Autism Spectrum Disorder is the term used to define this pervasive developmental disorder.
The term spectrum is used because children presenting with this disorder vary greatly with regard to their presenting deficits.
In early child development, Autism Spectrum Disorder (A.S.D), presents as developmental delay and sometimes absence, of the early social and communicative behaviours seen and expected in the infant. This child may seem detached and non responsive to environmental stimulation and parental affections. The child may appear active but not interested, lacking response consistency.
Attentional skills may be non patterned, with the child engaging in repetitive non meaningful behaviours or demonstrating poor attention to simple, developmentally appropriate tasks.
Verbal and non verbal communication skills may be absent or delayed. A strong reliance on routine is apparent. These ritualistic behaviours may centre on specific toys, mechanical activities, light switch flicking or physically repetitive motor patterns. Physical patterns of toe walking, hand flapping and finger gazing is common. Parental attempts to distract away from these behaviours are often unsuccessful.
These behaviours tend to be persistent, with the infant not being able to advance through to the next natural cognitive, social and communicative stages of development.
The following behaviours are characteristic of Autism Spectrum Disorder.
- Reduced attention to voices and social interaction
- Does not hold up arms to be lifted
- Lack of eye contact, use of gesture or communicative attempts
- Does not seek to share own enjoyment
- Does not direct the attention of others
- Lack of anticipation during the mechanics of play
- No pointing to express interest
- Has difficulties engaging with simple, but meaningful stimuli and play
- Does not seek out or appreciate being held or touched
- Prefers being alone and is indifferent to others
- Does not differentiate between people including parents and siblings
- Does not seek or offer comfort
- Lack of social responsiveness to other children during their presence or play
- Being in their own world and seemingly detached
- Limited, inconsistent or lack of social greeting behaviours
- Lack or limited range of facial expressions
- No natural progression of language from cooing, to babble, to words, sentences, etc.
- Loss of previously acquired words
- Does not express emotion, finding it difficult to cry
- Echolalia( simplistic repetition of modelled words or phrases)
- Unusual spontaneous motor activity that is disproportionate to the stimulus or situation
- A disregard to danger and self harm
- Problems with the comprehension of verbal and non verbal language
- Reduced understanding or use of social gestures
- Disinterest in developing peer relations or appreciation of their play activity
- Lack of curiosity and the tendency to run away, rather than engage in social interaction
- A general lack of communicative intent and the need to communicate
- Reduced pragmatic language skills of topic initiation, turn taking or maintenance of topic
- Unusual preoccupation and attachment to objects
- Hypersensitivity to noise, touch, temperature or other naturally occurring sensory stimuli
- Sleep pattern disturbances
- Narrow choice or acceptance of foodstuffs, tastes or textures
- Rigidity in their patterns of play, interaction and communication
- Reduced reasoning and problem solving skills
- Reduced ability to understand, appreciate or use humour, irony or sarcasm
- May have highly developed skills in drawing, mechanical or electronic play/operation of computers or literacy skills
- Indifferent to animals
- Has unusual fears or fads
- Becomes easily excitable when tickled or touched
The older child with Autism Spectrum Disorder finds it difficult to respond to praise, empathise, engage or initiate and maintain imaginative play with themselves or others. Overall language and communicative ability is reduced or absent in severe presentations.
These deficits of basic social and communicative development are apparent in the first two years of life in young children with Autism: (Gray & Tong, 2001: Zwaigenbaum, 2001).
References: Prof Bruce Tong & Dr A. Brereton Autism Victoria.
The role of the Speech Pathologist is to assess the child’s communicative skills, including their comprehension, expressive language skills (both verbal and non-verbal) and their functional abilities in their play and general interactions. Assessment usually involves both formal and informal assessment procedures in both the clinical and home environments.
These assessments may diagnose the presence or absence or A.S.D behaviours.
It can reduce parental anxiety and set a path for therapeutic intervention and support mechanisms if indicated.
If you or a loved one is concerned about Autism, please contact an experienced Speech Pathologist or Paediatrician for a professional opinion.
Mr Craig Gorman
Speech Pathologist
Melbourne Speech Clinics.