support
“Autism is not new, nor is it something to be feared. Autistic adults and children deserve acceptance, understanding and support. At their core, autistic rights are human rights. There’s room for all different kinds of minds. Love always, not fear.” – Courtney Alison
Autism spectrum disorder or ASD is a neurodevelopmental condition – the endpoint of several medical causes that manifest on a behavioural level. It impacts the developing brain and affects various areas including behavioural, psychological, social, communicative and, occasionally, physical. A transdisciplinary approach is needed to address the full range of needs of those with autism and early diagnosis and intervention is crucial.
While ASD symptoms typically present between the ages of two and three years, symptoms may be evident earlier. Making a diagnosis requires taking a comprehensive history focusing on developmental milestones and inquiring about core behaviours, along with observations in several settings. Play-based assessments that elicit core deficit areas are often used.
There is no objective medical way – such as blood tests or scans – that can be used to diagnose autism. It is characterised by qualitative impairments in social communication, social interaction and social imagination with a restricted range of interests and, often, repetitive behaviours and mannerisms. Sensory hypo- and hyper-sensitivities to the environment are common.
early childhood
In the first year of life, there are usually few clear features of autism. However, a parent should be concerned if they observe the following:
lack of appropriate facial expressions and social smiling, poor attention and impaired social interaction
ignoring people, a preference for being alone and a lack of eye contact, appropriate gestures and emotional expression along with less looking at others, pointing or showing objects.
In the first year of life, there are usually few clear features of autism. However, a parent should be concerned if they observe the following:
lack of appropriate facial expressions and social smiling, poor attention and impaired social interaction
ignoring people, a preference for being alone and a lack of eye contact, appropriate gestures and emotional expression along with less looking at others, pointing or showing objects.
two to three years
Concerns about the following verbal and non-verbal communication milestones may indicate autism:
Deficits in understanding language
Unusual use of language
Poor response to own name
Lack of pointing
Difficulty in following a point
Lack of reciprocal social smiling during interactions
social impairments
Social impairments associated with ASD include:
Limited or complete lack of imitative actions such as clapping
Lack of demonstration with toys and other objects
Lack of interest in or an unusual approach to other children
Minimal recognition of and responsiveness to other people’s happiness or distress
Limited variety of imaginative play or pretence, especially social imagination (i.e. not joining with others in shared imaginary games)
Failure to initiate simple play with others or participate in early social games
Preference for solitary play activities
Odd relationships with adults (overly friendly or ignores them)
Limited or complete lack of imitative actions such as clapping
Lack of demonstration with toys and other objects
Lack of interest in or an unusual approach to other children
Minimal recognition of and responsiveness to other people’s happiness or distress
Limited variety of imaginative play or pretence, especially social imagination (i.e. not joining with others in shared imaginary games)
Failure to initiate simple play with others or participate in early social games
Preference for solitary play activities
Odd relationships with adults (overly friendly or ignores them)
impairment of interests, activities and other behaviours
Other indicators can include:
Hypersensitivity to touch or sound
Irregular motor mannerisms
Biting or hitting of or aggression towards peers
Oppositional towards adults
Preference for sameness or inability to cope with change especially in unstructured settings
Repetitive play with toys such as lining up objects
Turning light switches on or off
The symptoms your child experience will determine the type of ADHD they have.
Other indicators can include:
Hypersensitivity to touch or sound
Irregular motor mannerisms
Biting or hitting of or aggression towards peers
Oppositional towards adults
Preference for sameness or inability to cope with change especially in unstructured settings
Repetitive play with toys such as lining up objects
Turning light switches on or off
The symptoms your child experience will determine the type of ADHD they have.
absolute indicators
Children exhibiting the below indicators should be referred for diagnosis of ASD:
No babbling, pointing or other gestures by 12 months
No single words by 18 months
No two-word spontaneous (non-echoed) phrases by 24 months
Any loss of language or social skills at any age
helpful information
useful affirmations
"I love how you like to learn new things."
"You have so many good ideas."
"I admire how you can think of so many possibilities at once"
"You are good at thinking outside the box"
"I love your energy"
"Wow, you really can focus"