Definition of Autism.
'The definition of Autism and Autism Spectrum Disorder (ASD) is provided by the Diagnostic and Statistical manual of Mental Disorders (DSM-IV). Children with autism are less able to interact with the world as other children do. Typically they have deficits in three key areas:
'The definition of Autism and Autism Spectrum Disorder (ASD) is provided by the Diagnostic and Statistical manual of Mental Disorders (DSM-IV). Children with autism are less able to interact with the world as other children do. Typically they have deficits in three key areas:
- Verbal and non-verbal Communication
- Social awareness and interactions
- Imaginative play (variable interests and behaviors).'
'What difficulties do individuals with ASD experience?Children and adults with ASD have difficulties that are usually grouped into three areas.
1. Verbal and non-verbal communication communication skills vary depending on the intellectual and social development of the individual child or adult. Some people with ASD have little, if any, speech and others appear to have normal speech. However, those that do have speech often find it difficult to communicate effectively.
For example, a person with ASD may say odd and inappropriate things, repeat verbal statements made by another person (called ‘echolalia'), talk about one specific topic for long periods of time with no awareness that others have lost interest, or say things that are not relevant to the current conversation. The unusual communication style of those with ASD can sometimes lead to children and adults with ASD being the victims of bullying.
In addition, those with ASD may find it difficult to keep eye contact with others and understand non-verbal communication such as facial expressions and hand gestures including pointing. They often do not respond when others are talking to them and in some instances may not react to their own name.
2. Social awareness and interaction children and adults with ASD often have difficulty following social rules, which may make them appear unfriendly. For example, they tend to avoid looking at the person talking and do not appear to be listening. When interacting with others, those with ASD may not follow common social behaviors. For example, they may touch and even lick others, or make blunt and impolite comments.
3. Activities and interests children with ASD rarely play games or engage in imaginative play (e.g., playing make believe). Instead, they may use toys and other objects in unusual ways (e.g., lining up objects, spinning and flicking objects). They can become obsessed with an item such as a piece of string or a pencil and carry it around constantly, and may collect objects (e.g., stones, sticks, batteries). Both children and adults with ASD may also be more sensitive to touch and the taste or texture of some foods. Examples of this include rejecting a family member trying to give them a cuddle or insisting that all labels are cut off their clothes because the touch of them on their skin is unbearable. Some people with ASD may also act as if they are insensitive to pain or changes in temperature so they may put their hand directly into a flame. They also dislike change and being in new situations. They may also show odd behavior such as acting as if other people don't exist, or doing things that cause them injury. Examples include repetitive hand-flapping, spinning, rocking, walking on their toes and biting themselves. Behavioral problems including temper tantrums and aggression are also common.
The severity of difficulties in these three areas varies across individuals. For example, a high functioning person with ASD may have milder difficulties such as a fixation with certain topics of conversation and difficulty understanding facial expressions or gestures. In comparison, a low functioning person may have no verbal language, engage in self-injuring behavior such as repeatedly banging his or her head against the wall, and need constant support in everyday activities such as dressing and preparing a meal.
People with ASD are also more likely to develop mental health problems. Both children and adults with ASD often experience stress and anxiety caused by their difficulty in dealing with change and unpredictable situations. They are also at risk of developing depression, especially in late adolescence and early adulthood. Because people with ASD often have difficulty understanding and communicating their own feelings (including anxiety or distress), these problems might not be picked up.
Children and adults with ASD may also experience sleep problems. Children in particular may have difficulty going to sleep, continue to be active through the night, wake frequently and sleep much less than expected for their age.'
1. Verbal and non-verbal communication communication skills vary depending on the intellectual and social development of the individual child or adult. Some people with ASD have little, if any, speech and others appear to have normal speech. However, those that do have speech often find it difficult to communicate effectively.
For example, a person with ASD may say odd and inappropriate things, repeat verbal statements made by another person (called ‘echolalia'), talk about one specific topic for long periods of time with no awareness that others have lost interest, or say things that are not relevant to the current conversation. The unusual communication style of those with ASD can sometimes lead to children and adults with ASD being the victims of bullying.
In addition, those with ASD may find it difficult to keep eye contact with others and understand non-verbal communication such as facial expressions and hand gestures including pointing. They often do not respond when others are talking to them and in some instances may not react to their own name.
2. Social awareness and interaction children and adults with ASD often have difficulty following social rules, which may make them appear unfriendly. For example, they tend to avoid looking at the person talking and do not appear to be listening. When interacting with others, those with ASD may not follow common social behaviors. For example, they may touch and even lick others, or make blunt and impolite comments.
3. Activities and interests children with ASD rarely play games or engage in imaginative play (e.g., playing make believe). Instead, they may use toys and other objects in unusual ways (e.g., lining up objects, spinning and flicking objects). They can become obsessed with an item such as a piece of string or a pencil and carry it around constantly, and may collect objects (e.g., stones, sticks, batteries). Both children and adults with ASD may also be more sensitive to touch and the taste or texture of some foods. Examples of this include rejecting a family member trying to give them a cuddle or insisting that all labels are cut off their clothes because the touch of them on their skin is unbearable. Some people with ASD may also act as if they are insensitive to pain or changes in temperature so they may put their hand directly into a flame. They also dislike change and being in new situations. They may also show odd behavior such as acting as if other people don't exist, or doing things that cause them injury. Examples include repetitive hand-flapping, spinning, rocking, walking on their toes and biting themselves. Behavioral problems including temper tantrums and aggression are also common.
The severity of difficulties in these three areas varies across individuals. For example, a high functioning person with ASD may have milder difficulties such as a fixation with certain topics of conversation and difficulty understanding facial expressions or gestures. In comparison, a low functioning person may have no verbal language, engage in self-injuring behavior such as repeatedly banging his or her head against the wall, and need constant support in everyday activities such as dressing and preparing a meal.
People with ASD are also more likely to develop mental health problems. Both children and adults with ASD often experience stress and anxiety caused by their difficulty in dealing with change and unpredictable situations. They are also at risk of developing depression, especially in late adolescence and early adulthood. Because people with ASD often have difficulty understanding and communicating their own feelings (including anxiety or distress), these problems might not be picked up.
Children and adults with ASD may also experience sleep problems. Children in particular may have difficulty going to sleep, continue to be active through the night, wake frequently and sleep much less than expected for their age.'
Tips for helping individuals with ASD
'Tips for helping individuals with ASDIt is important to seek professional advice about suitable treatment strategies for people with ASD. The age of the person, and the severity of their difficulties are both important factors to consider when deciding on what can help. Listed below are some strategies that can be put in place to assist parents and other carers of people with ASD.
'Tips for helping individuals with ASDIt is important to seek professional advice about suitable treatment strategies for people with ASD. The age of the person, and the severity of their difficulties are both important factors to consider when deciding on what can help. Listed below are some strategies that can be put in place to assist parents and other carers of people with ASD.
- Provide a reasonable level of daily structure through the use of a daily or weekly diary and prepare the person for any changes to their routine. When a significant change is going to happen, spend time prior to the event talking to the child or adult about what is going to happen and ensure that they have support to manage any anxiety. This may help them cope with change more easily.
- Give a step-by-step list of instructions for completing everyday activities, such as getting ready for school or taking a shower. A wall chart with pictures illustrating each step can be a good way to present this information. This can be helpful for higher functioning children and adults.
- Develop a regular routine for the day including set times for meals, activities and sleep. Once a routine is in place, avoid changing it if possible. Children and adults with ASD can become extremely upset if their routine is changed.
- Provide instructions in simple language allowing time for the individual to absorb the information and respond. Try not to use phrases such as "pull your socks up" or "it's raining cats and dogs" because people with ASD often take things literally. If an appropriate response is not given it is helpful to check that the person has understood.
- Provide visual cues such as pictures or a story outline to support communication. For example, when giving instructions or setting up a daily diary use pictures to demonstrate tasks and to help understanding.
- Teach and practice social ‘rules' such as turn-taking and how to greet people, and provide opportunities for the individual to interact with others. Strategies such as role-plays can be a useful way of helping the person to learn new social skills.
- Seek help when family issues arise. Raising a child or supporting an adult with ASD can be difficult and stressful. Family assistance and treatment can improve outcomes for both the person with ASD and those around them.'