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To some parents who have recently received a diagnosis of Autism Spectrum Disorder for their
young child, it might seem unimaginable that this could be either possible or favorable.
However, as understanding and knowledge about autism increases, so do the opportunities and
support networks for those with the disorder. The most effective way of helping a child with
autism is through appropriate education. For the child with autism and his or her family, the
disorder is a lifelong challenge. Although autism is a congenital disorder, it is appropriate
education rather than medicines which will help the child reach their potential. The kind of
education which is best depends on the individual child, their level of general intelligence and
their level of language and behavior.
School is a challenging environment because it places the child in a setting outside the home
where communication and socialization areas are a significant challenge for children with
autism. These developmental areas are fundamental building blocks. Going to school is a huge
transition for these children; adapting them smoothly into the classroom and school takes effort.
The core characteristics of autism fall into three categories: differences in reciprocal social
interactions, communication, and behavior.
young child, it might seem unimaginable that this could be either possible or favorable.
However, as understanding and knowledge about autism increases, so do the opportunities and
support networks for those with the disorder. The most effective way of helping a child with
autism is through appropriate education. For the child with autism and his or her family, the
disorder is a lifelong challenge. Although autism is a congenital disorder, it is appropriate
education rather than medicines which will help the child reach their potential. The kind of
education which is best depends on the individual child, their level of general intelligence and
their level of language and behavior.
School is a challenging environment because it places the child in a setting outside the home
where communication and socialization areas are a significant challenge for children with
autism. These developmental areas are fundamental building blocks. Going to school is a huge
transition for these children; adapting them smoothly into the classroom and school takes effort.
The core characteristics of autism fall into three categories: differences in reciprocal social
interactions, communication, and behavior.
There are some characteristics that a child with autism may exhibit that potentially will impact their participation in the
classroom. Children with autism may not learn what the appropriate behavior is for different situations as easily and quickly as
their typical developing peers. The most common myth about children with autism is that they do not have the ability,
motivation, or desire to establish and maintain meaningful relationships with others, including friendships with peers. There is no
doubt that children with autism have social deficits and communication or language delays that make it more difficult for them
to establish friendships than typically developing children. However, with appropriate assistance, children with autism can
engage with peers and establish mutually enjoyable and lasting meaningful relationships with children and adults.
Some Characteristics in children with Autism Challenges that affect Social Interactions:
classroom. Children with autism may not learn what the appropriate behavior is for different situations as easily and quickly as
their typical developing peers. The most common myth about children with autism is that they do not have the ability,
motivation, or desire to establish and maintain meaningful relationships with others, including friendships with peers. There is no
doubt that children with autism have social deficits and communication or language delays that make it more difficult for them
to establish friendships than typically developing children. However, with appropriate assistance, children with autism can
engage with peers and establish mutually enjoyable and lasting meaningful relationships with children and adults.
Some Characteristics in children with Autism Challenges that affect Social Interactions:
• Challenges interpreting nonverbal language
• Difficulty with pretend play
• Firm commitment to rules
• Poor eye gaze or avoidance of eye contact
• Few facial expressions and trouble understanding the facial expressions of others
• Poor judge of personal space – may stand too close to other students
• Trouble controlling emotions and anxieties
• Difficulty understanding how their own behavior affects others
Communication Challenges
• Often delayed in expressive and receptive language; may not speak at all
• Very literal understanding of speech; difficulty in picking up on meanings
• Echolalia – may repeat last words heard without regard for meaning
• Lack of pretend play
Behavior Differences
• Uncommon intense or restricted interests in things (maps, dates, coins,
numbers/statistics, train schedules)
• Unusual repetitive behavior, verbal as well as nonverbal (hand flapping, rocking)
• Difficulty with transitions, need for sameness
• Possible aggressive, disruptive, or self-injurious behavior; unaware of possible
• Difficulty with pretend play
• Firm commitment to rules
• Poor eye gaze or avoidance of eye contact
• Few facial expressions and trouble understanding the facial expressions of others
• Poor judge of personal space – may stand too close to other students
• Trouble controlling emotions and anxieties
• Difficulty understanding how their own behavior affects others
Communication Challenges
• Often delayed in expressive and receptive language; may not speak at all
• Very literal understanding of speech; difficulty in picking up on meanings
• Echolalia – may repeat last words heard without regard for meaning
• Lack of pretend play
Behavior Differences
• Uncommon intense or restricted interests in things (maps, dates, coins,
numbers/statistics, train schedules)
• Unusual repetitive behavior, verbal as well as nonverbal (hand flapping, rocking)
• Difficulty with transitions, need for sameness
• Possible aggressive, disruptive, or self-injurious behavior; unaware of possible
dangers
The educational goals for elementary school-age children with autism will include developing cognitive and academic skills,
supporting communication and language development, and encouraging appropriate social behavior. As the child grows older,
supplementary skills will be added to the child’s lesson plans as they become developmentally appropriate. For instance, self-
help skills and vocational training are important abilities students with autism should learn as they enter middle and high school.
Living with autism
Children with autism are first and foremost children; they are like your typical child in many ways. They experience the world
very differently. Sights, sounds, tastes, and feelings that seem normal to us might be scary and overwhelming for a child with
autism. Unlike a typically developing child they may not recognize danger or experience fear.
For the child with autism, problem behaviors may be triggered for a variety of reasons. Such behaviors may include temper
tantrums, running around a room, loud vocalizations, self-injurious activities, or other disruptive or distracting behaviors.
Because children with autism often have difficulties communicating in socially acceptable ways, they may act out when they are
confused or fearful about something. For example, your autistic child may start any of the above behaviors when the normal
daily routine is disrupted, as their way of expressing confusion at what is going on in their environment.
Things to know about the autistic child
• Children with autism need and want friends.
• Understanding autism is the key to creating connections.
• Children with autism have their own way of communicating.
• Children with autism do have feelings and often understand more than they can express. No one should ever tease or
make fun of someone with autism.
Autism Outcomes
Children who are diagnosed with autism face a great range of outcomes. Some have appeared to 'outgrow' much of the
difficulty of their autism naturally by mid childhood. Others have appeared to become significantly less autistic after one or a
range of different treatments. Many become mainstreamed and achieve employment skills and some level of independent living
after years of hard work and intensive training and others remain in special education and later move into residential care
facilities. Some develop slowly, but never lose their diagnoses. Some may appear less autistic during childhood and report
becoming "more autistic" or 'regressing' in adulthood. Some, for any variety of reasons, may fail to develop many more skills
than they had in infancy.
While some people see early intervention as crucial for autism, the prognosis is also less certain the younger the child is meaning
its may be impossible to clearly attribute improvement to the intervention itself. Their unpredictable development may also be
confused with a more severe disorder, and the child may 'catch up' on his/her own. Those with a range of serious health
conditions may be more likely considered 'severely autistic' and either dramatically change once their ailments are addressed or
they may be overlooked as partially autistic and grouped as ‘untreatable autism'. Research indicates that the human mind and
nervous system remains alterable for longer than originally thought, and people with autism, like those with learning disabilities,
have been known to cognitively develop throughout their lives. There is broad agreement in the medical community to the result
that autistic behaviors can be improved through training and through medical or educational interventions.
Autism in Adulthood
Nearly half of the cases involving adult psychiatric disorders could have been prevented by effective treatment during childhood.
This is the conclusion of a study carried out at the Institute of Psychiatry. Most adults with a mental, emotional, and behavioral
disorder had a diagnosable disorder as children, according to the study, published in the Archives of General Psychiatry. In fifty
percent of cases this first diagnosis wasn’t until between the ages of 11 and 15.
It’s extremely important for the individual with autism spectrum disorder to live as normal a life as possible. This includes the
expectation that they will live independently of their parents as an adult, be appropriately employed if possible and enjoy leisure
activities. There are many adults who work and live independently with varying degrees of support.
Everyone with autism is different and individual and will have different strengths and weaknesses, different aspirations and
needs, different likes and dislikes. It would be impossible to set out a standard for adult living which would suit everyone.
Parents usually have the best understanding of their child’s needs and skills and are often best placed, perhaps working together
with outside agencies, to help find an appropriate and satisfying way of life for their child.
The educational goals for elementary school-age children with autism will include developing cognitive and academic skills,
supporting communication and language development, and encouraging appropriate social behavior. As the child grows older,
supplementary skills will be added to the child’s lesson plans as they become developmentally appropriate. For instance, self-
help skills and vocational training are important abilities students with autism should learn as they enter middle and high school.
Living with autism
Children with autism are first and foremost children; they are like your typical child in many ways. They experience the world
very differently. Sights, sounds, tastes, and feelings that seem normal to us might be scary and overwhelming for a child with
autism. Unlike a typically developing child they may not recognize danger or experience fear.
For the child with autism, problem behaviors may be triggered for a variety of reasons. Such behaviors may include temper
tantrums, running around a room, loud vocalizations, self-injurious activities, or other disruptive or distracting behaviors.
Because children with autism often have difficulties communicating in socially acceptable ways, they may act out when they are
confused or fearful about something. For example, your autistic child may start any of the above behaviors when the normal
daily routine is disrupted, as their way of expressing confusion at what is going on in their environment.
Things to know about the autistic child
• Children with autism need and want friends.
• Understanding autism is the key to creating connections.
• Children with autism have their own way of communicating.
• Children with autism do have feelings and often understand more than they can express. No one should ever tease or
make fun of someone with autism.
Autism Outcomes
Children who are diagnosed with autism face a great range of outcomes. Some have appeared to 'outgrow' much of the
difficulty of their autism naturally by mid childhood. Others have appeared to become significantly less autistic after one or a
range of different treatments. Many become mainstreamed and achieve employment skills and some level of independent living
after years of hard work and intensive training and others remain in special education and later move into residential care
facilities. Some develop slowly, but never lose their diagnoses. Some may appear less autistic during childhood and report
becoming "more autistic" or 'regressing' in adulthood. Some, for any variety of reasons, may fail to develop many more skills
than they had in infancy.
While some people see early intervention as crucial for autism, the prognosis is also less certain the younger the child is meaning
its may be impossible to clearly attribute improvement to the intervention itself. Their unpredictable development may also be
confused with a more severe disorder, and the child may 'catch up' on his/her own. Those with a range of serious health
conditions may be more likely considered 'severely autistic' and either dramatically change once their ailments are addressed or
they may be overlooked as partially autistic and grouped as ‘untreatable autism'. Research indicates that the human mind and
nervous system remains alterable for longer than originally thought, and people with autism, like those with learning disabilities,
have been known to cognitively develop throughout their lives. There is broad agreement in the medical community to the result
that autistic behaviors can be improved through training and through medical or educational interventions.
Autism in Adulthood
Nearly half of the cases involving adult psychiatric disorders could have been prevented by effective treatment during childhood.
This is the conclusion of a study carried out at the Institute of Psychiatry. Most adults with a mental, emotional, and behavioral
disorder had a diagnosable disorder as children, according to the study, published in the Archives of General Psychiatry. In fifty
percent of cases this first diagnosis wasn’t until between the ages of 11 and 15.
It’s extremely important for the individual with autism spectrum disorder to live as normal a life as possible. This includes the
expectation that they will live independently of their parents as an adult, be appropriately employed if possible and enjoy leisure
activities. There are many adults who work and live independently with varying degrees of support.
Everyone with autism is different and individual and will have different strengths and weaknesses, different aspirations and
needs, different likes and dislikes. It would be impossible to set out a standard for adult living which would suit everyone.
Parents usually have the best understanding of their child’s needs and skills and are often best placed, perhaps working together
with outside agencies, to help find an appropriate and satisfying way of life for their child.
| Autism in Childhood |
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| Autism in Childhood |