To view their policy about reproduction of their content please click HERE. To visit the Autism Society of America please click HERE. There are no medical tests for diagnosing autism. An accurate diagnosis must be based on observation of the individual's communication, behavior, and developmental levels. However, because many of the behaviors associated with autism are shared by other disorders, various medical tests may be ordered to rule out or identify other possible causes of the symptoms being exhibited. At first glance, some persons with autism may appear to have mental retardation, a behavior disorder, problems with hearing, or even odd and eccentric behavior. To complicate matters further, these conditions can co-occur with autism. However, it is important to distinguish autism from other conditions, since an accurate diagnosis and early identification can provide the basis for building an appropriate and effective educational and treatment program. A brief observation in a single setting cannot present a true picture of an individual's abilities and behaviors. Parental (and other caregivers' and/or teachers) input and developmental history are very important components of making an accurate diagnosis. Research indicates that early diagnosis is associated with dramatically better outcomes for individuals with autism. The earlier a child is diagnosed, the earlier the child can begin benefiting from one of the many specialized intervention approaches treatment and education. The characteristic behaviors of autism spectrum disorders may or may not be apparent in infancy (18 to 24 months), but usually become obvious during early childhood (24 months to 6 years). As part of a well-baby/well-child visit, your child's doctor should do a "developmental screening" asking specific questions about your baby's progress. The National Institute of Child Health and Human Development (NICHD) lists five behaviors that signal further evaluation is warranted:
Having any of these five "red flags" does not mean your child has autism. But because the characteristics of the disorder vary so much, a child showing these behaviors should have further evaluations by a multidisciplinary team. This team may include a neurologist, psychologist, developmental pediatrician, speech/language therapist, learning consultant, or other professionals knowledgeable about autism. While there is no one behavioral or communications test that can detect autism, several screening instruments have been developed that are now being used in diagnosing autism:
Whether you or your child's pediatrician is the first to suspect autism, your child will need to be referred to someone who specializes in diagnosing autism spectrum disorders. This may be a developmental pediatrician, a psychiatrist or psychologist, and other professionals that are better able to observe and test your child in specific areas. This multidisciplinary assessment team may include some or all of the following professionals (they may also be involved in treatment programs):
It is important that parents and professionals work together for the child's benefit. While professionals will use their experience and training to make recommendations about your child's treatment options, you have unique knowledge about his/her needs and abilities that should be taken into account for a more individualized course of action. Once a treatment program is in place, communication between parents and professionals is essential in monitoring the child's progress. Here are some guidelines for working with professionals:
The central features of Autistic Disorder are the presence of markedly abnormal or impaired development in social interaction and communication and a markedly restricted repertoire of activity and interest. The manifestations of this disorder vary greatly depending on the developmental level and chronological age of the individual. Autistic Disorder is sometimes referred to as Early Infantile Autism, Childhood Autism, or Kanner's Autism. 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: *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 *Failure to develop peer relationships appropriate to developmental level *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) *Lack of social or emotional reciprocity 2. Qualitative impairments in communication as manifested by at least one of the following: *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) *In individuals with adequate speech, marked impairment in the ability to initiate or sustain a conversation with others *Stereotyped and repetitive use of language or idiosyncratic language *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: *Encompassing preoccupation with one or more stereotyped patterns of interest that is abnormal either in intensity or focus *Apparently inflexible adherence to specific, nonfunctional routines or rituals *Stereotyped and repetitive motor mannerisms (e.g., hand or finger flapping or twisting, or complex whole-body movements) *Persistent preoccupation with parts of object B. Delays or abnormal functioning in at least one of the following areas, with onset prior to age 3 years: *Social interaction *Language as used in social communication *Symbolic or imaginative play C. The disturbance is not better accounted for by Rett's Disorder or Childhood Disintegrative Disorder. Often, the time immediately after the diagnosis is a difficult one for families, filled with confusion, anger and despair. These are normal feelings. But there is life after a diagnosis of autism. Life can be rewarding for a child with autism and all the people who have the privilege of knowing the child. While it isn't always easy, you can learn to help your child find the world an interesting and loving place. What is Autism? | Symptoms/Characteristics | Treatments | Autism Facts | Asperger's | Individuals with Disabilities Education Act (IDEA) | Individualized Education Plan (IEP) | I Am Autism by Marty Murphy | 10 Things Every Child With Autism Wishes You Knew by Ellen Notbohm | 10 Things Your Student With Autism Wishes You Knew by Ellen Notbohm | Autism Awareness Graphics | Autism Muted Backgrounds | Helpful Resources Home | Autism Index | PSP Tubes Index | Muted Background Index | PSP Brushes Index | Websets | Contact 
© 2010 Graphic Pieces Copyright Notice: "Ten Things Every Child With Autism Wishes You Knew" & "Ten Things Your Student With Autism Wishes You Knew" are copyrighted Ellen Notbohm and cannot be reproduced in any form without consent from Ellen Notbohm. "I Am Autism" is copyrighted Marty Murphy and cannot be reproduced in any form without consent from Marty Murphy. 'What is Autism'; 'Symptoms/Characteristics '; 'Diagnosis/Consultation'; 'Treatments '; 'Asperger's '; 'Interesting Facts '; & 'Individuals With Disabilities Education Act (IDEA) ' are all copyrighted Autism Society of America - ASA. 'Individual Education Plan (IEP) ' is taken from the U.S. Department of Education's IEP Guide and is copyrighted U.S. Department of Education.
All websets are copyrighted Graphic Pieces and may be used on either commercial or non-commercial websites. All websets may not be offered for distribution in any form. All websets must include a text link or the included graphic for linking to Graphic Pieces. Any website using any webset not meeting these requirements will be asked to remove the webset
immediately. All Autsim Awareness graphics and all muted backgrounds are copyrighted Graphic Pieces and may not be offered for distribution in any form. All graphics used to make this website are copyrighted Graphic Pieces and cannot be used or distributed in any form without consent from Graphic Pieces.
|