Autism Spectrum Quotient

One of the most frequent questions I am asked is if I have an opinion on if someone is on the spectrum or not. Naturally as an advocate I am not trained as a psychologist, at least not yet, I still have high hopes to pursue that dream.

However I am a talented researcher and data analyst, so I discovered the ASQ. This is a 50 question survey that determine if you are possibly on the spectrum.

I took the test myself and will share the results:

Your score was 42 out of a possible 50.

Scores in the 33-50 range indicate significant Austistic traits (Autism).

I strongly encourage anyone who has an interest or even a curiosity to if they are on the spectrum to take this ASQ Survey. There are no right or wrong answers, but be completely honest and it will be a very useful tool.I have included the link here:https://psychology-tools.com/autism-spectrum-quotient/

Random Autism Thinking

I need to post something, and I am probably too emotional to do it, but I’m going to do it anyway. At least writing will keep me from this meltdown that I feel mounting.

It’s weird for me feeling this way because I usually do a good job keeping my emotions in check.

This is where it gets difficult for me.

Social insight might be common for NT’s, but they aren’t universal skills especially among the Autism Community.

Neurotypicals don’t seem to understand that it is an act of ableism to assume everyone recognizes these things.

The autism spectrum is wide, and many people have never been diagnosed that should have been. Additionally, it isn’t that uncommon for NT’s to exhibit autistic traits despite not being on the spectrum.

An example of things that are “common knowledge” but aren’t actually:

Among high-functioning autists, I would estimate that over 80% of males have inadvertently sexually harassed someone because we misread situations. The number maybe similar among moderate-functioning autists as well. Our inability to read body language means that we can’t tell if people are interesting in us or if they are offended by our jokes. We try to flirt, but we do it poorly. We think people are interested in us who aren’t.

All of this should be intuitive and “common sense” but it isn’t for us because we are “less than.”

I’ve spoken to multiple autistic people about this and there is a fear in the autism community, they feel because of misunderstandings with NTs that our community is very vulnerable.

Neurotypicals assume that everyone knows how to interact in social situations and how to comprehend what is going on, but this isn’t the case because autism causes a deficiency. Additionally, I don’t believe this is even true within the NT community.

I am usually more articulate than this but my brain isn’t functioning right at this moment. I think it’s been a year or two sense my last meltdown, and it’s hard for me to get used to them. I’m going to hide and try to calm down before it hits full force.

Autism and ADD

I took some pieces from a very lengthy paper I wrote a few years ago and tried to condense them into a readable article. I hope this provides some useful material after a very emotional article yesterday.

The symptoms of autism spectrum disorders and ADHD overlap. Most children on the autism spectrum have symptoms of ADHD — difficulty settling down, social awkwardness, the ability to focus only on things that interest them, and impulsivity.

Let me add an example:

John is smart, and quick to learn something new, if he is interested…But he has a terrible time focusing on things he isn’t interested in. When this happens, he starts rocking or pacing around the room. For years, we thought it was ADHD, but, at his last evaluation, his teachers suggested that he might have a form of autism.

Two key differences between ADD and Autism leaning toward the Autism Spectrum are as follows:

• Speech development may be normal or somewhat delayed, but difficulties arise in the functional and social use of language for communication

• Impaired use of nonverbal behaviors, including eye contact, body language, and social expressions

Some other differences may include the.

following:

• Narrow interests that are abnormal in intensity and focus (a single TV show, say, or an unusual object, like a vacuum cleaner)

• Rigid adherence to nonfunctional routines and rituals (following a strict protocol when leaving the house to go to school)

• Stereotyped repetitive motor mannerisms (pacing)

• Failure to develop age-appropriate peer relationships (inability to understand the social give-and-take of friendships)

• Failure to seek out others to share enjoyment, interest, and achievements (not sharing a good grade on a test or a just-finished painting with a family member)

• Lack of social and emotional reciprocity (not enjoying being with others just for the sake of being together)

Parents may be slow to pick up on AS in their child. Its subtle combination of symptoms leaves parents wondering if anything is wrong or if the symptoms are part of their child’s personality.

A child with an unusual special interest, like Aviation, or Computers, may seem delightful to an adult, but odd to another 7-year-old.

When a child goes to preschool, social difficulties become more evident.

Typically, kids with AS are unable to make friends. They have a hard time reading other people or understanding humor.

Most children with AS want to make friends, but they don’t know how. Their poor conversation skills and difficulty reading social cues can lead to loneliness and depression as they go through middle school.

Teaching Tips for Children and Adults with Autism – Article By Dr. Grandin

Notes:

I am emotionally unstable at this time from an overload in the recent days, but wanted to provide some meaningful material. I did some reading after consulting with my mentor Dr. Grandin and decided on this article.

Good teachers helped me to achieve success. I was able to overcome autism because I had good teachers. At age 2 1/2 I was placed in a structured nursery school with experienced teachers. From an early age I was taught to have good manners and to behave at the dinner table. Children with autism need to have a structured day, and teachers who know how to be firm but gentle.

Between the ages of 2 1/4 and 5 my day was structured, and I was not allowed to tune out. I had 45 minutes of one-to-one speech therapy five days a week, and my mother hired a nanny who spent three to four hours a day playing games with me and my sister. She taught ‘turn taking’ during play activities. When we made a snowman, she had me roll the bottom ball; and then my sister had to make the next part. At mealtimes, every-body ate together; and I was not allowed to do any “stims.” The only time I was allowed to revert back to autistic behavior was during a one-hour rest period after lunch. The combination of the nursery school, speech therapy, play activities, and “miss manners” meals added up to 40 hours a week, where my brain was kept connected to the world.

1 Many people with autism are visual thinkers. I think in pictures. I do not think in language. All my thoughts are like videotapes running in my imagination. Pictures are my first language, and words are my second language. Nouns were the easiest words to learn because I could make a picture in my mind of the word. To learn words like “up” or “down,” the teacher should demonstrate them to the child. For example, take a toy airplane and say “up” as you make the airplane takeoff from a desk. Some children will learn better if cards with the words “up” and “down” are attached to the toy airplane. The “up” card is attached when the plane takes off. The “down” card is attached when it lands.

2 Avoid long strings of verbal instructions. People with autism have problems with remembering the sequence. If the child can read, write the instructions down on a piece of paper. I am unable to remember sequences. If I ask for directions at a gas station, I can only remember three steps. Directions with more than three steps have to be written down. I also have difficulty remembering phone numbers because I cannot make a picture in my mind.

3 Many children with autism are good at drawing, art and computer programming. These talent areas should be encouraged. I think there needs to be much more emphasis on developing the child’s talents. Talents can be turned into skills that can be used for future employment.

4 Many autistic children get fixated on one subject such as trains or maps. The best way to deal with fixations is to use them to motivate school work. If the child likes trains, then use trains to teach reading and math. Read a book about a train and do math problems with trains. For example, calculate how long it takes for a train to go between New York and Washington.

5 Use concrete visual methods to teach number concepts. My parents gave me a math toy which helped me to learn numbers. It consisted of a set of blocks which had a different length and a different color for the numbers one through ten. With this I learned how to add and subtract. To learn fractions my teacher had a wooden apple that was cut up into four pieces and a wooden pear that was cut in half. From this I learned the concept of quarters and halves.

6 I had the worst handwriting in my class. Many autistic children have problems with motor control in their hands. Neat handwriting is sometimes very hard. This can totally frustrate the child. To reduce frustration and help the child to enjoy writing, let him type on the computer. Typing is often much easier.

7 Some autistic children will learn reading more easily with phonics, and others will learn best by memorizing whole words. I learned with phonics. My mother taught me the phonics rules and then had me sound out my words. Children with lots of echolalia will often learn best if flash cards and picture books are used so that the whole words are associated with pictures. It is important to have the picture and the printed word on the same side of the card. When teaching nouns the child must hear you speak the word and view the picture and printed word simultaneously. An example of teaching a verb would be to hold a card that says “jump,” and you would jump up and down while saying “jump.”

8 When I was a child, loud sounds like the school bell hurt my ears like a dentist drill hitting a nerve. Children with autism need to be protected from sounds that hurt their ears. The sounds that will cause the most problems are school bells, PA systems, buzzers on the score board in the gym, and the sound of chairs scraping on the floor. In many cases the child will be able to tolerate the bell or buzzer if it is muffled slightly by stuffing it with tissues or duct tape. Scraping chairs can be silenced by placing slit tennis balls on the ends of the legs or installing carpet. A child may fear a certain room because he is afraid he may be suddenly subjected to squealing microphone feedback from the PA system. The fear of a dreaded sound can cause bad behavior. If a child covers his ears, it is an indicator that a certain sound hurts his ears. Sometimes sound sensitivity to a particular sound, such as the fire alarm, can be desensitized by recording the sound on a tape recorder. This will allow the child to initiate the sound and gradually increase its volume. The child must have control of playback of the sound.

9 Some autistic people are bothered by visual distractions and fluorescent lights. They can see the flicker of the 60-cycle electricity. To avoid this problem, place the child’s desk near the window or try to avoid using fluorescent lights. If the lights cannot be avoided, use the newest bulbs you can get. New bulbs flicker less. The flickering of fluorescent lights can also be reduced by putting a lamp with an old-fashioned incandescent light bulb next to the child’s desk.

10 Some hyperactive autistic children who fidget all the time will often be calmer if they are given a padded weighted vest to wear. Pressure from the garment helps to calm the nervous system. I was greatly calmed by pressure. For best results, the vest should be worn for twenty minutes and then taken off for a few minutes. This prevents the nervous system from adapting to it.

11 Some individuals with autism will respond better and have improved eye contact and speech if the teacher interacts with them while they are swinging on a swing or rolled up in a mat. Sensory input from swinging or pressure from the mat sometimes helps to improve speech. Swinging should always be done as a fun game. It must NEVER be forced.

12 Some children and adults can sing better than they can speak. They may respond better if words and sentences are sung to them. Some children with extreme sound sensitivity will respond better if the teacher talks to them in a low whisper.

13 Some nonverbal children and adults cannot process visual and auditory input at the same time. They are mono-channel. They cannot see and hear at the same time. They should not be asked to look and listen at the same time. They should be given either a visual task or an auditory task. Their immature nervous system is not able to process simultaneous visual and auditory input.

14 In older nonverbal children and adults touch is often their most reliable sense. It is often easier for them to feel. Letters can be taught by letting them feel plastic letters. They can learn their daily schedule by feeling objects a few minutes before a scheduled activity. For example, fifteen minutes before lunch give the person a spoon to hold. Let them hold a toy car a few minutes before going in the car.

15 Some children and adults with autism will learn more easily if the computer key-board is placed close to the screen. This enables the individual to simultaneously see the keyboard and screen. Some individuals have difficulty remembering if they have to look up after they have hit a key on the keyboard.

16 Nonverbal children and adults will find it easier to associate words with pictures if they see the printed word and a picture on a flashcard. Some individuals do not under-stand line drawings, so it is recommended to work with real objects and photos first. The picture and the word must be on the same side of the card.

17 Some autistic individuals do not know that speech is used for communication. Language learning can be facilitated if language exercises promote communication. If the child asks for a cup, then give him a cup. If the child asks for a plate, when he wants a cup, give him a plate. The individual needs to learn that when he says words, concrete things happen. It is easier for an individual with autism to learn that their words are wrong if the incorrect word resulted in the incorrect object.

18 Many individuals with autism have difficulty using a computer mouse. Try a roller ball (or tracking ball) pointing device that has a separate button for clicking. Autistics with motor control problems in their hands find it very difficult to hold the mouse still during clicking.

19 Children who have difficulty understanding speech have a hard time differentiating between hard consonant sounds such as ‘D’ in dog and ‘L’ in log. My speech teacher helped me to learn to hear these sounds by stretching out and enunciating hard consonant sounds. Even though the child may have passed a pure tone hearing test he may still have difficulty hearing hard consonants. Children who talk in vowel sounds are not hearing consonants.

20 Several parents have informed me that using the closed captions on the television helped their child to learn to read. The child was able to read the captions and match the printed works with spoken speech. Recording a favorite program with captions on a tape would be helpful because the tape can be played over and over again and stopped.

21 Some autistic individuals do not understand that a computer mouse moves the arrow on the screen. They may learn more easily if a paper arrow that looks EXACTLY like the arrow on the screen is taped to the mouse.

22 Children and adults with visual processing problems can see flicker on TV type computer monitors. They can sometimes see better on laptops and flat panel displays which have less flicker.

23 Children and adults who fear escalators often have visual processing problems. They fear the escalator because they cannot determine when to get on or off. These individuals may also not be able to tolerate fluorescent lights. The Irlen colored glasses may be helpful for them.

24 Individuals with visual processing problems often find it easier to read if black print is printed on colored paper to reduce contrast. Try light tan, light blue, gray, or light green paper. Experiment with different colors. Avoid bright yellow–it may hurt the individual’s eyes. Irlen colored glasses may also make reading easier. (Click here to visit the Irlen Institute’s web site.)

25 Teaching generalization is often a problem for children with autism. To teach a child to generalize the principle of not running across the street, it must be taught in many different locations. If he is taught in only one location, the child will think that the rule only applies to one specific place.

26 A common problem is that a child may be able to use the toilet correctly at home but refuses to use it at school. This may be due to a failure to recognize the toilet. Hilde de Clereq from Belgium discovered that an autistic child may use a small non-relevant detail to recognize an object such as a toilet. It takes detective work to find that detail. In one case a boy would only use the toilet at home that had a black seat. His parents and teacher were able to get him to use the toilet at school by covering its white seat with black tape. The tape was then gradually removed and toilets with white seats were now recognized as toilets.

27 Sequencing is very difficult for individuals with severe autism. Sometimes they do not understand when a task is presented as a series of steps. An occupational therapist successfully taught a nonverbal autistic child to use a playground slide by walking his body through climbing the ladder and going down the slide. It must be taught by touch and motor rather than showing him visually. Putting on shoes can be taught in a similar manner. The teacher should put her hands on top of the child’s hands and move the child’s hands over his foot so he feels and understands the shape of his foot. The next step is feeling the inside and the outside of a slip-on shoe. To put the shoe on, the teacher guides the child’s hands to the shoe and, using the hand-over-hand method, slides the shoe onto the child’s foot. This enables the child to feel the entire task of putting on his shoe.

28 Fussy eating is a common problem. In some cases the child may be fixated on a detail that identifies a certain food. Hilde de Clerq found that one child only ate Chiquita bananas because he fixated on the labels. Other fruit such as apples and oranges were readily accepted when Chiquita labels were put on them. Try putting different but similar foods in the cereal box or another package of a favorite food. Another mother had success by putting a homemade hamburger with a wheat free bun in a McDonald’s package.

December 2002

(Source Of Article)

Indiana Resource Center for Autism

1905 North Range Rd.

Bloomington, IN 47408-9801

Phone: 812-855-6508

Fax: 812-855-9630

Director: Cathy Pratt, Ph.D., BCBA

Email: prattc@indiana.edu

10 ASD Facts

An estimate of about 1-68 Children have ASD in the United States, with more children identified than ever before.

ASD is about 4 times more likely in boys than girls.

ASD affects children of all racial, ethnic, and socioeconomic groups.

ASD is a spectrum disorder, which means that every child with ASD has different skills, challenges, and needs.

While do not know all of the causes of ASD, we have learned that there are likely many contributing factors, including genes, early brain development, and the environment.

ASD can be reliably diagnosed by age 2, but children may be diagnosed at earlier ages.

Early identification of ASD helps children get the services they need.

There is no “cure” for ASD, but there are several interventions that can help children learn important skills that improve everyday life.

Typically, the earlier children are diagnosed and receive services, the better their outcomes are.

Children with ASD can learn and succeed in the classroom and beyond. Like every child, with the help of their families, providers, doctors, specialists, and communities, kids with ASD can thrive.

Autism Basics

• Autism now affects 1 in 68 children and 1 in 42 boys

• Autism prevalence figures are growing

• Autism is one of the fastest-growing developmental disorders in the U.S.

• Autism costs a family $60,000 a year on average

• Boys are nearly five times more likely than girls to have autism

• There is no medical detection or cure for autism

“Just A Dog” – An Autistic Viewpoint (Also ESAs)

This post was co-authored with my dear friend Precious Gem from England. I’m so appreciative of her beautiful words and her friendship.

From time to time, people tell me, “lighten up, it’s just a dog,” or “that’s a lot of money for just a dog.” They don’t understand the distance traveled, the time spent, or the costs involved for “just a dog.”

Some of my proudest moments have come about with “just a dog.” Many hours have passed and my only company was “just a dog,” but I did not once feel slighted.

Some of my saddest moments have been brought about by “just a dog,” and in those days of darkness, the gentle touch of “just a dog” gave me comfort and reason to overcome the day.

If you, too, think it’s “just a dog,” then you will probably understand phrases like “just a friend,” “just a sunrise,” or “just a promise.”

“Just a dog” brings into my life the very essence of friendship, trust, and pure and unbridled joy.

“Just a dog” brings out the compassion and patience that makes me a better person.

Because of “just a dog,” I will rise early, take long walks and look longingly to the future. So for me and folks like me, it’s not “just a dog” but an embodiment of all the hopes and dreams of the future, the fond memories of the past, and the pure joy of the moment.

I hope that someday they can understand that it’s not “just a dog,” but the thing that gives me humanity and keeps me from being “just a human.” So the next time you hear the phrase “just a dog,” just smile–because they “just don’t understand.”

I decided to include this beautiful commentary because I have an amazing ESA Dog named Twilight. He’s been with me nearly five years and I love him like he’s my own child. Without him I can’t imagine what my life would be like. He’s amazing.Banjo is an unsanctioned ESA as they are not legally recognized in England. He’s also a bull breed and is restricted by cruel Breed Specific Laws and is an Ambassador for the Born Innocent project. There is a lot more information on his webpage. You can follow Banjo and his adventures at the following page! https://m.facebook.com/Precious-Banjo-678358642357186/?ref=bookmarks

Dealing With Anger Towards Your Asperger’s Partner

Anger is a common problem for adults with Asperger’s Syndrome and their partners. Pent-up frustration, disappointment, misunderstanding, and resentment often grow as the challenges of Asperger’s exert themselves. Common differences that exist in every relationship are magnified and complicated by the presence of Asperger’s, pulling couples apart and testing the very viability of the relationship. When the source of anger cannot be identified and addressed, anger becomes unreachable and entrenched, and separation can seem like the only solution.

It’s no secret that Asperger’s poses real and undeniable obstacles to intimacy for most couples, but those obstacles are not insurmountable. Learning about Asperger’s and its effects on close relationships is the key to helping one meet, and hopefully, overcome those barriers. Just as important is understanding what you, as a neurotypical partner, can do to lessen the impact of Asperger’s and move beyond the complicated emotional complications that come between you and your Asperger’s partner.

How Asperger’s Complicates Relationships

Asperger’s Syndrome is a problem of relating. People with Asperger’s have a great deal of trouble interacting with others in socially acceptable ways. They have trouble understanding how other people think and feel, hence they often react inappropriately, missing verbal and nonverbal cues, responding more to what interests them than what interests others, failing to initiate interactions, sometimes conveying an impression of disinterest, even lack of caring, and seeming to treat others as objects without emotions rather than people who need intimacy.

If your partner has Asperger’s it is crucial that you understand what this condition is about. You may not like it, it may be very hard on you, and you may doubt whether the relationship is worth it, but if you are going to learn to live with it, you must be aware of the essential characteristics of Asperger’s. Without that understanding you cannot appreciate what your partner is struggling with, nor is it likely you will find solutions for your relationship difficulties. It is very hard to solve a problem without some understanding of the problem itself.

Acceptance

Knowing about Asperger’s doesn’t help much if it doesn’t translate into some degree of tolerance and acceptance. It is hard for all of us to change who we are, and it may be even harder to change the characteristics of Asperger’s, not impossible but harder. You will get further in creating a successful relationship when you focus on accepting rather than changing your partner. It is reasonable to not like your partner’s behavior and want it to change but if you cannot accept the person your partner is you will not be able to find happiness in that relationship.

Don’t confuse acceptance with granting permission to act whatever way your partner chooses. Callous, unsympathetic, and cold behavior, for example, are not things to be supported. There is nothing wrong with expecting to be treated decently, wanting to be accepted and loved, and disapproving of anything less, but when your goal is to change the fundamental characteristics of who your partner is, you not only set yourself up for failure but you risk setting the bar impossibly high for your partner. Try to accept, and you will likely be rewarded with the same response from your partner.

Look Inwards

Yes, your partner with Asperger’s frustrates you no end. It’s not an illusion. You aren’t dreaming. But by the same token, ask yourself how you contribute to your relationship difficulties? What are you doing to make matters as they are? Is there some way you add to the miscommunication, frustration, disappointment, or tension that exists between the two of you and, if so, can you look at that, honestly admit how you aid in whatever discord you both experience and resolve to do something about it?

I’m not saying it’s your fault. Looking at what you may contribute doesn’t imply you’re to blame. As the saying goes, it takes two to tango, and in your relationship both of you are dancing together, each contributing to the disappointments as well as the joys that combine to make your relationship the unique interaction it is.

Look, if you can, at the expectations, needs, and assumptions you have of your partner and your relationship, see where they add to and where they detract from the difficulties you both experience. Try to work on what you do that doesn’t help. In doing so, you will be giving of your best to your relationship. Good things are bound to come from such efforts.

Music Therapy Research

What Is Music Therapy?

Music is an ancient form of communication, common to every human culture. It requires no verbal abilities, and it can be adapted to meet the needs and tastes of absolutely everyone.

Music therapy is a well-established technique for using musical interaction to help individuals with a wide range of cognitive and emotional challenges to improve their ability to function. By interacting with adults and children on the autism spectrum, musical therapists can build skills, lower anxiety, and even develop new communication skills.

It’s important to note that music therapy is NOT the same as musical instruction. If your aim is to have your child build vocal or instrumental skills, you’ll need to find an instructor instead of or in addition to a music therapist.

Why Would a Person with Autism Need to See a Music Therapist?

Music Therapy can help people with autism to improve skills in areas such as communication, social skills, sensory issues, behavior, cognition, perceptual/motor skills, and self-reliance or self-determination. The therapist finds music experiences that strike a chord with a particular person, making personal connections and building trust.

People on the autism spectrum are often especially interested in and responsive to music. Because music is motivating and engaging, it may be used as a natural “reinforcer” for desired responses. Music therapy can also help those with sensory aversions to certain sounds to cope with sound sensitivities or individual differences in auditory processing.

What Does a Music Therapist Do for People with Autism?

After assessing the strengths and needs of each person, music therapists develop a treatment plan with goals and objectives and then provide appropriate treatment. Music therapists work with both individuals and in small groups, using a variety of music and techniques.

According to the National Autistic Society, music therapists may:

…rely on spontaneous musical improvisation. The therapist uses percussion or tuned instruments, or her own voice, to respond creatively to the sounds produced by the client, and encourage the client to create his or her own musical language. The aim is to create a context of sound in which the client feels comfortable and confident to express himself, to experience a wider range of emotions, and to discover what it is like to be in a two-way communicating relationship.

Use simple songs, pieces or musical styles to suit the mood and clinical and developmental needs of the client at any given moment. In fact, music as therapy need not fall into conventional patterns or even use words; the music therapist can respond to cries, screams and body movements by the client, all of which have rhythm and pitch and are susceptible to organization in musical terms.

A good music therapist should be able to develop strategies that can be implemented at home or at school.

How Can I Find a Board Certified Music Therapist?

Music therapists must earn a bachelor’s degree or higher in music therapy from an American Music Therapy Association (AMTA) approved college and university program; complete a minimum of 1,200 hours of clinical training; and pass a national examination administered by the Certification Board for Music Therapists (CBMT) to obtain the credential required for professional practice, Music Therapist-Board Certified (MT-BC).

Some music therapists work in school settings as a related service on a child’s Individual Education Plan (IEP), either hired or contracted by a school district. Others have private practices or work for agencies that specialize in treatment for individuals with developmental disabilities.

Some states fund music therapy services through Medicaid Waivers or other state programs. Private health insurance reimbursement usually requires pre-approval on a case-by-case basis

Does My Child Have Autism? A FAQ For Parents (Written By Request)

As a parent, you never want to believe that your child has a problem. But when it comes to autism, diagnosing it quickly, ideally by the age of eighteen months, can make a huge difference.

No matter your child’s age, don’t lose hope.

Therapy can reduce the disorder’s effects and help your child learn, grow, and thrive.

What Is Autism?

Autism is a spectrum of closely related disorders with a shared core of symptoms.

Autism spectrum disorder appears in infancy and early childhood, causing delays in many basic areas of development, such as learning to talk, play, and interact with others.

The signs and symptoms of autism vary widely, as do its effects. Some children with autism have only mild impairments, while others have more obstacles to overcome.

However, every child on the autism spectrum has problems, at least to some degree, in the following three areas:

• Communicating verbally and non-verbally

• Relating to others and the world around them

• Thinking and behaving flexibly

There are different opinions among doctors, parents, experts, and most importantly, diagnosed patients, about what causes autism and how best to treat it.

There is one fact, however, that everyone agrees on: early and intensive intervention helps.

For children who have Autism and children who show early signs, it can make all the difference.

How do I spot any warning signs?

As a parent, you’re in the best position to spot the earliest warning signs of autism. You know your child better than anyone and observe behaviors and quirks that a pediatrician, in a quick fifteen-minute visit, might not have the chance to see.

Your child’s pediatrician can be a valuable partner, but don’t discount the importance of your own observations and experience.

The key is to educate yourself so you know what’s normal and what’s not.

Monitor your child’s development.

Autism involves a variety of developmental delays, so keeping a close eye on when—or if—your child is hitting the key social, emotional, and cognitive milestones is an effective way to spot the problem early on. While developmental delays don’t automatically point to autism, they may indicate a heightened risk.

Take action if you’re concerned.

Every child develops at a different pace, so you don’t need to panic if your child is a little late to talk or walk. When it comes to healthy development, there’s a wide range of “normal.” But if your child is not meeting the milestones for his or her age, or you suspect a problem, share your concerns with your child’s doctor immediately. Don’t wait.

Don’t accept a wait-and-see approach.

Many concerned parents are told, “Don’t worry” or “Wait and see.” But waiting is the worst thing you can do. You risk losing valuable time at an age where your child has the best chance for improvement. Furthermore, whether the delay is caused by autism or some other factor, developmentally delayed kids are unlikely to simply “grow out of” their problems. In order to develop skills in an area of delay, your child needs extra help and targeted treatment.

Trust your instincts.

Ideally, your child’s doctor will take your concerns seriously and perform a thorough evaluation for autism or other developmental delays. But sometimes, even well-meaning doctors miss red flags or underestimate problems.

Listen to your gut if it’s telling you something is wrong, and be persistent. Schedule a follow-up appointment with the doctor, seek a second opinion, or ask for a referral to a child development.

Some children with autism spectrum disorder start to develop communication skills and then regress, usually between 12 and 24 months. For example, a child who was communicating with words such as “mommy” or “up” may stop using language entirely, or a child may stop playing social games he or she used to enjoy such as peek-a-boo, patty cake, or waving “bye-bye.”

Any loss of speech, babbling, gestures, or social skills should be taken very seriously, as regression is a major red flag for autism.

Signs And Symptoms in Babies And Toddlers.

If autism is caught in infancy, therapy can take full advantage of the young brain’s remarkable plasticity.

Although autism is hard to diagnose before 24 months, symptoms often surface between 12 and 18 months.

If signs are detected by 18 months of age, intensive therapy may help to ease some of the symptoms.

The earliest signs of autism involve the absence of normal behaviors—not the presence of abnormal ones—so they can be tough to spot.

In some cases, the earliest symptoms of autism are even misinterpreted as signs of a “good baby,” since the infant may seem quiet, independent, and undemanding. However, you can catch warning signs early if you know what to look for.

Some autistic infants don’t respond to cuddling, reach out to be picked up, or look at their mothers when being fed.

Early Signs:

Your baby or toddler doesn’t:

• Make eye contact, such as looking at you when being fed or smiling when being smiled at

• Respond to his or her name, or to the sound of a familiar voice

• Follow objects visually or follow your gesture when you point things out

• Point or wave goodbye, or use other gestures to communicate

• Make noises to get your attention

• Initiate or respond to cuddling or reach out to be picked up

• Imitate your movements and facial expressions

• Play with other people or share interest and enjoyment

• Notice or care if you hurt yourself or experience discomfort

The following delays warrant an immediate evaluation by your child’s pediatrician:

By 6 months: No big smiles or other warm, joyful expressions

By 9 months: No back-and-forth sharing of sounds, smiles, or other facial expressions

By 12 months:

• Lack of response to name
• No babbling or “baby talk”
• No back-and-forth gestures, such as pointing, showing, reaching, or waving

By 16 months: No spoken words

By 24 months: No meaningful two-word phrases that don’t involve imitating or mimicking.

As children get older, the red flags for autism become more diverse. There are many warning signs and symptoms, but they typically revolve around impaired social skills, speech and language difficulties, non-verbal communication difficulties, and inflexible behavior.

Signs In Older Children

Signs of social difficulties

• Appears disinterested or unaware of other people or what’s going on around them

• Doesn’t know how to connect with others, play, or make friends

• Prefers not to be touched, held, or cuddled

• Doesn’t play “pretend” games, engage in group games, imitate others, or use toys in creative ways

• Has trouble understanding feelings or talking about them

• Doesn’t seem to hear when others talk to him or her

• Doesn’t share interests or achievements with others (drawings, toys)

Basic social interaction can be difficult for children with autism spectrum disorder. Many kids on the autism spectrum seem to prefer to live in their own world, aloof and detached from others.

Signs of speech and language difficulties

• Speaks in an abnormal tone of voice, or with an odd rhythm or pitch (e.g. ends every sentence as if asking a question)

• Repeats the same words or phrases over and over, often without communicative intent

• Responds to a question by repeating it, rather than answering it

• Uses language incorrectly (grammatical errors, wrong words) or refers to him or herself in the third person

• Has difficulty communicating needs or desires

• Doesn’t understand simple directions, statements, or questions

• Takes what is said too literally (misses undertones of humor, irony, and sarcasm)

Children with autism spectrum disorder have difficulty with speech and language. Often, they start talking late.

Signs of nonverbal communication difficulties

• Avoids eye contact

• Uses facial expressions that don’t match what he or she is saying

• Doesn’t pick up on other people’s facial expressions, tone of voice, and gestures

• Makes very few gestures (such as pointing). May come across as cold or “robot-like.”

• Reacts unusually to sights, smells, textures, and sounds. May be especially sensitive to loud noises. Can also be unresponsive to people entering/leaving, as well as efforts by others to attract the child’s attention.

• Abnormal posture, clumsiness, or eccentric ways of moving (e.g., walking exclusively on tiptoe)

Children with autism spectrum disorder have trouble picking up on subtle nonverbal cues and using body language. This makes the “give-and-take” of social interaction very difficult.

Signs of inflexibility

• Follows a rigid routine (e.g., insists on taking a specific route to school)

• Has difficulty adapting to any changes in schedule or environment (e.g., has a meltdown if the furniture is rearranged or bedtime is at a different time than usual)

• Unusual attachments to toys or strange objects such as keys, light switches, or rubber bands. Obsessively lines things up or arranges them in a certain order.

• Preoccupation with a narrow topic of interest, often involving numbers or symbols (e.g., memorizing and reciting facts about maps, train schedules, or sports statistics)

• Spends long periods watching moving objects such as a ceiling fan, or focusing on one specific part of an object such as the wheels of a toy car

• Repeats the same actions or movements over and over again, such as flapping hands, rocking, or twirling (known as self-stimulatory behavior, or “stimming”). Some researchers and clinicians believe that these behaviors may soothe children with autism more than stimulate them.

Children with autism spectrum disorder are often restricted, inflexible, and even obsessive in their behaviors, activities, and interests.

Self-Stimulating Behaviors:

• Hand flapping

• Rocking back and forth

• Spinning in a circle

• Finger flicking

• Head banging

• Staring at lights

• Moving fingers in front of the eyes

• Snapping fingers

• Tapping ears

• Scratching

• Lining up toys

• Spinning objects

• Wheel spinning

• Watching moving objects

• Flicking light switches on and off

• Repeating words or noises

Possible Autism Causes:

Until recently, most scientists believed that autism is caused mostly by genetic factors. But groundbreaking new research indicates that environmental factors may also be important in the development of autism.

Babies may be born with a genetic vulnerability to autism that is then triggered by something in the external environment, either while he or she is still in the womb or sometime after birth.

It’s important to note that the environment, in this context, means anything outside the body. It’s not limited to things like pollution or toxins in the atmosphere. In fact, one of the most important environments appears to be the prenatal environment.

Taking antidepressants during pregnancy, especially in the first 3 months

Nutritional deficiencies early in pregnancy, particularly not getting enough folic acid

Complications at or shortly after birth, including very low birth weight and neonatal anemia

Maternal infections during pregnancy

Exposure to chemical pollutants, such as metals and pesticides, while pregnant

More research on these prenatal risk factors is needed, but if you’re pregnant or trying to conceive, it can’t hurt to take steps now to reduce your baby’s risk of autism.

Possible Risk Reduction Methods:

Take a multivitamin.

Taking 400 micrograms of folic acid daily helps prevent birth defects such as spina bifida. It’s not clear whether this will also help reduce risk of autism, but taking the vitamins can’t hurt.

Ask about SSRIs.

Women who are taking an SSRI (or who develop depression during pregnancy) should talk with a clinician about all the risks and benefits of these drugs. Untreated depression in a mother can also affect her child’s well-being later on, so this is not a simple decision to make.

Practice prenatal care.

Eating nutritious food, trying to avoid infections, and seeing a clinician for regular check-ups can increase the chances of giving birth to a healthy child.

Source: Harvard Health Publications

Autism And Vaccines:

While you can’t control the genes your child inherits, or shield him or her from every environmental danger, there is one very important thing you can do to protect the health of your child: make sure he or she is vaccinated on schedule.

Despite a lot of controversy on the topic, scientific research does not support the theory that vaccines or their ingredients cause autism.

Five major epidemiologic studies conducted in the U.S., UK, Sweden, and Denmark, found that children who received vaccines did not have higher rates of autism.

Additionally, a major safety review by the Institute of Medicine failed to find any evidence supporting the connection.

Other organizations that have concluded that vaccines are not associated with autism include the Centers for Disease Control and Prevention (CDC), the U.S. Food and Drug Administration (FDA), the American Academy of Pediatrics, and the World Health Organization (WHO).

I’m Worried: What can I do?

If your child is developmentally delayed, or if you’ve observed other red flags for autism, schedule an appointment with your pediatrician right away. In fact, it’s a good idea to have your child screened by a doctor even if he or she is hitting the developmental milestones on schedule. The American Academy of Pediatrics recommends that all children receive routine developmental screenings, as well as specific screenings for autism at 9, 18, and 30 months of age.

Schedule an autism screening.

A number of specialized screening tools have been developed to identify children at risk for autism. Most of these screening tools are quick and straightforward, consisting of yes-or-no questions or a checklist of symptoms. Your pediatrician should also get your feedback regarding your child’s behavior.

See a developmental specialist.

If your pediatrician detects possible signs of autism during the screening, your child should be referred to a specialist for a comprehensive diagnostic evaluation. Screening tools can’t be used to make a diagnosis, which is why further assessment is needed.

A specialist can conduct a number of tests to determine whether or not your child has autism. Although many clinicians will not diagnose a child with autism before 30 months of age, they will be able to use screening techniques to determine when a cluster of symptoms associated with autism is present.

Seek early intervention services.

The diagnostic process for autism is tricky and can sometimes take a while. But you can take advantage of treatment as soon as you suspect your child has developmental delays.

Ask your doctor to refer you to early intervention services. Early intervention is a federally funded program for infants and toddlers with disabilities.

Children who demonstrate several early warning signs may have developmental delays.

They will benefit from early intervention whether or not they meet the full criteria for an autism spectrum disorder.

In other words, there is more risk involved in the wait-and-see approach than in receiving early intervention.

Sources:

National Institute Of Health

Autism Society Of America

Center For Disease Control

World Health Organization

National Autism Society

Spark Action Group

First Signs Group