Autism symptoms

Children with autism generally have problems in three crucial areas of development – social interaction, language and behavior. But because autism symptoms vary greatly, two children with the same diagnosis may act quite differently and have strikingly different skills. The severities of symptoms also differ greatly between individuals, but all people with autism have some core symptoms in the following areas:

Social interactions and relationships

Significant problems developing non-verbal communication skills, such as eye-to-eye gazing, facial expressions, joint attention and body posture.
Failure to establish friendships with children the same age
Lack of interest in sharing enjoyment, interests, or achievements with other people
“Theory of mind” difficulties. These difficulties seem to be universal among individuals on the autism spectrum. Theory of mind means being able to infer the full range of mental states (beliefs, desires, intentions, imagination, emotions, etc.) that cause action. In brief having a theory of mind is to be able to reflect on the contents of one’s own and other’s minds. (see Simon Baron-Cohen Theory of mind in normal development and autism http://www.autism-community.com/wp-content/.../TOM-in-TD-and ASD.pdf )

Verbal and communication skills

Delay in or lack of learning to talk. As many as 40% of people with autism never speak
Problems taking steps to initiate conversation, staying on topic and continuing the conversation
Stereotyped and repetitive use of language. People with autism often repeat a question instead of answering it (immediate echolalia) or repeat over and over a phrase they have heard previously (delayed echolalia). Children with autism often engage in self-talk and when upset reiterate the same words or phrases in apparent attempt to sooth themselves.
Difficulty understanding their listener’s perspective. For example, a person with autism may not understand that someone is using humor. They may interpret the communication word for word and fail to catch the implied meaning (see “theory of mind).

Limited interests in activities or play

An excessive lining up of toys or objects, hoarding of objects and an unusual focus on pieces such as spinning the wheels of a car instead of playing with it. Children with autism do not engage in play activities in the same manner as typically developing children.
Preoccupation with certain topics. For example, older children and adults may be fascinated by particular video games, train schedules, or a very narrowly defined aspect of a bigger subject matter.
A need for sameness and routines. For example, a child with autism may want to have the same type of dinner on certain week days, the same person waiting at the bus stop for them or doing things in the exact order every day.
Stereotyped behaviors. These may include toe-walking, jumping, body rocking, hand flapping, spinning, flickering fingers in front of eyes, covering ears or other repeated body movements.

EARLY DETECTION

Some children show signs of autism in early infancy. Other children may develop normally for the first few months or years of life but then suddenly regress and lose language skills they’ve already acquired. Research now suggests that children as young as 1 year old can show signs of autism. Many first time parents are not aware of the developmental milestones their child should have reached by that age. A parent (usually the mother) may have a nagging feeling deep inside something is not right, especially when comparing her child to peers, but it is be too scary to confront that reality. The dreadful A-word may be looming around, never to be openly discussed with family or friends. The most important thing a parent or a caregiver can do is to learn the early signs of autism and understand the typical milestones your child should be reaching ad different ages. Every parent should watch for the Red Flags of Autism. If you have any concerns about your child’s development, don’t wait. It is crucial to start the intervention as soon as possible. Waiting for improvement or a formal diagnosis may cause precious months of critical intervention to be lost.

No big smiles or other warm, joyful expression by six months or thereafter
No back-and forth sharing of sounds, smiles or other facial expressions by nine months or thereafter
No babbling by 12 months
No back and forth gestures, such as pointing, showing, reaching, or waving by 12 months
No two-word meaningful phrases (without imitating or repeating) by 24 months
Any loss of speech or babbling sounds or social skills at any age

This information is provided by First Signs, Inc. 2001-2005.

Because most children start showing symptoms of autism at about 18-24 months, British researchers have developed a screening tool called the Checklist for Autism in Toddlers (CHAT). The CHAT (which takes five minutes to administer) has been shown to be highly effective in predicting which children will develop autism, PDD, Asperger’s or other developmental syndromes. The CHAT is to be administered by a health visitor or a general practitioner at the 18 month check up.

Section A Questions for the parents

A1 Does your child enjoy being swung, bounced on your knee, etc.?
A2 Does your child take an interest in other children?
A3 Does your child like climbing on things, such as stairs?
A4 Does your child enjoy playing peek-a-boo/hide and seek?
A5 Does your child ever PRETEND, for example to make a cup of tea using a toy cup and teapot or pretend other things?
A6 Does your child ever use his/her index finger to point, to ASK for something?
A7 Does your child ever use his/her index finger to point to indicate INTEREST in something?
A8 Can your child play properly with small toys (e.g. cars or bricks) without just mouthing, fiddling or dropping them?
A9 Does your child ever bring thing to you (parents) to SHOW you something?

Section B Health visitor or GP observation

Bi During the appointment has the child made eye contact with you?
Bii Get the child’s attention, then point across the room at an interesting object and say “Oh, look! There is a (name of toy)” Watch the child’s face. Does the child look across at what you are pointing at?
Biii Get the child’s attention then give the child a miniature tea pot and tea cup and say” Can you make a cup of tea?” Does the child pretend to pour out tea, drink it, etc.?
Biv Say to the child “Where is the light?” or “Show me the light?”. Does the child POINT with his/her index finger at the light?
Bv Can the child build a tower of bricks? If so, how many?

For information on the CHAT, see www.paains.org.uk/Autism/chat.htm, www.aheadwithautism.com/chat_screening.html

For more information about recognizing the early signs of developmental and behavioral disorders, please visit http://www.Firstsigns.org or the Centers for Disease Control at http://www.cdc.gov/actearly.


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Autism symptoms Children with autism generally have problems in three crucial areas of development – social interaction, language and behavior. But because autism symptoms vary greatly, two children with the same diagnosis may act quite differently and have strikingly different skills. The severities of symptoms also differ greatly between individuals, but all people with autism have some core symptoms in the following areas: Social interactions and relationships Significant problems developing non-verbal communication skills, such as eye-to-eye gazing, facial expressions, joint attention and body posture. Failure to establish friendships with children the same age Lack of interest in sharing enjoyment, interests, or achievements with other people “Theory of mind” difficulties. These difficulties seem to be universal among individuals on the autism spectrum. Theory of mind means being able to infer the full range of mental states (beliefs, desires, intentions, imagination, emotions, etc.) that cause action. In brief having a theory of mind is to be able to reflect on the contents of one’s own and other’s minds. (see Simon Baron-Cohen Theory of mind in normal development and autism http://www.autism-community.com/wp-content/.../TOM-in-TD-and ASD.pdf ) Verbal and communication skills Delay in or lack of learning to talk. As many as 40% of people with autism never speak Problems taking steps to initiate conversation, staying on topic and continuing the conversation Stereotyped and repetitive use of language. People with autism often repeat a question instead of answering it (immediate echolalia) or repeat over and over a phrase they have heard previously (delayed echolalia). Children with autism often engage in self-talk and when upset reiterate the same words or phrases in apparent attempt to sooth themselves. Difficulty understanding their listener’s perspective. For example, a person with autism may not understand that someone is using humor. They may interpret the communication word for word and fail to catch the implied meaning (see “theory of mind). Limited interests in activities or play An excessive lining up of toys or objects, hoarding of objects and an unusual focus on pieces such as spinning the wheels of a car instead of playing with it. Children with autism do not engage in play activities in the same manner as typically developing children. Preoccupation with certain topics. For example, older children and adults may be fascinated by particular video games, train schedules, or a very narrowly defined aspect of a bigger subject matter. A need for sameness and routines. For example, a child with autism may want to have the same type of dinner on certain week days, the same person waiting at the bus stop for them or doing things in the exact order every day. Stereotyped behaviors. These may include toe-walking, jumping, body rocking, hand flapping, spinning, flickering fingers in front of eyes, covering ears or other repeated body movements. EARLY DETECTION Some children show signs of autism in early infancy. Other children may develop normally for the first few months or years of life but then suddenly regress and lose language skills they’ve already acquired. Research now suggests that children as young as 1 year old can show signs of autism. Many first time parents are not aware of the developmental milestones their child should have reached by that age. A parent (usually the mother) may have a nagging feeling deep inside something is not right, especially when comparing her child to peers, but it is be too scary to confront that reality. The dreadful A-word may be looming around, never to be openly discussed with family or friends. The most important thing a parent or a caregiver can do is to learn the early signs of autism and understand the typical milestones your child should be reaching ad different ages. Every parent should watch for the Red Flags of Autism. If you have any concerns about your child’s development, don’t wait. It is crucial to start the intervention as soon as possible. Waiting for improvement or a formal diagnosis may cause precious months of critical intervention to be lost. No big smiles or other warm, joyful expression by six months or thereafter No back-and forth sharing of sounds, smiles or other facial expressions by nine months or thereafter No babbling by 12 months No back and forth gestures, such as pointing, showing, reaching, or waving by 12 months No two-word meaningful phrases (without imitating or repeating) by 24 months Any loss of speech or babbling sounds or social skills at any age This information is provided by First Signs, Inc. 2001-2005. Because most children start showing symptoms of autism at about 18-24 months, British researchers have developed a screening tool called the Checklist for Autism in Toddlers (CHAT). The CHAT (which takes five minutes to administer) has been shown to be highly effective in predicting which children will develop autism, PDD, Asperger’s or other developmental syndromes. The CHAT is to be administered by a health visitor or a general practitioner at the 18 month check up. Section A Questions for the parents A1 Does your child enjoy being swung, bounced on your knee, etc.? A2 Does your child take an interest in other children? A3 Does your child like climbing on things, such as stairs? A4 Does your child enjoy playing peek-a-boo/hide and seek? A5 Does your child ever PRETEND, for example to make a cup of tea using a toy cup and teapot or pretend other things? A6 Does your child ever use his/her index finger to point, to ASK for something? A7 Does your child ever use his/her index finger to point to indicate INTEREST in something? A8 Can your child play properly with small toys (e.g. cars or bricks) without just mouthing, fiddling or dropping them? A9 Does your child ever bring thing to you (parents) to SHOW you something? Section B Health visitor or GP observation Bi During the appointment has the child made eye contact with you? Bii Get the child’s attention, then point across the room at an interesting object and say “Oh, look! There is a (name of toy)” Watch the child’s face. Does the child look across at what you are pointing at? Biii Get the child’s attention then give the child a miniature tea pot and tea cup and say” Can you make a cup of tea?” Does the child pretend to pour out tea, drink it, etc.? Biv Say to the child “Where is the light?” or “Show me the light?”. Does the child POINT with his/her index finger at the light? Bv Can the child build a tower of bricks? If so, how many? For information on the CHAT, see www.paains.org.uk/Autism/chat.htm, www.aheadwithautism.com/chat_screening.html For more information about recognizing the early signs of developmental and behavioral disorders, please visit http://www.Firstsigns.org or the Centers for Disease Control at http://www.cdc.gov/actearly.

Autism symptoms

Social interactions and relationships

Significant problems developing non-verbal communication skills, such as eye-to-eye gazing, facial expressions, joint attention and body posture.

Failure to establish friendships with children the same age

Lack of interest in sharing enjoyment, interests, or achievements with other people

Verbal and communication skills

Delay in or lack of learning to talk. As many as 40% of people with autism never speak

Problems taking steps to initiate conversation, staying on topic and continuing the conversation

Difficulty understanding their listener’s perspective. For example, a person with autism may not understand that someone is using humor. They may interpret the communication word for word and fail to catch the implied meaning (see “theory of mind).

Limited interests in activities or play

An excessive lining up of toys or objects, hoarding of objects and an unusual focus on pieces such as spinning the wheels of a car instead of playing with it. Children with autism do not engage in play activities in the same manner as typically developing children.

Preoccupation with certain topics. For example, older children and adults may be fascinated by particular video games, train schedules, or a very narrowly defined aspect of a bigger subject matter.

A need for sameness and routines. For example, a child with autism may want to have the same type of dinner on certain week days, the same person waiting at the bus stop for them or doing things in the exact order every day.

Stereotyped behaviors. These may include toe-walking, jumping, body rocking, hand flapping, spinning, flickering fingers in front of eyes, covering ears or other repeated body movements.

EARLY DETECTION

No big smiles or other warm, joyful expression by six months or thereafter

No back-and forth sharing of sounds, smiles or other facial expressions by nine months or thereafter

No babbling by 12 months

No back and forth gestures, such as pointing, showing, reaching, or waving by 12 months

No two-word meaningful phrases (without imitating or repeating) by 24 months

Any loss of speech or babbling sounds or social skills at any age

This information is provided by First Signs, Inc. 2001-2005.

Section A Questions for the parents

A1 Does your child enjoy being swung, bounced on your knee, etc.?

A2 Does your child take an interest in other children?

A3 Does your child like climbing on things, such as stairs?

A4 Does your child enjoy playing peek-a-boo/hide and seek?

A5 Does your child ever PRETEND, for example to make a cup of tea using a toy cup and teapot or pretend other things?

A6 Does your child ever use his/her index finger to point, to ASK for something?

A7 Does your child ever use his/her index finger to point to indicate INTEREST in something?

A8 Can your child play properly with small toys (e.g. cars or bricks) without just mouthing, fiddling or dropping them?

A9 Does your child ever bring thing to you (parents) to SHOW you something?

Section B Health visitor or GP observation

Bi During the appointment has the child made eye contact with you?

Bii Get the child’s attention, then point across the room at an interesting object and say “Oh, look! There is a (name of toy)” Watch the child’s face. Does the child look across at what you are pointing at?

Biii Get the child’s attention then give the child a miniature tea pot and tea cup and say” Can you make a cup of tea?” Does the child pretend to pour out tea, drink it, etc.?

Biv Say to the child “Where is the light?” or “Show me the light?”. Does the child POINT with his/her index finger at the light?

Bv Can the child build a tower of bricks? If so, how many?

For information on the CHAT, see www.paains.org.uk/Autism/chat.htm, www.aheadwithautism.com/chat_screening.html

For more information about recognizing the early signs of developmental and behavioral disorders, please visit http://www.Firstsigns.org or the Centers for Disease Control at http://www.cdc.gov/actearly.