AUTISM DIAGNOSIS

Senin, 26 September 2016
Autism diagnosis

AUTISM DIAGNOSIS
People often associate autism with that which they can see and observe, in other words a person’s behaviour. It is, however, important to recognise that autism is not a behavioural problem and that observable behaviours arise as a result of a range of complex and interacting factors. In clinical terms autism is considered to be a neurodevelopmental disorder. That is to say it is present from early childhood and disrupts typical psychological development.

Autism is associated with “qualitative impairments” in three areas, namely, social communication, social interaction and social imagination and flexible thinking. It should be noted that a growing number of people on the autism spectrum reject the term “impairment”. It is used here to reflect the terminology used in the current diagnostic criteria.

The implications of each of these areas will vary across the spectrum and from person to person. These examples are intended to be indicative rather than prescriptive and are given to illustrate the diversity within each area of the triad across the spectrum. It is also important to bear in mind that the impact from each area is not distinct and that a degree of challenge will be evident in all three areas.

Some examples of social communication issues are shown below.

Limited or absent verbal language
Difficulties using and understanding appropriate body language
Limited motivation to initiate and sustain conversation
Limited original or self-generated language and/or use of learned or echoed words and phrases with varying degrees of relevance to the context
Literal understanding of language
Strong desire to verbally interact but with a focus on restricted interests, individuals who have such tendencies are likely to attempt to dominate conversations and are often very able to divert any conversation back to their preferred topic.



EXAMPLE :

John is 7 and has autism. He has no verbal language but seems to understand some words and very simple instructions. He is especially responsive to language based on activities that are motivating for him such as swimming. John has been taught to make vary basic choices by introducing him to a visual communication system.

Sarah is 15 and has Asperger’s Syndrome. She is very talkative and can have long and detailed conversations. However, she has very little interest in conversations that are not focused on her current passion which is the Roman Empire. She will respond when people try to have a conversation with her, however, she will very quickly introduce her subject regardless of what has gone before. Sarah will approach unfamiliar people in shops and at bus stops to talk to them. She becomes very confused and distressed if they do not respond.
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