speaker 2: so much information here. Talk to us about what we

79
00:05:23,520 --> 00:05:27,719
Speaker 2: know to be you know, science about the causes of

80
00:05:27,839 --> 00:05:30,200
Speaker 2: autism or being on the autism spectrum.

81
00:05:31,920 --> 00:05:35,920
Speaker 3: In bright books, I think it's very important that we

82
00:05:36,200 --> 00:05:42,479
Speaker 3: continue to emphasize the fact that that association between autism

83
00:05:43,120 --> 00:05:48,440
Speaker 3: and child vaccination, you know, which caused a lot of confusion,

84
00:05:49,640 --> 00:05:53,880
Speaker 3: actually has been found to have no basis. Hence the

85
00:05:53,920 --> 00:05:59,360
Speaker 3: study was actually you know, removed. So but there was

86
00:05:59,400 --> 00:06:03,400
Speaker 3: that alliga you know about you know, things like Missus

87
00:06:03,520 --> 00:06:07,920
Speaker 3: vaccination and other vaccines given to kids that it leads

88
00:06:07,960 --> 00:06:08,200
Speaker 3: to this.

89
00:06:08,279 --> 00:06:11,440
Speaker 1: So there is no connection at all.

90
00:06:11,480 --> 00:06:15,839
Speaker 3: I think is important to emphasize that. But the latest

91
00:06:15,920 --> 00:06:18,920
Speaker 3: research says ninety percent.

92
00:06:19,200 --> 00:06:22,640
Speaker 4: Ninety percent of children.

93
00:06:23,480 --> 00:06:29,200
Speaker 3: Who end up with autism, it's more of a genetic situation.

94
00:06:29,920 --> 00:06:34,880
Speaker 3: So it's something that goes wrong in the genes and

95
00:06:34,960 --> 00:06:40,520
Speaker 3: it's largely carried by the gens from the fathers. They

96
00:06:40,520 --> 00:06:45,880
Speaker 3: say sixty six percent of the genes that lead, you know,

97
00:06:46,000 --> 00:06:51,360
Speaker 3: to autism are genes that come from fathers as opposed

98
00:06:52,040 --> 00:06:57,800
Speaker 3: to mothers. So genetic influences nine act of ten times.

99
00:06:58,040 --> 00:07:04,400
Speaker 3: An environmental fluencies, you know, they only contribute about ten

100
00:07:04,480 --> 00:07:08,160
Speaker 3: percent of the times, and so I think it's it's

101
00:07:08,279 --> 00:07:12,040
Speaker 3: important for us to look at these things and be

102
00:07:12,120 --> 00:07:15,640
Speaker 3: able to talk and when you're talking environmental, you know

103
00:07:15,760 --> 00:07:21,760
Speaker 3: factors that are associated with autism, you know, advanced parental age,

104
00:07:22,680 --> 00:07:30,040
Speaker 3: prenatal exposure to air, pollution of certain pesticides, maternal obesity,

105
00:07:30,240 --> 00:07:36,880
Speaker 3: diabetes or immune system disorders, baily bematurity of very low

106
00:07:36,960 --> 00:07:41,760
Speaker 3: birth weight, and birth complications that lead to periods of

107
00:07:42,000 --> 00:07:46,520
Speaker 3: oxygen deprivation during the baby's brain. But all of these

108
00:07:46,520 --> 00:07:50,200
Speaker 3: are just mentioned, they only contribute to ten percent, So

109
00:07:50,480 --> 00:07:53,480
Speaker 3: nine out of ten times is genetic factis.

110
00:07:53,160 --> 00:07:56,560
Speaker 2: Yeah, it also seems that with regards to you know,

111
00:07:56,600 --> 00:08:01,720
Speaker 2: this genetic factor, that it's not just caused by one gene.

112
00:08:01,880 --> 00:08:05,760
Speaker 2: It's poly I was reading the word polygenic in nature.

113
00:08:06,080 --> 00:08:10,800
Speaker 2: So there are a number of genes that potentially, it

114
00:08:10,920 --> 00:08:16,120
Speaker 2: seems according to the science, that are strongly associated with

115
00:08:16,200 --> 00:08:20,720
Speaker 2: the development of autism. And so even there as we

116
00:08:20,840 --> 00:08:22,560
Speaker 2: try to kind of make sense of that, you know,

117
00:08:22,640 --> 00:08:26,120
Speaker 2: ninety percent of cases have a genetic component, and when

118
00:08:26,120 --> 00:08:28,760
Speaker 2: we look at that, it's not necessarily simple. It seems

119
00:08:28,760 --> 00:08:31,280
Speaker 2: there's quite a number of genes involved.

120
00:08:32,520 --> 00:08:33,920
Speaker 1: You are very right, cooks.

121
00:08:34,200 --> 00:08:39,360
Speaker 3: So that damage that takes place, you know in the

122
00:08:39,400 --> 00:08:48,520
Speaker 3: early you know, brain development, also affects other genes and

123
00:08:48,760 --> 00:08:55,199
Speaker 3: therefore within those individual selves and you know, the neurons

124
00:08:55,800 --> 00:08:59,800
Speaker 3: and also the different regions of the brain. It's not

125
00:09:00,040 --> 00:09:03,280
Speaker 3: only limited to that, but it does actually affect other

126
00:09:03,600 --> 00:09:08,559
Speaker 3: genes as well. So, yes, they causes is poly gens.

127
00:09:09,200 --> 00:09:13,560
Speaker 3: You know, there's many genes that are affected, you know,

128
00:09:14,600 --> 00:09:21,000
Speaker 3: bye bye by, you know, that are affected causing some

129
00:09:21,080 --> 00:09:25,600
Speaker 3: of the expressions that we then see with the children

130
00:09:26,080 --> 00:09:29,760
Speaker 3: and even adults that have got what is inspect frum disorder.

131
00:09:30,040 --> 00:09:36,040
Speaker 2: Interestingly, with regards to distribution by gender or by biological sex.

132
00:09:36,520 --> 00:09:39,319
Speaker 2: It seems that autism is more common in boys than

133
00:09:39,360 --> 00:09:43,040
Speaker 2: it isn't girls, but also by quite a significant ratio.

134
00:09:43,520 --> 00:09:46,080
Speaker 2: Talk to us about the difference between I guess male

135
00:09:46,160 --> 00:09:49,520
Speaker 2: and female prevalence, and do we have any idea why

136
00:09:49,760 --> 00:09:52,280
Speaker 2: there is such a that is that gap?

137
00:09:54,120 --> 00:10:00,880
Speaker 3: Well, you know, books, the literature tells us that you know,

138
00:10:01,080 --> 00:10:06,760
Speaker 3: between two comma five two three times you know, the

139
00:10:06,920 --> 00:10:13,160
Speaker 3: ratio between you know, so the prevalence of autism or

140
00:10:13,200 --> 00:10:16,600
Speaker 3: autism spent frum disorder is two comma five to three

141
00:10:16,679 --> 00:10:20,199
Speaker 3: times more when it you know, in terms of affecting

142
00:10:20,400 --> 00:10:25,160
Speaker 3: boys as opposed to affecting girls, you know, And I

143
00:10:25,200 --> 00:10:28,559
Speaker 3: think it must be linked to the fact that, remember

144
00:10:28,559 --> 00:10:34,040
Speaker 3: I said earlier twos that is sixty six percent, you know,

145
00:10:36,600 --> 00:10:41,960
Speaker 3: sixty six percent. It's it's it's the gene from the father,

146
00:10:43,280 --> 00:10:46,040
Speaker 3: you know, that causes this. So I think it could

147
00:10:46,120 --> 00:10:50,960
Speaker 3: be you know, linked to that. And also even in

148
00:10:51,080 --> 00:10:57,640
Speaker 3: terms of expression. They also mentioned that the presentation you

149
00:10:57,679 --> 00:11:04,240
Speaker 3: know of what is spectrum disorder amongst girls may may

150
00:11:04,440 --> 00:11:12,000
Speaker 3: may actually be less in terms of how it's you know,

151
00:11:12,600 --> 00:11:17,960
Speaker 3: it shows compared to boys, because there are certain ways

152
00:11:18,000 --> 00:11:25,400
Speaker 3: by which girls you know present for example, they can

153
00:11:25,559 --> 00:11:32,080
Speaker 3: hide some signs of autism by coping, by copying how children.

154
00:11:31,760 --> 00:11:32,720
Speaker 1: Behave and play.

155
00:11:33,400 --> 00:11:36,640
Speaker 3: They can withdraw in situations that they find difficulty. I'm

156
00:11:36,640 --> 00:11:40,160
Speaker 3: try about girls here. They appear to cope better with

157
00:11:40,280 --> 00:11:45,120
Speaker 3: social situations and they show fewer signs of repetitive behavior.

158
00:11:45,320 --> 00:11:49,120
Speaker 3: So as much as you know, the expressions are similar,

159
00:11:49,559 --> 00:11:53,640
Speaker 3: but when it comes to girls, they don't express themselves

160
00:11:54,280 --> 00:11:57,840
Speaker 3: as much as they do with boys. So more boys

161
00:11:58,800 --> 00:12:06,320
Speaker 3: have you know, have autism, but also girls they actually

162
00:12:06,400 --> 00:12:13,320
Speaker 3: expressed in a less distinct way as compared to boys. Weather.

163
00:12:13,400 --> 00:12:15,760
Speaker 2: What's a message of from anonymous who says, good morning,

164
00:12:15,760 --> 00:12:18,440
Speaker 2: Gogs and doctor Natti. I have a son who's showing

165
00:12:18,880 --> 00:12:23,160
Speaker 2: the signs. However, he has not been diagnosed yet. Can

166
00:12:23,200 --> 00:12:26,320
Speaker 2: the doctor recommend any cognitive supplements to take for a

167
00:12:26,400 --> 00:12:29,360
Speaker 2: four year old for his speech development? And I think

168
00:12:29,520 --> 00:12:31,920
Speaker 2: the question I want to zoom in on here is

169
00:12:32,040 --> 00:12:35,959
Speaker 2: diagnosis at what age as a child with autism or

170
00:12:35,960 --> 00:12:40,560
Speaker 2: a child and the autism spectrum usually diagnosed. We often

171
00:12:40,600 --> 00:12:42,719
Speaker 2: hear that girls, I guess to your point that you

172
00:12:42,880 --> 00:12:45,760
Speaker 2: just made, that they often are able to I guess,

173
00:12:45,800 --> 00:12:49,280
Speaker 2: mimic or behave in ways that sort of mask the diagnosis.

174
00:12:49,440 --> 00:12:52,439
Speaker 2: Girls seem to be diagnosed much later in their lives,

175
00:12:52,520 --> 00:12:55,920
Speaker 2: usually as adults. So at what age should is a

176
00:12:56,000 --> 00:12:58,720
Speaker 2: child with autism identified and diagnosed?

177
00:13:00,160 --> 00:13:08,439
Speaker 3: So between eighteen months two years, you know, certainly by

178
00:13:08,520 --> 00:13:13,960
Speaker 3: the age of two they you know, a diagnosis can

179
00:13:14,080 --> 00:13:17,319
Speaker 3: be made, but it can be made as early as

180
00:13:17,840 --> 00:13:22,640
Speaker 3: eighteen months, you know, of age, and so I think

181
00:13:22,640 --> 00:13:25,400
Speaker 3: it's important. And they're just some of the you know,

182
00:13:25,480 --> 00:13:32,680
Speaker 3: telthy sids, not responding to their name, avoiding eye contact,

183
00:13:32,720 --> 00:13:35,440
Speaker 3: and probably young children here, not responding to their name,

184
00:13:35,920 --> 00:13:39,960
Speaker 3: avoiding eye contact, not smiling when you smile at them.

185
00:13:40,360 --> 00:13:43,400
Speaker 3: They get very upset if they do not like a

186
00:13:43,400 --> 00:13:48,480
Speaker 3: certain taste, smell, or sound. Repetitive movements such as flatting

187
00:13:48,480 --> 00:13:52,640
Speaker 3: off the hands, flicking of the fingers, or rocking their body,

188
00:13:53,000 --> 00:13:57,160
Speaker 3: not talking as much as other children, not doing as much,

189
00:13:57,280 --> 00:14:02,760
Speaker 3: pretend play, repeating the same. This is very young, you know,

190
00:14:02,880 --> 00:14:07,000
Speaker 3: young children, but the older children some of the things

191
00:14:07,040 --> 00:14:09,960
Speaker 3: that you pick up that they don't seem to understand

192
00:14:09,960 --> 00:14:14,040
Speaker 3: what others are thinking of, feeling unusual speech, we're teating

193
00:14:14,120 --> 00:14:19,600
Speaker 3: phrases and talking at others, liking a strict daily routine,

194
00:14:19,640 --> 00:14:23,280
Speaker 3: and getting very upset if it changes, having a very

195
00:14:23,400 --> 00:14:27,840
Speaker 3: keen interest in certain subjects or activities, getting very upset

196
00:14:27,880 --> 00:14:30,600
Speaker 3: if you ask them to do something, finding it hard

197
00:14:30,720 --> 00:14:34,640
Speaker 3: to make friends, or preferring to just be on their own,

198
00:14:35,120 --> 00:14:39,239
Speaker 3: taking things very literally. For example, they may not understand,

199
00:14:40,480 --> 00:14:43,240
Speaker 3: you know, phrases like break a leg. They'll take it

200
00:14:43,320 --> 00:14:47,880
Speaker 3: literally and finding it hard to say how they feel.

201
00:14:48,280 --> 00:14:49,080
Speaker 1: So those are.

202
00:14:48,960 --> 00:14:53,400
Speaker 3: Just some of the ways. So a child who's around four,

203
00:14:53,440 --> 00:14:56,520
Speaker 3: because I think the qualer was talking about a child

204
00:14:56,640 --> 00:15:01,440
Speaker 3: is about four, that should be you know, an age

205
00:15:01,480 --> 00:15:04,960
Speaker 3: where a definitive diagnosis needs to be made. So I

206
00:15:05,040 --> 00:15:08,040
Speaker 3: think seeing a pediatrician.

207
00:15:07,840 --> 00:15:11,240
Speaker 4: And you know as special with a special interest.

208
00:15:10,920 --> 00:15:15,320
Speaker 3: In autism or pediatric neurologists would be a good idea.

209
00:15:15,560 --> 00:15:19,080
Speaker 3: A special those that work in a multidisciplinary team with

210
00:15:19,240 --> 00:15:22,240
Speaker 3: occupational therapists and speech therapist be goals.

211
00:15:23,280 --> 00:15:23,560
Speaker 1: You know.

212
00:15:23,880 --> 00:15:28,760
Speaker 3: Like I said earlier, it's a complex neural developmental disorder.

213
00:15:28,520 --> 00:15:31,360
Speaker 2: Right, and so when we look at you know, so

214
00:15:31,520 --> 00:15:35,200
Speaker 2: once you've received your diagnosis and we're looking to you know,

215
00:15:35,240 --> 00:15:38,600
Speaker 2: for instance, the reason we have World Autism Awareness Day

216
00:15:38,880 --> 00:15:41,720
Speaker 2: is to promote the full realization of human rights fundamental

217
00:15:41,720 --> 00:15:46,440
Speaker 2: freedoms for autistic individuals and ensure equal participation. What does

218
00:15:46,480 --> 00:15:49,360
Speaker 2: that actually look like? What other kinds of I guess

219
00:15:49,400 --> 00:15:56,920
Speaker 2: support psychosocial in the education space that children in particular

220
00:15:57,640 --> 00:16:01,920
Speaker 2: under spectrum need for the realization of these goals that

221
00:16:02,000 --> 00:16:03,480
Speaker 2: we talk about in world autism.

222
00:16:03,520 --> 00:16:03,760
Speaker 1: There.

223
00:16:05,040 --> 00:16:10,800
Speaker 3: Yeah, So, like I said, goods, you know, it's a complex,

224
00:16:11,360 --> 00:16:17,160
Speaker 3: neual developmental disorder where not no two cases are exactly

225
00:16:17,520 --> 00:16:21,800
Speaker 3: the same. But having said that, there is a scientific,

226
00:16:22,240 --> 00:16:28,240
Speaker 3: evidence based therapy for autism that uses positive reinforcement to

227
00:16:28,360 --> 00:16:34,040
Speaker 3: teach skills and improve behavior, aiming to increase the independence

228
00:16:34,120 --> 00:16:38,320
Speaker 3: and social communications. And that is referred to as applied

229
00:16:38,640 --> 00:16:45,920
Speaker 3: behavior analysis. So this has been the scientific, you know,

230
00:16:46,200 --> 00:16:52,480
Speaker 3: a model of trying to provide support and therapy on

231
00:16:53,160 --> 00:16:59,720
Speaker 3: children that have got you know, autism spends from disorder,

232
00:17:00,080 --> 00:17:04,360
Speaker 3: and the key aspects of that therapy focuses on individualized

233
00:17:04,480 --> 00:17:08,639
Speaker 3: treatment because like I said, no two cases are the same,

234
00:17:09,000 --> 00:17:13,000
Speaker 3: So programs that are tailored to specific needs, interested ability

235
00:17:13,080 --> 00:17:17,720
Speaker 3: levels of the child. Positive reinforcement when a behavior is

236
00:17:17,760 --> 00:17:23,639
Speaker 3: followed by a reward, praised toys, bubbles, you know, so

237
00:17:23,760 --> 00:17:28,520
Speaker 3: that it can be repeated, skills acquisition, developing communications, social

238
00:17:28,640 --> 00:17:34,000
Speaker 3: diectrin self care, motor skills and academic you know abilities,

239
00:17:34,400 --> 00:17:38,680
Speaker 3: and also you know, dealing with environment at.

240
00:17:38,480 --> 00:17:41,080
Speaker 1: Home, at school and evenly in.

241
00:17:41,520 --> 00:17:46,520
Speaker 3: Specialized centers, an environment that will actually you know, reinforce

242
00:17:47,400 --> 00:17:53,119
Speaker 3: the the that which is desired and also ensuring that

243
00:17:53,240 --> 00:17:58,040
Speaker 3: structure that we just spoken about. So there is that

244
00:17:58,880 --> 00:18:03,719
Speaker 3: as a way of ensuring that you support. Now in

245
00:18:03,800 --> 00:18:09,320
Speaker 3: South Africa, we do have a challenge though that provinces

246
00:18:09,359 --> 00:18:13,400
Speaker 3: like Housing and the Western Cave, they tend to have

247
00:18:13,680 --> 00:18:18,119
Speaker 3: very good support systems or support organizations like autism as

248
00:18:18,200 --> 00:18:21,320
Speaker 3: a which is throughout the country. There's a Star Academy,

249
00:18:21,720 --> 00:18:26,680
Speaker 3: there's Neurodiversity Center, there's the Spectrum Center, there's the any

250
00:18:26,800 --> 00:18:33,359
Speaker 3: else for autism South Africa. So but certain provinces, you know,

251
00:18:33,560 --> 00:18:36,840
Speaker 3: especial as the more rural provinces, don't have good support

252
00:18:36,960 --> 00:18:39,879
Speaker 3: systems and I think that's where the challenge is. And

253
00:18:40,000 --> 00:18:43,160
Speaker 3: many of the people in those provinces rely on government

254
00:18:43,320 --> 00:18:48,160
Speaker 3: for both the health and the education side of things,

255
00:18:48,200 --> 00:18:51,159
Speaker 3: and we have a major problem in the country because

256
00:18:51,200 --> 00:18:56,200
Speaker 3: we don't have proper proper support systems. In the other

257
00:18:57,640 --> 00:18:58,720
Speaker 3: left developed.

258
00:18:58,359 --> 00:19:03,119
Speaker 2: Provinces, there are long term medication involved in the management

259
00:19:03,280 --> 00:19:07,920
Speaker 2: of autism spectrum disorder. Is it the kind of thing

260
00:19:07,920 --> 00:19:11,639
Speaker 2: that you would be on medicine for. Again, you've emphasized

261
00:19:11,680 --> 00:19:15,600
Speaker 2: that no two expressions of the disorder will be the

262
00:19:15,640 --> 00:19:21,200
Speaker 2: same in people. But other instances where you might need medication.

263
00:19:22,520 --> 00:19:25,800
Speaker 4: Yes, groups, the answer is yes. I mean there is

264
00:19:25,880 --> 00:19:26,560
Speaker 4: now a.

265
00:19:26,560 --> 00:19:31,480
Speaker 3: Classification of autism spectrum disorder into about four groups, and

266
00:19:31,640 --> 00:19:37,240
Speaker 3: one of those groups actually is called the broadly affected

267
00:19:37,320 --> 00:19:44,120
Speaker 3: group tends to go with anxiety, with depression and mood disregulation,

268
00:19:45,560 --> 00:19:49,240
Speaker 3: you know, and that's about ten percent of these cases.

269
00:19:50,080 --> 00:19:54,119
Speaker 3: In those cases, certainly there would need to be medicines

270
00:19:54,600 --> 00:19:58,560
Speaker 3: that are actually prescribed to deal with the anxiety you know,

271
00:19:58,720 --> 00:20:02,640
Speaker 3: symptom depressions in terms of the issues of mood is regulation.

272
00:20:02,760 --> 00:20:07,760
Speaker 3: So yes, so, But other cases, they don't tend to

273
00:20:07,800 --> 00:20:11,840
Speaker 3: have psychiatric or other you know, conditions that require medication.

274
00:20:11,920 --> 00:20:16,240
Speaker 3: For example, a group that a classification called moderate challenges.

275
00:20:17,160 --> 00:20:21,080
Speaker 3: So I think it is important to know that in

276
00:20:21,119 --> 00:20:26,320
Speaker 3: some instances, some of these behavioral challenges may need to

277
00:20:27,680 --> 00:20:32,560
Speaker 3: you know, be controlled with prescription medication, but not all

278
00:20:32,720 --> 00:20:37,480
Speaker 3: of the you know four types require that medication.

279
00:20:37,119 --> 00:20:37,760
Speaker 4: Must be used.

280
00:20:37,960 --> 00:20:41,320
Speaker 2: All four types are the chronic conditions. So it's the

281
00:20:41,480 --> 00:20:43,560
Speaker 2: kind of thing that you will have for the rest

282
00:20:43,560 --> 00:20:44,800
Speaker 2: of your life and will manage.

283
00:20:44,960 --> 00:20:48,040
Speaker 3: Yes, it's it's the rest of your lives. Although there

284
00:20:48,119 --> 00:20:51,320
Speaker 3: is evidence that sometimes you know, when.

285
00:20:51,119 --> 00:20:53,040
Speaker 1: The children get to be teens.

286
00:20:52,760 --> 00:20:57,840
Speaker 3: And young adults, certain you know, expressions may be less,

287
00:20:57,840 --> 00:21:02,520
Speaker 3: but it's a lifelong situation. So it's important to know

288
00:21:02,600 --> 00:21:07,040
Speaker 3: that when you have a child with autism disorder, you know,

289
00:21:07,280 --> 00:21:10,359
Speaker 3: it is not something that one can say, no, you

290
00:21:10,480 --> 00:21:13,640
Speaker 3: wake up five years later, it is gone, but there

291
00:21:13,720 --> 00:21:18,000
Speaker 3: may be improvement in some of the expressions. So it

292
00:21:18,160 --> 00:21:23,040
Speaker 3: is a lifelong situation. That's why even parents and siblings,

293
00:21:23,359 --> 00:21:28,040
Speaker 3: they may need support on how to cope and support

294
00:21:28,720 --> 00:21:29,040
Speaker 3: you know.

295
00:21:30,080 --> 00:21:32,880
Speaker 1: Their family member who may be having.

296
00:21:33,680 --> 00:21:37,440
Speaker 3: Well, some of them may not be able to live independently,

297
00:21:37,560 --> 00:21:41,640
Speaker 3: even if they are functional in other assets, because they

298
00:21:41,760 --> 00:21:46,040
Speaker 3: even have sometimes you know, very high you know brain

299
00:21:46,240 --> 00:21:49,480
Speaker 3: IQ exact. Majority of them have got average and above

300
00:21:49,600 --> 00:21:53,840
Speaker 3: average IQ level, so they can be highly functional but

301
00:21:53,960 --> 00:21:57,560
Speaker 3: still not be able to be totally independent.

302
00:21:57,720 --> 00:21:58,960
Speaker 4: Most of them.

303
00:21:59,040 --> 00:22:03,200
Speaker 2: Yeah, so doctrinatti. If like our listener was messaging earlier,

304
00:22:03,600 --> 00:22:07,160
Speaker 2: you do want to either get yourself or your child assessed.

305
00:22:07,440 --> 00:22:09,760
Speaker 2: Where should you start? Do you start with your family? GP,

306
00:22:10,280 --> 00:22:11,560
Speaker 2: or do you need a specialist?

307
00:22:12,800 --> 00:22:17,360
Speaker 3: Ideally I would say you know a pediatrician, so your

308
00:22:17,400 --> 00:22:21,960
Speaker 3: family chief you will refer you to a pediatrician, even better,

309
00:22:22,160 --> 00:22:28,719
Speaker 3: a pediatric neurologist who has got any interest in these conditions.

310
00:22:28,760 --> 00:22:32,320
Speaker 3: That's where you should go. And they working with inner

311
00:22:32,400 --> 00:22:35,320
Speaker 3: multitude and other team will get the oldies or based

312
00:22:35,359 --> 00:22:38,439
Speaker 3: on therapists and speech therapists to be part of the

313
00:22:38,480 --> 00:22:42,080
Speaker 3: team and any other member of the health team that

314
00:22:42,320 --> 00:22:46,080
Speaker 3: may be you know needed depending on the expressions.

315
00:22:46,080 --> 00:22:49,879
Speaker 2: Great doctor Followan Mahouna and Madstream says praise for doctor Natti.

316
00:22:49,920 --> 00:22:52,800
Speaker 2: He prepares well for these talks and we appreciate it

317
00:22:52,840 --> 00:22:54,679
Speaker 2: and I appreciate your time this morning as well.

318
00:22:54,760 --> 00:22:58,800
Speaker 4: Doctorgnati, thank you very much and all the best step

319
00:22:58,880 --> 00:23:00,480
Speaker 4: for the rest offacial good so much.

320
00:23:00,520 --> 00:23:03,439
Speaker 2: That's our residence GP, doctor Fundy let Nati coming up

321
00:23:03,440 --> 00:23:05,840
Speaker 2: and rotoring. We talk about how will the rising fuel

322
00:23:05,880 --> 00:23:09,119
Speaker 2: costs affect your daily commute. But first at seven o'clock

323
00:23:09,119 --> 00:23:10,800
Speaker 2: time for your latest eyewitness news