AUTISM DIAGNOSIS
The diagnosis of autism is made when specified number of characteristics listed in the DSM-IV are present, in ranges inappropriate for the child's age. Autism diagnosis usually occurs between the ages three and five. The autism prognosis is startlingly grim and consistent across a broad range of studies - about 2% will attain normal functioning, with perhaps 40% labeled high functioning autistic. These high functioning autistic generally show some oddities of behavior, and have few or no personal friends. Yet, with appropriate intervention, many of the autism behaviors can be positively changed, even to the point that the child or adult may appear, to the untrained person, to no longer have autism. Like any other family faced with this diagnosis, as you explore the options and resources available in your community, you will find on the one hand the unlimited potential your child has, and, on the other, the many limits others try to place on their future. This is where a parent, facing a system with many flaws and pitfalls, must not compromise their vision of their child's future.
Autism, which affects thought, perception and attention, is not just one disorder with a well defined set of symptoms; autism is a broad spectrum of disorders that ranges from mild to severe. In addition, the behavior usually occurs across many different situations and is consistently inappropriate for their age.
In the diagnostic manual used to classify disabilities, the DSM-IV (American Psychiatric Association, 1994), "autistic disorder" is listed as a category under the heading of "Pervasive Developmental Disorders." A diagnosis of autistic disorder is made when an individual displays 6 or more of 12 symptoms listed across three major areas: social interaction, communication, and behavior. When children display similar behaviors but do not meet the criteria for autistic disorder, they may receive a diagnosis of Pervasive Developmental Disorder-NOS (PDD not otherwise specified).
*Uneven gross/ fine motor skills.
*Not responsive to verbal cues; acts as deaf.
*Little or no eye contact.
*Insistence on sameness; resist changes in routine.
*Noticeable physical over activity or extreme under activity.
*Tantrums; displays extreme distress for no apparent reason.
*Abnormal ways of relating to people, objects and events. (Inappropriate attachment to objects; don't seek cuddling )
*Spins objects.
*Problems in social relatedness and communication. (Difficulty in mixing with other children; prefers to be alone; aloof manner; difficulty in expressing needs; uses gestures or pointing instead of words ).
*Abnormal responses to one or a combination of senses; such as sight, hearing, touch, balance, smell, taste, reaction to pain.
The following is from the Diagnostic and
Statistical Manual of Mental Disorders, Fourth Edition (DSM IV):
A. 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 impairments in the use of
multiple nonverbal behaviors
such as eye-to-eye gaze, facial expression, body posture, 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 to other people)
d) lack of social or emotional reciprocity
( note: in the
description, it gives the following as examples: not actively
participating in simple social play or games, preferring solitary
activities, or involving others in activities only as tools or
"mechanical" aids )
(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 gesture 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 two of the
following:
a) encompassing preoccupation with one or
more stereotyped and
restricted 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
(3) symbolic or imaginative play
C. The disturbance is not better accounted
for by Rett's Disorder
or Childhood Disintegrative Disorder
EARLY WARNING DIAGNOSIS - DETECT
AUTISM EARLY VIDEO TAPE
WHAT TO DO WHEN FIRST DIAGNOSED?