What is Autistic disorder or Autism:
If you have interacted with children now or in the past you may have noticed the children are engaged in a variety of behaviors but you may not have been sure which behavior should be considered as part of Children’s autism diagnosis. In this article, we will discuss early signs and symptoms of autism. When you will be able to understand and characteristics of autism you will be easily able to identify which areas need intervention and concentration that will help you in your coming days regardless your family and social life.
Autism is identified when student or child has a total of six or more signs of Autism in the following areas.
Problems with Socialization: Children will have two or more problem in the area of socialization. First, they will face difficulty using non-speech behaviors for social interaction. For example, they will face problem to make eye contact.
Other problem may include difficulty using gestures, facial expressions, or tone of voice in their interactions with others. Also, children with autism fail to develop peer relationships. Basically, they may not make friends with students or children of their own age. Also, children with autism, will not spontaneously seek to share their enjoyment, interests or achievement with others. For example, typically developing children may come up to an older one to show them their artwork or any other good job they have done. However, children with autism may only approach others in an attempt to get something they want.
Finally, children with autism may lack social or emotional responding which is they may not respond when other people try to get their attention. Also, children with autism may not respond when other people show emotions. For example, when someone gets hurt, children with autism may not notice. But typical developing students, will notice it and ask “are you Okay?”. Children with autism must also have at least one or more than one problems considering the area of communications. First, children with autism may have a delay in or lack of spoken language. Those children, who have lack of language, are often described as nonverbal. Another child who has delayed language, they use a few words or do not include all parts of language such as pronouns, prepositions etc.
For the children with autism who have language, they may have difficulty in starting or continuing a conversation. For example, when students or children do not answer or ask questions to keep a conversation going. Also, they may not be interested in bringing up topics of conversation.
Students with autism may also have the symptom of inflexible and repetitive language. Using language repetitively is often referred to as Echolalia. Echolalia may be immediate or delayed. For example, echolalia happens when students repeat the questions instead of answering it. With Delayed Echolalia Children may repeat words and sentences from TV shows, Movies or songs that they have heard before. This type of behavior is also referred to as videotaped talk or scripting. Furthermore, children with autism may lack varied spontaneous make-believe play or social imitative play.
Typically developing students imitate each other when they play with each other. While students with autism face trouble to imitate others.
Children with autism must also have one or more repetitive and inflexible behaviors. For instance, they may have per separations such as rigidly following nonfunctional routines.
They may insist upon doing things the same way every time. Such as sitting in the same chair, using the same color cup or taking the same way to school each day.
Children with autism will also have obsessions with inflexible and limited interests, for example, they may obsessively play with or talk about fire trucks.
Children with autism may obsess with parts of objects. Such as focusing on the wheels of a car instead of the car itself.
Finally, they also have inflexible and repetitive body movements. This is often referred to as self-stimulatory behaviors. Sometimes this is even shortened further to stemming or stem.
When children with autism participate in these behaviors they automatically reinforce that is they reward themselves internally without having to involve another person to give them the reward.
There are many ways that, children with autism can engage in self-stimulatory behaviors in order to give themselves pleasurable sensory input.
It is important while working with children with autism to be able to identify these behaviors. Therefore we are going to go over several sensory moods and discuss some examples of repetitive behaviors in each category.
First, children with autism may engage in repetitive movements with their body. Such as, jumping in places, hand flapping, toe walking or spinning in circles. They may also seek visual sensory stimulation such as eye gazing or peripheral eye gazing. When they look out of the corner of their eyes.
Visual self-stimulatory behavior may also occur when a child gazes at their hand or another object such as watching items spin, watching items fall, or looking at items they are lined up.
Children with autism may also have auditory self-stimulatory behaviors in which they repeatedly make sounds or noises in order to heart them.
Children with autism may also engage in oral self-stimulatory behaviors. For example, they may play with saliva. Put their fingers or objects in their mouth or grind their teeth.
Another way child with autism may gain sensory input in through their tactile system or through touch.
Finally, children with autism may gain sensory inputs, through repetitive smelling behaviors such as picking up items and smelling them before using the items or smelling their hands.
So, diagnosis of autism is made up of difficulties in socialization and communications as well as repetitive and inflexible behaviors. With this understanding, you should better be able to identify areas of need for intervention for students with autism.