AUTISM CHRACTERISTICS

If you see several of these characteristics over a long period of time, consider the possibility of taking the child for an assessment. •does not respond to his/her name. •cannot explain what he/she wants. •language skills are slow to develop or speech is delayed. •doesn't follow directions. •at times, the child seems to be deaf. •seems to hear sometimes, but not other times. •doesn't point or wave "bye-bye." •used to say a few words or babble, but now he/she doesn't. •throws intense or violent tantrums. •has odd movement patterns. •is overly active, uncooperative, or resistant. •doesn't know how to play with toys. •doesn't smile when smiled at. •has poor eye contact. •gets "stuck" doing the same things over and over and can't move on to other things. •seems to prefer to play alone. •gets things for him/herself only. •is very independent for his/her age. •seems to be in his/her "own world." •seems to tune people out. •is not interested in other children. •walks on his/her toes. •shows unusual attachments to toys, objects, or schedules (i.e., always holding a string or having to put socks on before pants). •spends a lot of time lining things up or putting things in a certain order. Physically people with autism are typical in appearance. Some studies show children with autism tend to have larger head circumferences but the significance in the disorder is unclear. Assessment There is no single test that can provide a definitive diagnosis of an autism spectrum disorder or define the intervention plan. Assessment is based on information gathered through a variety of methods and relies on the collaboration of family members, health care professionals, and educators. It is crucial in the assessment process to consider the purpose of the evaluation and most likely depends on the source of referral (e.g., parent, teacher, and other professionals), reason for referral, and the environment (e.g., school, clinic etc). The purposes of assessment could be Screening, Diagnosis, Assessing strengths/weaknesses, Planning Intervention and designing a Curriculum program. The Diagnostic Criteria from DSM-IV 299.00 ASD (American Psychiatric Association) (A) Total of six (or more) items from 1, 2, and 3, with at least two from 1, & one each from 2 and 3: 1. Qualitative impairment in social interaction, as manifested by at least two of the following: (a) marked impairment in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body postures, and gestures to regulate social interaction (b) failure to develop peer relationships appropriate to developmental level (c) a lack of spontaneous seeking to share enjoyment, interests, or achievements with other people (e.g., by a lack of showing, bringing, or pointing out objects of interest) (d) lack of social or emotional reciprocity 2. Qualitative impairments in communication as manifested by at least one of the following: (a) delay in, or total lack of, the development of spoken language (not accompanied by an attempt to compensate through alternative modes of communication such as gestures or mime) . (b) in individuals with adequate speech, marked impairment in the ability to initiate or sustain a conversation with others (c) stereotyped and repetitive use of language or idiosyncratic language (d) lack of varied, spontaneous make-believe play or social imitative play appropriate to developmental level 3. Restricted repetitive and stereotyped patterns of behavior, interests, and activities, as manifested by at least one of the following: (a) encompassing preoccupation with one or more stereotyped patterns of interest that is abnormal either in intensity or focus (b) apparently inflexible adherence to specific, nonfunctional routines or rituals (c) stereotyped and repetitive motor mannerisms (e.g., hand or finger flapping or twisting, or complex whole-body movements) (d) persistent preoccupation with parts of objects (B) Delays or abnormal functioning in at least one of the following areas, with onset prior to age 3 years: (1) social interaction, (2) language as used in social communication, or (3) symbolic or imaginative play. (C) The disturbance is not better accounted for by Rett's Disorder or Childhood Disintegrative Disorder.