Tel: 0118 988 7074 Email: admin@every-mind.co.uk
Tel: 0118 988 7074 Email: admin@every-mind.co.uk
Autism is a term 'neurotypical' people have given to those who brains are wired and work differently.
At Every Mind, we believe completely that this brain difference is to be celebrated rather than labelled as a 'disorder'. Autistic people hold a wealth of strengths and abilities that have enabled the world to develop in unique and marvellous ways. The current terminology that autistic people have a 'disorder' is, in our opinion, completely inaccurate.
The current diagnostic manual that we use in the UK is largely 'deficits based' meaning we diagnose people based on what they cannot do or how they are 'impaired'. Although at Every Mind, in order to make a diagnosis of ASD we have to follow this 'deficits' model, we entirely do not agree with its ethos.
What follows is a description of the traits of ASD according to the DSM-V. We have included this to help parents/teachers/individuals consider if someone is autistic. We have also included some screening measures that can help also in considering ASD. Do give us a call or drop us an email to discuss further if you are identifying a number of traits.
Autism is a 'neurodevelopmental disorder' characterised by difference in how a person communicates, understands and interacts with the social world. Autism is highly variable in its presentation meaning how the differences manifest from person to person differs hugely. Furthermore, how autism presents can look different at different times in life and development, and be highly related to the stresses and pressures of the world and environment around them. How the traits of autism present can also vary enormously between girls and boys which will be outlined further below.
The current diagnostic manual that we use in the UK, DSM-V, defines autism as the following:
A. Persistent deficits in social communication and social interaction across multiple contexts, as manifested by the following, currently or by history (examples are illustrative, not exhaustive; see text):
B. Restricted, repetitive patterns of behavior, interests, or activities, as manifested by at least two of the following, currently or by history (examples are illustrative, not exhaustive; see text):
Symptoms must be present in the early developmental period (but may not become fully manifest until social demands exceed limited capacities, or may be masked by learned strategies in later life).
Symptoms cause clinically significant impairment in social, occupational, or other important areas of current functioning.
These disturbances are not better explained by intellectual disability (intellectual developmental disorder) or global developmental delay. Intellectual disability and autism spectrum disorder frequently co-occur; to make comorbid diagnoses of autism spectrum disorder and intellectual disability, social communication should be below that expected for general developmental level.
Below is a summary of some of the traits that you may see in your child:
Possible indicators of ASD in 0-5 year olds
Spoken Language
- Language delay in babble or words
- Reduced use of language for communication
- Regression in speech and language skills
- Repetition of the speech of others which may be immediate, delayed or mitigated (‘echolalia')
Responding to others
- Absent or delayed response to name being called (assuming adequate hearing)
- Reduced responsiveness to social smiling
Interacting with others
- Reduced social interest in others
- Reduced imitation of others’ actions
- Reduced initiation of social play with others
- Reduced enjoyment of situations that most children like (e.g. birthday parties)
- Reduced shared enjoyment with others
- Reduced eye contact, pointing and other gestures
- Reduced use of facial expressions to communicate with others
- Reduced social eye contact
- Reduced pointing or showing objects to share interest
Play and Imagination
- Reduced use of pretend play
- Reduced use of shared imaginative play
Restricted interests and/or rigid and repetitive behaviours
- Repetitive movements such as hand flapping or finger flicking
- Repetitive play
- Over-focussed or unusual interests
- Excessive insistence on own agenda
Over or under reactive to sensory stimuli such as textures, taste, smells
Possible indicators in 5-18 year olds
Spoken language
‒very limited use
‒excessive use
‒monotonous in tone
‒repetitive language, with frequent use of certain phrases or with content dominated by excessive information on topics of interest
‒talking ‘at’ others rather than a two-way conversation
Responding to others
‒Reduced response to others’facial expressions
‒Reduced response to name being called (assuming adequate hearing)
‒Reduced repertoire of social responses
‒Reduced ability to interpret non-verbal cues
‒Difficulty with ‘small talk’Interacting with others
‒Reduced social interest in others
‒Reduced awareness of socially expected behaviour
‒Reduced ability to share in the social play of others
‒Reduced enjoyment of situations that most children like
‒Reduced or poorly integrated use of gestures, facial expressions and eye contact during social communication with others (assuming adequate vision)
‒Reduced pointing or showing objects to share interest
Play
‒Reduced variety and flexibility in imaginative play
Restricted interests and/or rigid and repetitive behaviours
‒Repetitive movements, such as hand flapping, spinning and finger flicking
‒Repetitive play and focused on objects rather than people
‒Over-focused or unusual interests
‒Excessive insistence on following own agenda
‒Strong preference for familiar routines
Much of what we know about autism and how we diagnose has been largely defined by boys. For years, it was believed that autism was a largely 'boy difference' and much of our research, understanding and intervention has been based on this knowledge. We now know that autism is just as prevalent in girls but that it can manifest in more subtle and different ways.
Social and communication
- An awareness of the need for social interaction
- A desire to interact with others
- Passivity (a ‘loner’), often perceived as ‘just being shy’
- A tendency to imitate others (copy, mimic or mask) in social interactions, which may be exhausting
- A tendency to ‘camouflage’difficulties by masking and/or developing compensatory strategies
- One or few close friendships
- Intense andpossessive within friendships
- A tendency to be ‘mothered’in a peer group in primary school but often bullied in secondary school
- Developmentally appropriate language skills
- A good range and frequency of non-verbal (gestural) communication
- Clear demonstrations of good imagination (e.g. fantasises and escapes into fiction and pretend play) but prone to being non-reciprocal, scripted and overly controlled
Restrictive and repetitive behaviours and interests(RRBIs)
- Less severe and frequent RRBIs
- Restricted interests may be less focused on objects or things and more focused on movement, people or animals (e.g. hair twirling, soap operas, celebrities, pop music, fashion, horses, pets, and literature)
We have launched a new programme of workshops for parents of autistic children. Workshops include Supporting Self Esteem, Managing Anxiety, and the Transition to Adolescence. Please contact us for more information