Self-Test for Light Sensitivity

Print this test >> Yes No Do you experience strain or fatigue working or reading under fluorescent lights? Bothered by sunlight? Bothered by glare outside; glare off chrome on cars? Bothered by glare off high gloss white paper? Bothered by glare on hazy days? Bothered by bright lights? Bothered by fluorescent lights? Bothered by headlights from oncoming traffic? Do you frequently wear sunglasses? Do you become tired or drowsy under bright or fluorescent lighting? Do you get a headache from fluorescent lighting? Do you feel antsy or fidgety when under fluorescent lighting? Does your performance deteriorate under bright or fluorescent lighting? Do you feel like there is too much light when reading? Do you feel like there is not enough light when reading? Do you read in dim lighting? Do you feel like you need less light to read? Answering “Yes” to 3 or more of these questions indicates that you are light sensitive and wearing Irlen colored glasses may successfully eliminate your suffering. The higher your score, the more lighting is contributing to your pain and suffering.

Co-occuring conditions in Autism

COMMON CO-OCCURRING CONDITIONS IN AUTISM

• Mental Retardation: Although it has been estimated that up to 75% of people with autism have mental retardation, research studies have frequently used inappropriate IQ tests, such as verbal tests with nonverbal children and, in some cases, estimating the child’s intelligence level without any objective evidence. Parents should request non-verbal intelligence tests that do not require language skills, such as the Test for Nonverbal Intelligence (TONI). Furthermore, regardless of the result, realize that autistic children will develop more skills as they grow older, and that appropriate therapies and education can help them reach their true potential.

• Seizures: It is estimated that 25% of autistic individuals also develop seizures, some in early childhood and others as they go through puberty (changes in hormone levels may trigger seizures). These seizures can range from mild (e.g., gazing into space for a few seconds) to severe, grand mal seizures.

Many autistic individuals have subclinical seizures which are not easily noticeable but can significantly affect mental function. A short one- or two-hour EEG may not be able to detect any abnormal activity, so a 24-hour EEG may be necessary. Although drugs can be used to reduce seizure activity, the child’s health must be checked regularly because these drugs can be harmful.

There is substantial evidence that certain nutritional supplements, especially vitamin B6 and dimethylglycine (DMG), can provide a safer and more effective alterative to drugs, for many individuals

• Chronic Constipation and/or Diarrhea: An analysis of the ARI’s autism database of thousands of cases show over 50% of autistic children have chronic constipation and/or diarrhea. Diarrhea may actually be due to constipation—i.e., only liquid is able to leak past a constipated stool mass in the intestine. Manual probing often fails to find an impaction. An endoscopy may be the only way to check for this problem. Consultation with a pediatric gastroenterologist is required.

• Sleep Problems: Many autistic individuals have sleep problems. Night waking may be due to reflux of stomach acid into the esophagus. Placing bricks under the head of the bed may help keep stomach acid from rising and provide better sleep. Melatonin has been very useful in helping many autistic individuals fall asleep. Other popular interventions include using 5-HTP and implementing a behavior modification program designed to induce sleep. Vigorous exercise will help a child sleep, and other sleep aids are a weighted blanket or tight fitting mummy-type sleeping bag.

• Pica: 30% of children with autism have moderate to severe pica. Pica refers to eating non-food items such as paint, sand, dirt, paper, etc. Pica can expose the child to heavy metal poisoning, especially if there is lead in the paint or in the soil.

• Low Muscle Tone: A study conducted by the first author found that 30% of autistic children have moderate to severe loss of muscle tone, and this can limit their gross and fine motor skills. That study found that these children tend to have low potassium levels. Increased consumption of fruit may be helpful.

• Sensory Sensitivities: Many autistic children have unusual sensitivities to sounds, sights, touch, taste, and smells. High-pitched intermittent sounds, such as fire alarms or school bells, may be painful to autistic children. Scratchy fabrics may also be intolerable, and some children have visual sensitivities. They are troubled by the flickering of fluorescent lights. If the child often has tantrums in large supermarkets, it is possible that he/she has severe sensory oversensitivity. Sensory sensitivities are highly variable in autism, from mild to severe. In some children, the sensitivities are mostly auditory, and in others, mostly visual. It is likely that many individuals who remain non-verbal have both auditory and visual processing problems, and sensory input may be scrambled. Even though a pure tone hearing test may imply normal hearing, the child may have difficulty hearing auditory details and hard consonant sounds.

Some children have very high pain thresholds (i.e., be insensitive to pain), whereas others have
very low pain thresholds.Interventions designed to help normalize their senses, such as sensory
integration, Auditory Integration Training (AIT), and Irlen lenses.

Note from writer

I have seen my students sensitiveness to light,whether its the light inside the classroom or the sun.One of them was playing up for the whole school year after outdoor play and would not participate anymore in any school work or activity.When I came in as his shadow teacher,I observed this so I suggested to the regular teachers that he should stay inside the room and do something to occupy the time his classmates were outside.I explained to them that it might be the sun hurting him thats why he was misbehaving after outdoor plays.They agreed.After that,he was able to join the class after their outdoor and he did not show any excitement or tantrums anymore.I knew its the sun hurting him here.

There is also one student i had that when he comes inside the classroom first thing he do is close the light.Then another would turn it on.Autistic children are so much different from each other.That is what makes teaching them a challenge.

5 Types of Pervasive Developmental Disorder

THE REAL RAIN MAN...KIM PEEK

Pervasive Developmental Disorders (PDD): the 5 “official” types.

1. Autistic Disorder

(A) total of six (or more) items from (1), (2), and (3), with at least two from (1), and one each from (2) and (3):

1. qualitative impairment in social interaction, as manifested by at least two of the following:

(a) marked impairment in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body postures, and gestures to regulate social interaction

(b) failure to develop peer relationships appropriate to developmental level

(c) a lack of spontaneous seeking to share enjoyment, interests, or achievements with other people (e.g., by a lack of showing, bringing, or pointing out objects of interest)

(d) lack of social or emotional reciprocity

2. qualitative impairments in communication as manifested by at least one of the following:

(a) delay in, or total lack of, the development of spoken language (not accompanied by an attempt to compensate through alternative modes of communication such as gestures or mime)

(b) in individuals with adequate speech, marked impairment in the ability to initiate or sustain a conversation with others

(c) stereotyped and repetitive use of language or idiosyncratic language

(d) lack of varied, spontaneous make-believe play or social imitative play appropriate to developmental level

3. restricted repetitive and stereotyped patterns of behavior, interests, and activities, as manifested by at least one of the following:

(a) encompassing preoccupation with one or more stereotyped patterns of interest that is abnormal either in intensity or focus

(b) apparently inflexible adherence to specific, nonfunctional routines or rituals

(c) stereotyped and repetitive motor mannerisms (e.g., hand or finger flapping or twisting, or complex whole-body movements)

(d) persistent preoccupation with parts of objects

(B) Delays or abnormal functioning in at least one of the following areas, with onset prior to age 3 years: (1) social interaction, (2) language as used in social communication, or (3) symbolic or imaginative play.

(C) The disturbance is not better accounted for by Rett's Disorder or Childhood Disintegrative Disorder.

2. Asperger’s Syndrome

Symptoms of Asperger’s include: impaired ability to utilize social cues such as body language, irony, or other “subtext” of communication; restricted eye contact and socialization; limited range of encyclopedic interests; perseverative, odd behaviors; didactic, verbose, monotone, droning voice; “concrete” thinking; over-sensitivity to certain stimuli; and unusual movements.

(A) Qualitative impairment in social interaction, as manifested by at least two of the following:

1. marked impairment in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body postures, and gestures to regulate social interaction

2. failure to develop peer relationships appropriate to developmental level

3. a lack of spontaneous seeking to share enjoyment, interests, or achievements with other people(e.g., by a lack of showing, bringing, or pointing out objects of interest to other people)

4. lack of social or emotional reciprocity.

(B) Restricted repetitive and stereotyped patterns of behavior, interests, and activities, as manifested by at least one of the following:

1. encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus

2. apparently inflexible adherence to specific, non-functional routines or rituals

3. stereotyped and repetitive motor mannerisms (e.g., hand or finger flapping or twisting, or complex whole-body movements)

4. persistent preoccupation with parts of objects

(C) The disturbance causes clinically significant impairment in social, occupational, or other important areas of functioning.

(D) There is no clinically significant general delay in language (e.g., single words used by age 2 years, communicative phrases used by age 3 years)

(E) There is no clinically significant delay in cognitive development or in the development of age-appropriate self-help skills, adaptive behavior (other than in social interaction), and curiosity about the environment in childhood.

(F) Criteria are not met for another specific Pervasive Developmental Disorder or Schizophrenia.

3. PDD-NOS (PDD-Not Otherwise Specified)

This category should be used when there is a severe and pervasive impairment in the development of reciprocal social interaction or verbal and nonverbal communication skills, or when stereotyped behavior, interests, and activities are present, but the criteria are not met for a specific Pervasive Developmental Disorder, Schizophrenia, Schizotypal Personality Disorder, or Avoidant Personality Disorder. For example, this category includes atypical autism --- presentations that do not meet the criteria for Autistic Disorder because of late age of onset, atypical symptomatology, or subthreshold symptomatology, or all of these.

4. Rett’s Disorder

The current DSM-IV criteria are given below. Thanks to the development of a new genetic blood test, though, we are finding Rett’s Disorder in children with much milder symptoms.

(A) All of the following:

1. apparently normal prenatal and perinatal development

2. apparently normal psychomotor development through the first 5 months after birth

3. normal head circumference at birth

(B) Onset of all of the following after the period of normal development:

1. deceleration of head growth between ages 5 and 48 months

2. loss of previously acquired purposeful hand skills between ages 5 and 30 months with the subsequent development of stereotyped hand movements (e.g., hand-wringing or hand washing)

3. loss of social engagement early in the course (although often social interaction develops later)

4. appearance of poorly coordinated gait or trunk movements

5. severely impaired expressive and receptive language development with severe psychomotor retardation

5. Childhood Disintegrative Disorder (CDD)

(A) Apparently normal development for at least the first 2 years after birth as manifested by the presence of age-appropriate verbal and nonverbal communication, social relationships, play, and adaptive behavior.

(B) Clinically significant loss of previously acquired skills (before age 10 years) in at least two of the following areas:

1. expressive or receptive language

2. social skills or adaptive behavior

3. bowel or bladder control

4. play

5. motor skills

(C) Abnormalities of functioning in at least two of the following areas:

1. qualitative impairment in social interaction (e.g., impairment in nonverbal behaviors, failure to develop peer relationships, lack of social or emotional reciprocity)

2. qualitative impairments in communication (e.g., delay or lack of spoken language, inability to initiate or sustain a conversation, stereotyped and repetitive use of language, lack of varied make-believe play)

3. restricted, repetitive, and stereotyped patterns of behavior, interests, and activities, including motor stereotypies and mannerisms

(D) The disturbance is not better accounted for by another specific Pervasive Developmental Disorder or by Schizophrenia.

(2) Expanded Autistic Spectrum Disorders:

High Functioning Autism

For some, this term is synonymous with Asperger’s syndrome. For others, it implies milder autism without retardation, or PDD-NOS.

Non-Verbal Learning Disabilities (NVLDs): trouble with the gestalt/integration of non-verbal information

NVLDs are a cluster of symptoms presumably related to poor ability to integrate information by the non-dominant hemisphere (typically the right hemisphere). Although rote verbal language is spared, non-verbal areas may be debilitating. These children have trouble with the ability to integrate it all together, i.e., to see the big gestalt picture rather than the details. In short, they can’t “see the forest for the trees.”

Although verbal communication is highly prized in school (good talkers, readers, and writers), up to 2/3 of communication actually occurs non-verbally. Thus, in the long run, the maladaptive learning of NVLD may be more destructive than typical LD. Estimates are that 0.1 to 1% of population has a NVLD, compared to 10% of population has a LD, although these numbers may be an artifact of who and how we test.

Difficulty integrating non-verbal information occurs in three main areas:

· Motoric integration problems:

· Gross motor: clumsy, unbalanced walking leading to clinging behaviors, bumping in to things, fear of climbing, hesitant to explore physically, difficulty bike-riding, uncoordinated at sports.

· Fine motor: using scissors, shoe tying (which she’ll talk herself through), poor handwriting using awkward and tight grip, finger agnosia.

· (2) Visual-Spatial-Orientation integration problems, with inability to form visual images:

· Resultant focus on detail rather than the important gestalt.

· Labels everything verbally, since that is the only—albeit not always accurate—way she can process the visual/spatial information. For example, she may find her way home by counting houses and labeling landmarks verbally.

· Unaware where she is in space, so unaware of where to place answers on the homework sheet, or how to navigate the school.

· These elaborate “naming” strategies break down with changes in routine, leading to an inability to cope with change.

· (3) Social/communication problems:

· Trouble integrating non-verbal communication with verbal communication to achieve full social interaction

· The children do clearly appear to want social acceptance (vs. Asperger’s, where the children do not usually appear interested socially).

· However, typically labeled as “annoying” because of their dependence on others, their constant speech, and their misinterpretation of social cues.

· Very literal interpretation of others; concrete thinking; seeing the world in black and white; trouble understanding dishonesty; trouble seeing hidden meanings, prompting others to say “You know what I meant!”—when they didn’t.

· Don’t read the social cues of give and take conversation, thus appearing self-centered, weird, or impolite.

NVLD symptoms change through the lifespan:

Symptoms as toddlers:

• Uncoordinated (gross motor and fine motor).
• Trouble with social interactions, non-verbal clues (such as a peer’s facial expression of “Enough is enough!”), and adjustments to change. They may appear “confused.”
• Warning signal: You always have to tell the child, “I shouldn’t have to tell you that.” Obviously, with these kids, you do have to tell them. That’s how you know there is a problem.
• Trouble with spatial orientation

As a young child:

• Often exceptional rote speech, memory, and reading skill, which the children use to compensate for lack of intuitive social interaction. The child tries to “remember” how to interact, rather than the skill coming automatically in each different situation.
• These exceptional reading and “adult” pedantic speech patterns may be interpreted as preciousness.
• Clumsy monologues replace typical to-and-fro conversations

Older children:

• Academic problems in the later elementary years with organization, inferential reading, and written output.
• Math facts better than concepts.
• Sustains focus on details, does not attend to big picture.
• A life of social blunders, without ever figuring out why.
• May have secondary depression or anxiety.

NVLD is determined by neuropsychological testing, whereas Asperger’s is determined by detailed history and observation. There is great overlap in these two conditions—perhaps due to co-morbidity; or perhaps, as some authors feel, they are essentially the same condition but labeled by different specialties. However, Asperger’s is most primarily notable for not appearing interested in forming human bonds. [The degree to which Asperger’s kids actually are painfully aware of their trouble making bonds is debated in the literature. Nevertheless, they typically appear uninterested.] NVLD kids, though, do typically appear interested in human bonds--even though they may be clueless how to actually achieve them successfully. Additionally, children with Asperger’s more typically have diminished “symbolic play” than in NVLD. For example, the toy school bus is a box that rolls, rather than something that little plastic figures climb into.

So, how about this for a gross oversimplification? NVLD kids recognize that you exist while they miss the subtext of what you are saying. Asperger’s kids appear behind a plane of glass as they miss the subtext of what you are saying.

Semantic-Pragmatic Communication Disorder

“Semantics” refers to the ability to use and understand words, phrases and sentences, including abstract concepts and idioms. “Pragmatics” refers to the practical ability to use language in a social setting, such as knowing what is appropriate to say, where and when to say it, the give and take nature of a conversation, and the ability to know what the other person does or does not already know. (See above for further discussion.)

Thus, semantic-pragmatic communication disorder kids have the root problem in:

• Difficulty understanding the literal meaning of words and sentences. (semantics)
• Difficulty with abstract words, words about emotions, idioms, and words about status such as “expert.” (semantics)
• Difficulty extracting the central idea. (pragmatics)
• Trouble with the appropriate rules of conversation (monologues, talking “at” you). (pragmatics)

This inability to understand verbal language and the purpose of language leads to the typical secondary problems we have discussed before:

• An almost obsessive need for sameness and routine, since new situations are hard to understand.
• Too much stimulus is overwhelming, leading to avoidance.
• Things are more predictable than people, perhaps one reason why these children may be more drawn to objects than interpersonal relationships.
• Trouble attending to correct task
• Impulsive “butting in” on conversations.
• Take everything literally, leading to confusion, anxiety, and social rejection.

Life of a child with SPLD through the years:

• Often, very easy infants.
• Delayed development of speech with few words even by two years old.
• Trouble with creative or symbolic play.
• Simple speech improves with therapy, but in school child is “odd.”
• Good rote skills in math and computers, perhaps, but poor writing and socialization skills.
• Parrot back more than they understand, leading to an aura of intellectual maturity out of synch with their social skills.
• Trouble understanding what others are really thinking or feeling, i.e. trouble with theory of mind.
• Many have fine motor problems; some have gross motor difficulties as well.
• They may have trouble knowing what is socially acceptable, but are not usually conduct disorder teens.
• May be “eccentric” adults.

Differentiation of SPLD from other Autistic Spectrum Disorders

SPLD kids tend to have somewhat better socialization skills than Asperger's.

SPLD kids tend to have more early delays in speech than Asperger's.

The appropriate label may change over time as the child matures.

Hyperlexia

Hyperlexia is a condition almost always in boys where Austistic Spectrum symptoms are accompanied by a striking capacity for rote reading. By 18-24 months of age, these kids have taught themselves the ability to name letters and numbers. By three years old, they may read printed words, exceeding even their ability to talk. By five years old, all have a fascination with the printed word. Some of the children seemed to have a mild regression at 18—24 months (less severe than as in Autism).

In addition to this unusual reading skill, there are the other typical common Autistic Spectrum Disorder symptoms we have seen, such as:

Language problems

• Good rote or echoed language.
• Trouble translating words into larger gestalt ideas.
• Repetitive, idiosyncratic speech.
• Pragmatic language problems.
• Unusual prosody (rhythm) of speech.
• 
  

Socialization problems

Secondary Problems Resulting from Failure to Understand

• Anxious, since she doesn’t know where the next blunder will come from.
• Insistent on sameness and showing ritualistic behavior. Change means that previously hard-learned strategies will not help in this situation. These kids are barely hanging on. One new wrinkle can throw them over the edge. For example, Jill may know how to unpack her lunch from her backpack each day; but, what
• happens if the lunch is missing. Now what do she do?
• Inattentive, since it’s hard to pay attention to something you don’t understand.
• Rude-appearing, since she doesn’t understand rules of conversation such as waiting your turn.
• Interested in objects rather than people. After all, objects are more predictable.
• “Hanging back” from peers, for all of the above reasons, and from simply not knowing how to make conversation and relate.
• “Out of it” and “odd” looking.

ADHD

ADHDers typically have trouble with “Executive Functions,” with subsequent difficulties in their relationship with others. Usually, though, they have adequate capacity for empathy—but may have trouble inhibiting their behavior long enough to show it. Conversely, many children with Autistic Spectrum may appear to have a short attention span, but just aren’t able to stay focused on situations they don’t understand.

It is probably best to consider ADHD as sometimes sharing the following symptoms with—but not part of—the Autistic Disorders Spectrum:

• Poor reading of social clues (“Johnny, you’re such a social klutz. Can’t you see that the other children think that’s weird.”)
• Poor ability to utilize “self-talk” to work through a problem (“Johnny, what were you thinking?! Did you ever think this through?”)
• Poor sense of self awareness (Johnny’s true answer to the above question is probably “I don’t have a clue. I guess I wasn’t actually thinking.”)
• Do better with predictable routine.
• Poor generalization of rules (“Johnny, I told you to shake hands with your teachers. Why didn’t you shake hands with the principal?)

Red Flags/Early Identification/Developmental Milestones

Watch for the Red Flags of Autism

(The following red flags may indicate a child is at risk for atypical development, and is in need of an immediate evaluation.)

In clinical terms, there are a few “absolute indicators,” often referred to as “red flags,” that indicate that a child should be evaluated. For a parent, these are the “red flags” that your child should be screened to ensure that he/she is on the right developmental path. If your baby shows any of these signs, please ask your pediatrician or family practitioner for an immediate evaluation:

• No big smiles or other warm, joyful expressions 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 words by 16 months

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

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

Why Early Identification

About 17 percent of children under the age of 18 are affected by a developmental, behavioral, or learning disability.1 Autism is the second most common serious developmental disorder after mental retardation.2 According to the Centers for Disease Control, the incidence rate for autism spectrum disorders may be as high as one in 166.3

With proper intervention, a child can overcome a wide range of developmental, behavioral, and learning problems. Intensive, well designed and timely intervention can improve the prospects—and the quality of life—for many children who are considered at risk for cognitive, social, or emotional impairment. In some cases, effective intervention can improve conditions once thought to be virtually untreatable, such as autism. Well-implemented programs can brighten a child’s future and the impact a developmental disorder has on the family. It can lead a child to greater independence, enable that child to be included in his/her community, and offer him/her a more productive and fulfilling life.

Unfortunately, many physicians fail to identify a developmental delay at an age when the child should be receiving early intervention services. Birth to three is a critical time in a child’s development, so a delayed diagnosis may compromise his/her chances for success.

The high (and growing⁵) incidence of developmental disabilities demands greater awareness and improved early identification. Too few physicians refer young children to early intervention, primarily, because (1) physicians may not know what critical signs to look for in a child during each stage; (2) physicians may not be familiar with early intervention; (3) insurance companies allow physicians limited time for office visits; and (4) some pediatricians believe a child’s severe developmental disability will not be affected by early intervention, while others would rather not alarm the parents unnecessarily in case the child is able to overcome the developmental delay.

Developmental Milestones

Key Social, Emotional, and Communication Milestones for Your Baby's Healthy Development

Milestones enable parents and physicians to monitor a baby's learning, behavior, and development. While each child develops differently, some differences may indicate a slight delay and others may be a cause for greater concern. The following milestones provide important guidelines for tracking healthy development from four months to three years of age.

Before your child's next visit to the physician, please take the time to see if your child has met his/her key milestones. These milestones should not be used in place of a screening, but should be used as discussion points between parents and physicians at each well visit. If a child does not have the skills listed---or if there is a loss of any skill at any age---be sure to let your physician know.

Does Your Baby…

At 4 Months:

• Follow and react to bright colors, movement, and objects?

• Turn toward sounds?

• Show interest in watching people's faces?

• Smile back when you smile?

At 6 Months:

• Relate to you with real joy?

• Smile often while playing with you?

• Coo or babble when happy?

• Cry when unhappy?

At 9 Months:

• Smile and laugh while looking at you?

• Exchange back-and-forth smiles, loving faces, and other expressions with you?

• Exchange back-and-forth sounds with you?

• Exchange back-and-forth gestures with you, such as giving, taking, and reaching?

At 12 Months:

• Use a few gestures, one after another, to get needs met, like giving, showing, reaching, waving, and pointing?

• Play peek-a-boo, patty cake, or other social games?

• Make sounds, like “ma,” “ba,” “na,” “da,” and “ga”?

• Turn to the person speaking when his/her name is called?

At 15 Months:

• Exchange with you many back-and-forth smiles, sounds, and gestures in a row?

• Use pointing or other “showing” gestures to draw attention to something of interest?

• Use different sounds to get needs met and draw attention to something of interest?

• Use and understand at least three words, such as “mama,” “dada,” “bottle,” or “bye-bye”?

At 18 Months:

• Use lots of gestures with words to get needs met, like pointing or taking you by the hand and saying, “want juice”?

• Use at least four different consonants in babbling or words, such as m, n, p, b, t, and d?

• Use and understand at least 10 words?

• Show that he or she knows the names of familiar people or body parts by pointing to or looking at them when they are named?

• Do simple pretend play, like feeding a doll or stuffed animal, and attracting your attention by looking up at you?

At 24 Months:

• Do pretend play with you with more than one action, like feeding the doll and then putting the doll to sleep?

• Use and understand at least 50 words?

• Use at least two words together (without imitating or repeating) and in a way that makes sense, like “want juice”?

• Enjoy being next to children of the same age and show interest in playing with them, perhaps giving a toy to another child?

• Look for familiar objects out of sight when asked?

At 36 Months:

• Enjoy pretending to play different characters with you or talking "for" dolls or action figures?

• Enjoy playing with children of the same age, perhaps showing and telling another child about a favorite toy?

• Use thoughts and actions together in speech and in play in a way that makes sense, like “sleepy, go take nap” and “baby hungry, feed bottle”?

• Answer “what,” “where,” and “who” questions easily?

• Talk about interests and feelings about the past and the future?

What is Autism/Common Signs

What is Autism

Autism (sometimes called “classical autism”) is the most common condition in a group of developmental disorders known as the autism spectrum disorders (ASDs). Autism is characterized by impaired social interaction, problems with verbal and nonverbal communication, and unusual, repetitive, or severely limited activities and interests. Other ASDs include Asperger syndrome, Rett syndrome, childhood disintegrative disorder, and pervasive developmental disorder not otherwise specified (usually referred to as PDD-NOS). Experts estimate that three to six children out of every 1,000 will have autism. Males are four times more likely to have autism than females.

It is a complex neurobiological disorder that impairs a person's ability to communicate and develop social relationships, and is often accompanied by extreme behavioral challenges. Autism spectrum disorders are diagnosed in one in 166 children.The diagnosis of autism has increased tenfold in the last decade. The Centers for Disease Control and Prevention have called autism a national public health crisis whose cause and cure remain unknown.

Research now suggests that children as young as 1 year old can show signs of autism. The most important thing you can do as a parent or caregiver is to learn the early signs of autism and understand the typical developmental milestones your child should be reaching at different ages. Please look over the following list. If you have any concerns about your child's development, don't wait. Speak to your doctor about screening your child for autism. While validated screening for autism starts only as young as 16 months, the best bet for younger children is to have their development screened at every well visit with a highly validated developmental screening tool. If your child does have autism, early intervention may be his or her best hope.

What are some common signs of autism?

There are three distinctive behaviors that characterize autism. Autistic children have difficulties with social interaction, problems with verbal and nonverbal communication, and repetitive behaviors or narrow, obsessive interests. These behaviors can range in impact from mild to disabling.

The hallmark feature of autism is impaired social interaction. Parents are usually the first to notice symptoms of autism in their child. As early as infancy, a baby with autism may be unresponsive to people or focus intently on one item to the exclusion of others for long periods of time. A child with autism may appear to develop normally and then withdraw and become indifferent to social engagement.

Children with autism may fail to respond to their name and often avoid eye contact with other people. They have difficulty interpreting what others are thinking or feeling because they can’t understand social cues, such as tone of voice or facial expressions, and don’t watch other people’s faces for clues about appropriate behavior. They lack empathy.

Many children with autism engage in repetitive movements such as rocking and twirling, or in self-abusive behavior such as biting or head-banging. They also tend to start speaking later than other children and may refer to themselves by name instead of “I” or “me.” Children with autism don’t know how to play interactively with other children. Some speak in a sing-song voice about a narrow range of favorite topics, with little regard for the interests of the person to whom they are speaking.

Many children with autism have a reduced sensitivity to pain, but are abnormally sensitive to sound, touch, or other sensory stimulation. These unusual reactions may contribute to behavioral symptoms such as a resistance to being cuddled or hugged.

Children with autism appear to have a higher than normal risk for certain co-existing conditions, including fragile X syndrome (which causes mental retardation), tuberous sclerosis (in which tumors grow on the brain), epileptic seizures, Tourette syndrome, learning disabilities, and attention deficit disorder. For reasons that are still unclear, about 20 to 30 percent of children with autism develop epilepsy by the time they reach adulthood. While people with schizophrenia may show some autistic-like behavior, their symptoms usually do not appear until the late teens or early adulthood. Most people with schizophrenia also have hallucinations and delusions, which are not found in autism.