Identifications of Autism
To children with autism difficulties or delays appear.These are reported by parents before the child is two years of age. If the child is not four years of age or older the diagnosis cannot be made. The improvement outcome for children with autism is the placement in early intervention programmes before four years of age. If the diagnosis of autism is made after four years of age those children may be missing the opportunity for early intervention.
The early characterizes of autism in infants and preschool children are described by recently studies. These studies are based on the parents interview for establish the initially problems which cause them the concern, and by the observation of children in controlled play and assessment situations.
To children with autism appear early features in social life like: poor social interaction, lack of interest in other children, lack of seeking to share own enjoyment, failure to develop peer relations and to join in activities of others and to direct adult’s attention to own activity, does not show affection, seek or offer comfort, dislikes social touch and being held, lack of social responsiveness, ignores people, lack of social play, being in own world, prefers being alone, indifferent with others, no social smile, lack of eye contact, of gesture or of facial expression, no greeting behaviors.
The children with autism have problem with communication like: lack of verbal communication, no social chat, lack or limited range of facial expression, loss of previously acquired words, problems with language comprehension, does not express emotion, poor imitation, use of other’s body as a tool, lack of infant babble, echolalia, no gaze monitoring, no pointing to express interest, no use or understanding of gestures. In the emergence of autism appear the following symptoms: stereotyped and repetitive routines, behaviors, interests; verbal rituals, hand and finger mannerisms, unusual preoccupations, unusual attachment to objects; play and sensory, lack of spontaneous play, lack of imitative play, no pretend play, sensitivity to noise, insensitivity to pain/cold.
Others symptoms are unusual sensory interests, deafness suspected, mouthing of objects, unusual looking at objects, distractibility, behavioral variability, sleep problems, self-injury, food fads, unusual fears, lack of curiosity, lack of response to name; running away, overly quiet, indifferent to animals, having an intelligent looking face. In young children with developmental delay some of the features listed above are also present. Studies that have compared the behavior of young children with autism with those who have developmental delay without autism provide the best information on the features and symptoms of autism in infants and preschool children. In very young children the absence of stereotyped and repetitive behavior does exclude the possibility of autism.
The obsessional behavior may be dependent upon more advanced language and cognitive skills and emerge later as the child makes developmental gains. In the first two years of life in young children with autism differences between speech delay and developmental delay may occur. Delayed speech is often reported by parents of young children with autism. Speech delay is not specific to autism because delayed speech is also present in young children with global developmental delay caused by intellectual disability and those with severe to profound hearing loss. The children with speech delay or hearing loss compensate for their lack of speech by the use of non-verbal communication skills such as using gestures, eye contact and facial expression to get their message across.
The children with autism can also respond to praise, can empathize, imitate engage in make believe play. The child with autism continues to have ongoing problems with delayed and disorder language, social and communication skills, empathy and pretend play skills regardless of developmental level. Sameness, distress over change in routines, adherence to rituals and routines, abnormal comfort seeking and unusual attachment to objects that are present in child with autism. Other problems present in older children are impaired conversational skills and problems with speech production. Standard diagnostic criteria should be modified from children under two to take into account the presentation of autism in infants and preschoolers. The access to early intervention programs may be useful in an early identification of autism.
In cases of children with autism the following aspects must be regarded: lack of social smile, lack of appropriate facial expression, poor attention, aversion to being touched, not responsive to name, unusual looking of objects, ignoring people, preference for aloneness, lack of or impaired eye contact, lack of gesture, lack of emotional expression and lack of age appropriately with toys.
Children with autism should not be avoided by the others and they must be treated like normal people.
More informations about autism causes or about autism symptoms can be found by visiting http://www.autism-info-center.com/
Groshan Fabiola
http://www.articlesbase.com/health-articles/identifications-of-autism-136078.html
July 12th, 2009 at 12:04 am
Any advice for a new instructor for children with autism?
I recently graduated university and have just taken a job working at a local private school serving children with autism. I will be working one-on-one with about 3-4 children each day, teaching them an array of material from basic communication/successful identification /social interaction to the more in depth, specific subject material.
Does anyone have any helpful hints about working in the field? I start Monday and this will all be very new to me.
Thanks!
Just a little background: I will be going through extensive training and will be shadowing a mentor the first week of employment. The children range from toddlers all the way up to 18 years of age (the school assists them in getting into vocational fields)
July 12th, 2009 at 5:06 am
Learn
Errorless learning
ABA
Discreet trials
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July 12th, 2009 at 5:08 am
im a 13 yr old whos helps out with special ed classes. how old are the kids you are working with.just try to play the name game.
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July 12th, 2009 at 5:10 am
well as one of the kid all grown up and graduating myself
i was not a sever case only autistic tendencies
try to get a list of successful autistic people for kids to look up to and try to work towards
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July 12th, 2009 at 5:12 am
be patient
understanding and fun!
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July 12th, 2009 at 5:14 am
The first thing you want to do is require all the children to be on a strict "Feingold" diet. Google it to see. I was a teacher and director in a school that specialized in Dyslexia, ADD, ADHD, and Autistic kids. We required that ALL the children be on the diet. 1/3 of the kids "lost" their symptoms after getting on the diet, and did not need our help. They were extremely nutritionally deficient. Start with that.
You can e-mail me with other specific questions after you have done that. Stand up for these kids and fight for them while getting their parents on your team. (They have to buy into feeding them the right foods or you will never get anywhere.) You can’t do much if you are starting with "bad" nutrition. With the proper nutrition you can work wonders!
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July 12th, 2009 at 5:16 am
Create picture books this will help get them to be vocal…. things they like each child will be differant of course… also instead of just plain flashcards put them on paper in a book then they will be more willing to write on it. Also not as easy to take and be thrown… Good luck I hope you have an assistant
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July 12th, 2009 at 5:18 am
My child is autistic and has had many one/one aides working with him over the years.He seemed to do the best when the aide was calm,firm,patient and consistent.Consistency in the routine was extremely important, especially when starting with a new aide.
I would suggest reading Temple Granden’s book, Thinking In Pictures.She is autistic and in her book explains a lot about how it feels to be autistic and how she deals with the world with the accute senses they have.Flouresent lights made people look like cartoon characters to her,so she couldn’t concentrate, so be aware of the surroundings when working with the children.
She explains how human touch felt like sandpaper. For my child,he gets jumpy when people are too close to him,so be aware of their space..Some sounds may hurt their ears.It isn’t always the loud noises either, more the pitch.So learn to listen to the envirnment around you for things you may not hear without paying attention.Smells can be overwhelming too so hold off on cologne or perfume.
Most are visual learners.You could tell my son something a dozen times and he wouldn’t retain it,but show him a couple of times ,and he got it.When he was quite young,we were teaching him his address,including the zip code.He did not remember the zip code until the day we made the numbers with clay.After that,if you asked him his address,he could repeat it accurately but if you asked him where he lived,he would say, a house.Thats how they think!
Another thing I would suggest is, be observant,the childs behavior may be for reasons not obvious at first..For example,one year,my sons math teacher told me she gave him a sheet of math problems and he threw himself on the floor very upset,so she thought he wasn’t capable of doing the math problems.Come to find out,she had changed his seat from the one he had sat in the previous times in her class.
Also, if you ask a question,don’t ask another until the child answers.If he does not answer right away, he may be prossessing what you asked, and could be upset at the interruption in his thought.Some of his aides were very bad at remembering this because he did often look like he didn’t even hear you, so they would try and put the question to him in a different way, and that upset him.
http://WWW.autism.com is the web site for the Autism Research Institute in San Diego CA.
There you will find tons of information on autism including,
Studies on treatments and there effectiveness
Parents should learn about the different treatments and work with the doctor on what may work for their child.
To enforce a certain treatment, doesn’t seem right to me. Different things work for different kids.
We found vitamins,Nu-Thera with P5P from Kirkman Labs and DMG helped our child immensely.
Sorry for going on and on but it is a subject that touches my heart.
I think you will find working with these children rewarding.
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