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Autistic Spectrum and Autism
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There is no single cause of autism however it is thought that there is a strong genetic link and that it can be triggered by biological/medical, behavioural and psychological factors.
Assessments by psychologists can be useful but they cannot be used to diagnose the disorder. The diagnosis is usually made by the medical profession and they look at patterns of behaviour which signify impairment of social interaction, communication and development of imagination. This is known as a ‘Triad of Impairments’.
It is thought that 6 in 1000 individuals are on the autistic spectrum and it affects four times as many boys as girls. The spectrum consists of the normally intelligent child with mild autism and at the other end is the child with severe learning difficulties and severe autism.
Common Indicators of Austism
Communication
This can be a difficulty making sense of verbal and non-verbal communication ie body language, gesture, eye contact and facial expression.
Some children experience significant delay in language or some do not develop speech. Others develop language but it is often repetitive or learned phrases from television programmes. Others may have good expressive language but tend to take meaning literally.
Social Interaction
An autistic child will find it difficult to empathise or understand the feelings of others. They can have difficulty making friends and can be withdrawn. Their behaviour can slightly ‘odd’ and they can appear in their own world using inappropriate greetings, being aggressive or touching.
Children on the autistic spectrum may become distressed or confused easily.
Autistic Children's thought and imagination may be impaired
In the nursery an impairment in imaginative and play activities can be noticeable ie they may become fascinated with certain toys quite often shiny and they may become obsessed with objects and people.
Also an autistic child does not like changes in routine and this can cause distress if there is any change to this.
The autistic child may also experience additional difficulties. These include: erratic sleeping patterns; hand flapping/spinning or rocking; self injury; hyper activity; irrational fears or phobias; walking on tip toes; aggressive behaviour and unusual eating habits and 10% have a special skill for mathematics and remembering dates etc.
How to support a child with Autistic Spectrum Disorder
Talk to parents
Use ICT
Have a ‘buddy’ for the child in class
Have a structured classroom
Provide a ‘personal space’ area
Consider lighting and noise
Never turn the child’s face to look at you
Be calm, flexible, positive and patient
Use stories to teach social communication and interaction
Teach metaphors, jokes etc
Provide clear boundaries of behaviour
Introduce one skill at a time
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