Autism Independent UK (SFTAH)

Autism Brief

Autism is defined by 3 features existing in a child's behaviour:

1 A strong tendency to avoid social contact, especially to avoid reciprocal interactions, such that the child is said to be "aloof", "withdrawn" and "living in a world of his/her own".

2 A strong tendency to be rigid and stereotyped in behaviour and be upset by changes in routine..

3 Delay in, or failure in acquiring a useful language, together with characteristic features in language.

1 A strong tendency to avoid social contact, especially to avoid reciprocal interactions, such that the child is said to be aloof, withdrawn and living in a world of his/her own. When an infant or toddler has a strong tendency to avoid social contact, especially to avoid reciprocal interactions, ( a persistent failure to develop two-way social relationships in any situation ) such as s/he does not cuddle, make eye contact or respond to affection and touching, that the child is said to be aloof, withdrawn, and living in a world of his/her own, parents are seriously concerned. Many autistic children fail to show a preference for parents over other adults and do not develop friendships with other children.

2 Delay in, or failure in acquiring a useful language, together with characteristic features in language. There may be a delay in, or failure in acquiring useful language skills , together with characteristic features in language, i.e..( facial expressions and gestures) are not used in a communicative manner .

3 A strong tendency to be rigid and stereotyped in behaviour and be upset by changes in routine. The child's relationship to objects may not normal, have strong tendency to be rigid and stereotyped in behaviour, and be upset by changes in routine i.e. changing route to shops or moving or changing furniture, putting a vase in another place etc.). The child may show unusual, extreme responses to objects--either avoidance or preoccupation. Rigid and stereotyped behaviour can also be a tendency toward repetitive activities of a restrictive range. Spinning and rhythmic body movements such as arm flapping, hopping on the spot, tapping objects, playing with string, paper etc. may occur. High functioning autistic children may repeat television commercials or indulge in complex bedtime rituals.

When a child shows these symptoms, "autism" is one of the diagnoses that the child and adolescent psychologist will consider.

Parents who suspect autism in their child should ask their family doctor or paediatrician to refer them to a child and adolescent psychologist , who can accurately diagnose the autism and the degree of severity, and determine the appropriate educational measures. With appropriate treatment and training, some autistic children can develop certain aspects of independence in their lives. Parents should support their autistic children in developing skills that use their strengths and emerging skills so they will feel good about themselves.

In addition to working with the autistic child, the child and adolescent psychiatrist can help the family resolve stress--for example, a feeling among the siblings that they are being neglected in favour of the autistic child, or embarrassment about bringing their friends home. The child and adolescent psychologist can help parents with the emotional problems that may arise as a result of living with an autistic child and also help them provide the best possible nurturing and learning environment for the child.

It is most useful to see a child as having Autism rather than being an Autistic child.

The above sentence has received a mixed response, some say "yes" it is good to see the child-person first, and others to see autism first. No offence is intended or referred, what we are saying is in the context of seeing the person or child first not the disability.

Keith Lovett