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Autistic Disorder

Autism spectrum disorder (ASD) has become increasingly common in today’s society.
ASD is a developmental disorder that is characterized by challenges in social skills, speech and
behavior. It is widely believed that genetics play a huge role in the development of autism.
Environmental factors also play a role in the development of autism in children. The interaction
between environmental factors and genetic predisposition has been examined widely. The
disorder affects children from all backgrounds. Different cultural factors play a pivotal role in
defining how children experience autism. Culture can also have an impact on how people
understand autism. Cultural aspects dictate the interpretation of disorders as well as the
acceptance of people diagnosed with certain disorders. Myths on autism can affect the treatment
options that people seek. Culture thus affects the experience and the treatment of autism
spectrum disorder (ASD).
Some researchers have cited culture to be a major factor that affects the presentation of
symptoms. The findings are in line with the fact that genetic and environmental factors vary from
one community to the next. Studies have shown differences in the presentation of ASD
symptoms in African-American children and white children (Mandell & Novak, 2005). Unlike
many disorders, the diagnosis of ASD is clear. There is a wide agreement on the symptoms
associated with autism. There is also an agreement on the diagnosis as well as the differentiation
of its subtypes. However, families may fail to recognize ASD as a disorder that affects their
children and instead attribute the symptoms to other things apart from the health condition. An
example is when a child fails to respond to the instructions given by the parent, the behavior may
be interpreted as disobedience. Studies have indicated that African American parents tend to
interpret certain behavior as disobedience as opposed to an underlying disorder (Mandell &

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Novak, 2005). The implication is that culture has an impact on the interpretation of ASD related
symptoms.
Culture impacts the beliefs on the etiology and prognosis of autism. Every culture has
certain beliefs and values that every member holds dear. The beliefs and values have an impact
on the understanding of childhood disorders (Qi, Zaroff, & Bernardo, 2016). Cultural beliefs on
the causes of autism affect the treatment options. Research has shown that in some families that
believe that ASD is caused by changes in gastrointestinal functions, the likely treatment adopted
is gastrointestinal medications (Qi, Zaroff, & Bernardo, 2016). In some instances, families may
hold the belief that ASD is caused by heavy metal toxicity. Such families have been seen to
adopt treatment options, such as the use of detoxification agents.
Different races and ethnicities hold different beliefs on the manifestation of different
psychological and mental health conditions. Studies have shown that African Americans,
Latinos, and Asians are less likely compared to white parents to accept that family issues and
trauma can cause various disorders (Mandell & Novak, 2005). African American parents are also
less likely to attribute physical causes of disorders. In some cultures, the parents do not use
medical terms when referring to the conditions being experienced by their children. The failure
to use medical terms can be traced to the belief that symptoms of ASD are not caused by an
underlying health condition. These beliefs result in individuals failing to seek help through the
medical system. The treatment option is thus influenced by cultural beliefs and ideals.
Different cultures have different ideas on developmental stages in life. There are shared
cultural milestones that define the development of a child into adulthood (Crockett, 1997).
Cultures also embrace a certain form of consistency in regard to the treatment of young people in
different phases of life. Studies have shown that Indian families place a lot of emphasis on social

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development in children (Mandell & Novak, 2005). As a result, Indian families are more likely
to detect social difficulties associated with ASD. In contrast, African Americans place a lot of
emphasis on general development. African American families are thus likely to detect general
developmental delays. African Americans are likely to notice problems with speech as opposed
to social deficits. Some cultures value social conformity, and this affects how they are likely to
notice symptoms as well as treat individuals with certain symptoms. Whites are less likely to
notice a child’s social interactions. Studies have shown that white parents are not keen on
noticing the social milestones of their children (Mandell & Novak, 2005). In some instances,
parents often make special accommodations to compensate for delays in reaching certain
milestones. Failure to reach developmental milestones is not recognized by parents in many
instances.
There has been a rise in the number of ASD diagnosis. Many families are unprepared to
meet the needs of children with ASD. Culture affects how these families interpret the symptoms
as well as how they handle the children. In certain cultures, there are beliefs that are not
favorable to individuals with mental and psychological problems. In such cultures, the
individuals may fail to obtain the much-needed help for their children. It is important for the
government and other stakeholders to conduct civic education with a view of enlightening people
on ASD and other disorders.

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References

Crockett, L. J. (1997). Cultural, historical, and subcultural contexts of adolescence: Implications
for health and development. Health risks and developmental transitions during
adolescence, 23.
Mandell, D. S., & Novak, M. (2005). The role of culture in families’ treatment decisions for
children with autism spectrum disorders. Mental retardation and developmental
disabilities research reviews, 11(2), 110-115.
Qi, X., Zaroff, C. M., & Bernardo, A. B. (2016). Autism spectrum disorder etiology: Lay beliefs
and the role of cultural values and social axioms. Autism, 20(6), 673-686.