ABOUT AUTISM

Autism is a lifelong developmental disorder affecting approximately 1 in every 160 children. Autism Spectrum Disorders (ASD), including Autism, Asperger Syndrome, and Pervasive Developmental Disorder - Not Otherwise Specified (PDD-NOS), affect the individual’s ability to understand what is sensed around them.

The characteristics of Autism Spectrum Disorders are observable in 4 key areas;

1. COMMUNICATION
2. SOCIAL RELATIONSHIPS/INTERACTION
3. IMAGINATION & CREATIVITY
4. REPETITIVE & RITUALISTIC BEHAVIOUR
   

Autism Spectrum Disorders occur in conjunction with a range of other disabilities such as Epilepsy, Down Syndrome, Cerebral Palsy, ADHD and psychiatric disorders. Approximately 80% of people diagnosed with Autism also have an intellectual disability.

CHARACTERISTICS OF AUTISM SPECTRUM DISORDER

There are four key characteristics of an Autism Spectrum Disorder, all of which must be present for a child to receive a diagnoses of Autism.

1. COMMUNICATION IMPAIRMENT: Individuals with Autism have difficulty in all areas of communication; verbal & non-verbal. There is an absence of language development, or a delay in the development of language in early childhood. For those who do develop verbal language, speech may be disordered, limited to echolalia (parroting words and phrases), or for those with reasonable speech, conversations are obsessive and one sided. Individuals also experience difficulty with non-verbal communciation such as body language, facial expressions, gesture and sign.
2. SOCIAL RELATIONSHIPS/INTERACTIONS:  Difficulty with social relationships range from indifference to others, to highly inappropriate behaviour. It is incorrect to assume that all people with an Autism Spectrum Disorder dislike social interaction, as many people will attempt to interact with others, although their attempts are often odd or inappropriate. Individuals may avoid affection from others and avoid eye contact with those attempting to communicate with them. Children are often seen to play near, but not with, other children.
3. IMAGINATION & CREATIVITY: Children with an Autism Spectrum Disorder are restricted in their imaginative play. Play is often limited to one or two activities, involving repetative actions. Toys may be used inappropriately such as spinning wheels on toy cars, lining objects up, grouping objects according to colour or size, "flicking" objects or materials.
4. REPETITIVE & RITUALISTIC BEHAVIOURS:  Individual's with an Autism Spectrum Disorder develop repetitive behaviours, rituals, and obsessions, which help them to order their world, creating some predictability. Stereotypical autistic movements are rocking and spinning, although other common behaviours include flicking hands or fingers in front of their eyes, tapping objects and mouthing objects. They can also develop obsessions with items, places or subjects and regularly become dependant upon certain routines. If routines change without warning this can cause great distress, leading to difficult behaviours.
   

A person must experience difficulties in all 4 areas prior to 36 months of age.  Formal assessment and diagnosis of an Autism Spectrum Disorder can occur at any age. For further information about the assessment process please contact us.

MANAGING AUTISM

Managing someone with an Autism Spectrum Disorder can, at times, be very difficult. In order to learn new skills, and participate fully within any setting, individuals, including those with Autism Spectrum Disorders, must feel comfortable, secure and calm.

Many of the behaviours displayed by people with Autism Spectrum Disorders, are behaviours which the individual has developed to provide security and predictability to the world around them. Some behaviours are a tool for individuals to "block out" stimilii which they find difficult to cope with.

The following is a list of suggestions which may prove helpful when managing someone with autism. 

• Educate those working with/participating in activities with someone who has ASD.
• Provide a predictable routine & environment.
• Prepare the Autistic person for necessary changes in routine.
• Within a school (or like) setting, use a buddy system to help to provide a secure atmosphere.
• Keep distractions to a minimum.
• Ensure you have the Autistic persons full attention before communicating.
• Provide simple, concrete instructions.
• Allow time for the person to process and understand instructions.
• Use visual aides to assist with communication.
• Provide structure to activities.
• Be consistent!
• Provide a "safe area" for the Autistic person to retreat to when not coping. Encourage him/her to return to group activities when stress levels have reduced.
• Look for underlying causes (triggers) to the behaviour. Is the person confused, stressed, scared, in pain or overstimulated?
• Clearly assess the need to alter or eliminate a behaviour before attempting to do so (it may be replaced with something less acceptable).
• Do not take the behaviour personally.
• LEARN TO LAUGH!
  

Education is the key to understanding and working with any disability. To find out more about understanding Autism go to the Services section of this website found on the left side menu above.