What is Autism?

Autism is a neuro-developmental condition that affects the development of the brain in areas of social interaction and communication. Individuals with Autism experience difficulties in communicating and forming relationships, in developing language, and in understanding abstract concepts.

Behavioural characteristics include repetitive and limited patterns of behaviour, restricted interests and often extreme resistance to tiny changes in familiar surroundings or routines.

Autism is often referred to as the ‘hidden’ condition because individuals who are on the autism spectrum show no significant physical difference to their peers, rather it is their behaviours that mark them out as different.

Another area which has been identified as presenting challenges for individuals with Autism is sensory processing.  Sensory processing difficulties are indicated by either a hyper or hypo-sensitivity across any or all of the senses. Some children may be overly sensitive to various experiences and become quite distressed, while others may be very sensory seeking.

13-year-old Rosie takes viewers into her world to explain what it’s like to grow up with Autism.

Further information can be found in the dedicated tabs on the left (top for mobile users). Please select a tab to view the information.

Early Signs of Autism.

The first signs of Autism usually appear as developmental delays before the age of 3. This means that, in many instances, the early childhood provider may be among the first to note concerns.

The symptoms and characteristics of Autism can present themselves in a wide variety of combinations and can range from quite mild to severe. This is why Autism is referred to as a spectrum condition.

Two children with the same diagnosis can behave very differently from one another and have varying skills. 

Generally, if a child has delayed speech and communication skills, rigid and repetitive routines, difficulty with feeding and toileting and appears to have no concept of danger and/or a very high pain threshold, they should be seen by a diagnostic team.

 

 

Download poster here.

 

Language/Communication.

• Has flat or limited facial expressions
• Does not use gestures
• Rarely initiates conversation
• Fails to imitate actions or sounds
• May have little or no speech or may be quite verbal
• Repeats or echoes words and/or phrases
• Uses unusual intonation or rhythm
• Seems not to understand word meanings or understand implied meaning but uses words literally

 

 

Social Interaction.

• Spends time alone rather than with others
• Less responsive to social cues such as eye contact or smiles
• Seeks social contact in unusual ways
• Uses an adults hand as a tool

 

 

Play.

• Lack of spontaneous or imaginative play
• Does not imitate others actions
• Is very attached to certain toys or objects and plays with them in an unusual way
• Does not play turn-taking games
• Play is repetitive

 

 

Behaviour.

• Is upset by and resists change to routines or environment
• Drifts aimlessly
• Exhibits strong and inflexible interests
• Throws tantrums for no apparent reason
• May be over/hyperactive or passive

 

 

 

 

Sensory Impairment.

• Sometimes appears to have hearing problems
• Exhibits panic or pain related to specific sounds
• Plays with light and reflection
• Flicks fingers before eyes
• Pulls away when touched
• Strongly avoids certain smells, foods, clothes etc
• Is attracted to certain patterns/textures/odours.
• May spin, whirl, bang head or torso, bite wrist or hand, bounces or jumps, climbs
• Exhibits unusual or non-response to pain, heat or cold
• Toileting problems

 The following video reviews some of the signs or indicators of autism in very young children.

Developmental Screening.

Screening tools are brief measures, questionnaires, or checklists that are used for identifying children who are at risk of being diagnosed with a particular condition or developmental concern.

Screening can sometimes be used to ‘rule out’ or alleviate concerns. Screening tools differ from diagnostic assessments and cannot be used to diagnose, but can suggest that additional monitoring or further assessment is warranted.

 

 

Developmental Milestones Checklists.

If you have questions or concerns about your child’s development in any area, you might start with reviewing a developmental milestones checklist such as the one provided here. This will help you better understand what you can expect at various ages, and enable you to more effectively communicate any concerns to the relevant health care provider.

All children grow and learn at different rates, and failure to meet milestones does not always suggest a cause for worry. However, early detection is your chance at achieving best results with intervention.

Autism Screening.

The Modified Checklist for Autism in Toddlers-Revised (M-CHAT-R™) can be used as a screening tool to identify toddlers aged 16-30 months who are at risk of presenting with an Autism spectrum disorder. This tool can be completed by parents/guardians, and can be found online.

 

To screen your child, click here

 

The M-CHAT-R™ will be scored for you, revealing a score of ‘low risk,’ ‘medium risk,’ or ‘high risk.’ A rating of high risk would suggest a need for further assessment. Remember however, trust your instincts as a parent. If results do not suggest a need for further assessment but you still have concerns, discuss these with your GP or Public Health Nurse.