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Awareness is the Key! Awareness is the first step in improving the lives of those with autism and their families. This national effort to raise awareness will provide an opportunity to applaud the accomplishments of our children and adults with autism, and to educate the public on the challenges still faced. Specifically, it is an opportunity to unite in a month-long effort to: (1) educate the public about autism; to dispel myths and misconceptions about the disorder; (2) inform parents and professionals about the services the ASA provides and the benefits that families gain from its local chapters; and (3) reach out into the non-autism community, thereby making a difference in the lives of children and adults with autism everywhere. Symptoms A diagnosis of autism is made when an individual displays six or more of 12 symptoms listed across three major areas: S Communication Behavior Resources for Families in Idaho Again, it is important to note that every child is different. Some of the symptoms listed below are present in typically developing children. The number of characteristics present and their frequency and intensity are critical factors. Only a licensed physician, psychologist, or psychiatrist is authorized to make the formal diagnosis of autism. Social Interaction Autism is a life-long condition; it will not go away. "Wait and see" is not the best approach. As an infant, does not want to be held or cuddled. May have long periods of staring into space. May not anticipate being picked up (stays limp). As an infant, might be described as passive or easily agitated. Often appears unaware of others. May treat people as inanimate objects. Lack of response to people’s facial expressions or emotions. Lack of eye contact, fleeting eye contact, or appears to look through you. Laughs or cries for no apparent reason. Unable to share pleasure. May avoid and/or rarely initiate interactions with other children. May show a preference to be alone. Might passively accept physical affection from familiar persons. More interested in objects than people. Might use an adult as a "tool," taking adult's hand to reach for an object. Might initiate interactions with parents/caregivers but "quality" of interaction is impaired.
Awareness is the Key!
Awareness is the first step in improving the lives of those with autism and their families.
This national effort to raise awareness will provide an opportunity to applaud the accomplishments of our children and adults with autism, and to educate the public on the challenges still faced.
Specifically, it is an opportunity to unite in a month-long effort to:
(1) educate the public about autism; to dispel myths and misconceptions about the disorder;
(2) inform parents and professionals about the services the ASA provides and the benefits that families gain from its local chapters; and
(3) reach out into the non-autism community, thereby making a difference in the lives of children and adults with autism everywhere.
A diagnosis of autism is made when an individual displays six or more of 12 symptoms listed across three major areas:
S
Communication
Behavior Resources for Families in Idaho
Again, it is important to note that every child is different. Some of the symptoms listed below are present in typically developing children. The number of characteristics present and their frequency and intensity are critical factors. Only a licensed physician, psychologist, or psychiatrist is authorized to make the formal diagnosis of autism. Social Interaction
As an infant, does not want to be held or cuddled. May have long periods of staring into space. May not anticipate being picked up (stays limp).
As an infant, might be described as passive or easily agitated.
Often appears unaware of others. May treat people as inanimate objects.
Lack of response to people’s facial expressions or emotions.
Lack of eye contact, fleeting eye contact, or appears to look through you.
Laughs or cries for no apparent reason. Unable to share pleasure.
May avoid and/or rarely initiate interactions with other children. May show a preference to be alone.
Might passively accept physical affection from familiar persons.
More interested in objects than people. Might use an adult as a "tool," taking adult's hand to reach for an object.
Might initiate interactions with parents/caregivers but "quality" of interaction is impaired.
Myth — "Autism is a rare disorder." Fact — Autism is the third most common developmental disability, far more common than Down Syndrome. Estimates from the National Institutes of Health conservatively place the incidence of autism at about two out of every 1,000 in the general population.
Myth — "Autistic children grow up to be dependent adults who are violent and self-destructive." Fact — With aggressive, early intervention, children with autism have opportunity to enjoy independent, self-sufficient, productive, fulfilling lives.
Myth — "Autism and some of its behaviors are the result of poor parenting." Fact — Autism is a developmental disability. No one can cause autism or the characteristics and behaviors associated with autism. Parents are usually the first ones to raise concerns about their child's development that indicates the very best parenting.
Myth — Immunizations can cause autism. Fact — There are no proven data to suggest the measles vaccine will increase the risk of developing autism or any other behavioral disorder. The known benefits vastly exceed any unknown risks. The CDC continues to recommend two doses of MMR vaccine.
May show little interest in the human voice. Sometimes appears to (and may) have a hearing loss.
Auditory hypersensitivity or hyposensitivity; may be alert to and react strongly to some sounds, but show no reaction to others.
As an infant, may not reach out to be picked up.
Verbal communication is limited or absent.
Delay or absence of spoken language.
Failure to use a pointing gesture to get another’s attention.
May echo words of others, but use no spontaneous words.
May exhibit some typical language development and then show loss of previous words, usually between 18 months and three years of age.
When child does talk, tone of voice is often unusual (e.g., very flat tone or very high-pitched).
We know that the early years of a child’s life are critical in relation to brain development. Intervention that occurs early in a child’s life may be particularly effective due to the plasticity of the brain. Early diagnosis and treatment may reduce the frequency and/or intensity of symptoms and positively affect long-term outcomes.
Talk to your child’s physician about your concerns. Prior to your discussion, write down your questions and concerns. Specific examples describing your child’s behavior are very helpful.
Idaho CareLine, dial 2-1-1 or 1-800-926-2588 (hearing impaired 1-208-332-7205 (TDD). It provides free referrals to private, public, and non-profit health-related services. Staff can direct you to a wide range of resources in your community.
The Idaho Infant-Toddler Program in the Department of Health and Welfare provides early intervention services for children from birth to age three. This web site or Idaho CareLine staff can provide you with information on how to contact the Infant-Toddler Program in your region. Evaluations and therapy services are available from the birth to three program, as well as service coordination and referral assistance to other community agencies. To the greatest extent possible, all evaluation and therapy services are provided in the child’s most natural environment (home, child care, pre-school, etc.).
Idaho Parents Unlimited (IPUL): 1-800-242-4785, or in the Boise area call: 342-5884. IPUL is a statewide organization that provides information, support, and technical assistance to parents of children and youth with disabilities. IPUL headquarters is in Boise, Idaho. Staff is available in the regions throughout the state.
Article by M. Seymore, Parent, Ann Robertson, Clinician, Developmental Disabilities Program, Region 4, Idaho Department of Health and Welfare.
Additional Resources
(Note: You'll find these articles at different web sites. Use the "back" button when you're done to return to this page.)
NOAH Health
National Institute of Neurological Disorders and Stroke
Autism Resources
Autism-PDD Resources Network
Center for the Study of Autism
Yale Developmental Disabilities Clinic – PDD Information Pages
Clinical Practice Guideline; Autism/Pervasive Developmental Disorders
The National Alliance for Autism Research
Often does not play with toys in the usual way. May wander about touching things, but never really become engaged with them. May spin wheels on cars or line the cars up, but never drive them about. Often preoccupied with parts of the object rather than the whole object.
May demonstrate very strong attachment to an object (often an unusual object), reacting strongly when it is taken away. Attachment object can change periodically.
Can be overly active or very passive. Will sometimes repeat same activity over and over (perseverate). May be difficult to interrupt this activity without a strong reaction from the child. Often has difficulty transitioning from one activity to the next.
May possibly insist on unusual routines (often insists that same walking or driving route be used consistently). May become very distraught at physical changes in a familiar environment (e.g., might tantrum if piece of furniture is moved to new spot in room).
Stereotyped motor movements are often seen. Examples include frequent rocking and/or toe walking (these two usually first to be noticed in infants/toddlers), waving hands or arms repetitively (flapping), head banging, repetitive jumping.
Fixed staring is often observed (e.g., watching a spinning object for very long periods of time). Many children with autism demonstrate unusual "visual regard," meaning s/he might look at objects from unusual angles or use their peripheral vision to watch things. These behaviors may be very persistent and might make their play look peculiar.
Hypersensitivity or hyposensitivity to sensory stimulation. Might show strong reactions either way to sensory stimuli such as touch, smell, taste, texture, or pain.
Some children might respond to changes or frustrations with aggressive outbursts. Children with more severe delays might develop self-injurious behaviors such as repetitively biting their hands.
Autism — What is it?
Autism is a biologically based developmental disability. This complex disorder affects a child’s communication skills, social relationships, and behavior.
The symptoms of autism appear during the first three years of a child’s life. Earlier studies estimated that three to four children in 10,000 have autism. According to the Autism/PDD Clinical Practice Guideline sponsored by the New York State Department of Health, more recent studies have suggested higher rates, possibly up to greater than 20 in 10,000. The guideline states that a commonly accepted "middle-range" estimate is 10 to 15 per 10,000.
Autism appears across all populations without regard for race, education, sex, or ethnic background. For every girl diagnosed with autism, there are three to four boys diagnosed.
When autism is associated with more severe mental retardation, the ratio of boys to girls is lower. Autism is a spectrum disorder, meaning that the degree of impairment varies greatly from one individual to the next.
Three general areas of impairment are common to all children diagnosed with autism, but rarely will one child exhibit all the related symptoms.