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The term 'Autism Spectrum
Disorder' (ASD) describes a group of pervasive developmental disorders
including:
• AutismThese disorders all have three common features, which can range from very mild to the very severe. ALL children with Autism Spectrum Disorders have problems in: • Social InteractionIn addition, many children with ASD are abnormally sensitive to sounds, textures, tastes and smells. For some, the feeling of clothes touching their skin can almost be unbearable and a loud noise caused by a vacuum cleaner, a plane or lightning crashing may cause them to cover their ears and scream. In some children, hints of future problems may be apparent from birth. Others begin life well-enough, but between 12 and 36 months of age, the differences in the way they react to people become apparent. It is believed that approximately 1 in 160 people have ASD, and that it is caused by a biological or organic dysfunction in the brain. To date, there is no known cure. HOW WOULD I KNOW IF MY CHILD HAD ASD? There are many developmental disorders which have one or more symptoms in common with ASD and advice regarding your child should be sought from professionals as soon as possible. If you think that your child is not developing normally, do seek advice and help as children with ASD can be diagnosed as early as two years of age.Here are a few of the things which may lead you to suspect that your child has ASD: • Does not babble, point or make meaningful gestures by 1 year of ageASD & COMMUNICATION By the age of three, most children have passed predictable milestones on the path to learning language. By their first birthday, a typical toddler says the odd word, turns their attention when they hear their name being called, points to the toys that they want and communicates whether they mean ‘yes’ or ‘no’ without any difficulty. Some infants who later show signs of ASD coo and babble during the first few months of life and then stop. Some may be delayed, developing language skills as late as the ages of 5 and 9 whilst others remain mute throughout their lifetimes, using pictures or sign language to communicate. Those who speak often use language in unusual ways. Some only speak single words, while others repeat the same phrase over and over, or parrot what they hear; a condition called echolalia. For most, the ‘give and take’ of a normal conversation is difficult. However, it is not unusual to find older children delivering a monologue on a favourite subject without giving anyone else a chance to comment. Usually, body language is difficult to understand too. Facial expressions, movements and gestures don’t always match what they are saying and tone of voice might not reflect their actual feelings. ASD & RELATIONSHIPS From the time we are born, humans are social beings. Early in life, we gaze at faces, turn our attention to listen when we hear voices and learn to smile when we feel joy or happiness. However, children with ASD have trouble interacting with other people. Even in the first few months of life, they avoid eye contact with others. They seem indifferent to the people around them and may prefer being alone. Often they resist attention and show disinterest in being cuddled. Later, they won’t turn to their parents for comfort or respond to parental anger or affection in the way other children do. Research has shown that this does not indicate a lack of affection for their parents; children with ASD just lack the ability to show how they feel. To many parents, this is difficult to cope with. After looking forward to the joy of cuddling and playing with their children, they feel crushed by their lack of ‘warmth’. Children with ASD are also slower in learning to interpret what other people are thinking and feeling. Non-verbal signals, such as smiling, winking or pointing seem to have no meaning to them and without the ability to interpret gestures and facial expressions, life becomes confusing. People with ASD have great difficulty in putting themselves ‘in someone else’s shoes’. Most 5-year-olds can understand that different people have information, feelings and goals differing from their own, but children with ASD lack that level of perception. This makes them vulnerable and prone to misinterpreting other people’s behaviour. Sometimes, they may also have difficulty regulating their own emotions. This can result in ‘immature’ behaviour such as crying in class or inappropriate verbal outbursts. In frustration, some bang their heads, pull their hair or bite their arms. ASD & REPETITIVE BEHAVIOUR A characteristic behaviour of children with ASD is the tendency to repeat odd movements such as flapping their arms or walking on their toes. This kind of repetitive behaviour may also take the form of a persistent, intense preoccupation. They might spend hours lining up their cars and trains in a certain way rather than playing with them in the way other children do. If someone accidentally moves one of the toys, they may also become extremely upset. Later, the child might become obsessed with learning all about
vacuum cleaners, train schedules, or lighthouses. Often there is
a great interest in numbers and statistics. |
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