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| Autism in Childhood |
Autism in a child, might seem unimaginable for some parents. However, as understanding and knowledge about autism
in children increases, so do the opportunities and support networks. The most effective way of helping a child with
autism is through appropriate education. For autistic children 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.
For children with autism school is a challenging environment because it places them in a setting outside the home where
communication and socialization areas are a significant challenge. These developmental areas are fundamental building
blocks for an autistic child. 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. Some autistic characteristics these children may exhibit may
potentially 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 autistic children 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.
Autism During Childhood Has 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
Children with Autism and Communication Challenges
• Often in childhood their is a delay in expressive and receptive language; or the child may not speak at all.
• Autistic children are very literal in understanding speech; and have difficulty in picking up on meanings.
• During childhood they may have echolalia and repeat the last words heard without regard of meaning.
• Children with autism show a lack in pretend play.
Childhood Autistic Behaviors
• 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
Autistic children are given educational goals for elementary school which 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.
Autism and Children
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.
During their childhood years autistic 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 autistic children 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 Children and Autism
• 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.
Children with Autism Face a Great Range of Outcomes
Some children diagnosed as having autism have appeared to 'outgrow' much of the difficulties of autism naturally by
mid childhood. Other children have appeared to become significantly less affected by autism after one or a range of
different treatments. Many people with autism 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 children with autism develop slowly, but never lose their diagnoses. Some autistic
children may appear mildly affect during childhood and report becoming "more autistic" or 'regressing' in adulthood.
Some children, for any variety of reasons, may fail to develop many more skills than they had in infancy.
For autistic children early intervention is crucial. It is unpredictable what the outcome of autism will be, some children
may 'catch up' to peers on their own. For autistic children with a range of serious health conditions it is not unlikely
that they be considered as 'severely autistic' and either dramatically change once their ailments are treated 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 autistic children, 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 in children can be improved through training and through medical or
educational interventions.
Children living with autism should 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.
Autism affects every individual child differently and they each have distinct 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 with autism.
in children increases, so do the opportunities and support networks. The most effective way of helping a child with
autism is through appropriate education. For autistic children 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.
For children with autism school is a challenging environment because it places them in a setting outside the home where
communication and socialization areas are a significant challenge. These developmental areas are fundamental building
blocks for an autistic child. 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. Some autistic characteristics these children may exhibit may
potentially 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 autistic children 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.
Autism During Childhood Has 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
Children with Autism and Communication Challenges
• Often in childhood their is a delay in expressive and receptive language; or the child may not speak at all.
• Autistic children are very literal in understanding speech; and have difficulty in picking up on meanings.
• During childhood they may have echolalia and repeat the last words heard without regard of meaning.
• Children with autism show a lack in pretend play.
Childhood Autistic Behaviors
• 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
Autistic children are given educational goals for elementary school which 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.
Autism and Children
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.
During their childhood years autistic 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 autistic children 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 Children and Autism
• 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.
Children with Autism Face a Great Range of Outcomes
Some children diagnosed as having autism have appeared to 'outgrow' much of the difficulties of autism naturally by
mid childhood. Other children have appeared to become significantly less affected by autism after one or a range of
different treatments. Many people with autism 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 children with autism develop slowly, but never lose their diagnoses. Some autistic
children may appear mildly affect during childhood and report becoming "more autistic" or 'regressing' in adulthood.
Some children, for any variety of reasons, may fail to develop many more skills than they had in infancy.
For autistic children early intervention is crucial. It is unpredictable what the outcome of autism will be, some children
may 'catch up' to peers on their own. For autistic children with a range of serious health conditions it is not unlikely
that they be considered as 'severely autistic' and either dramatically change once their ailments are treated 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 autistic children, 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 in children can be improved through training and through medical or
educational interventions.
Children living with autism should 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.
Autism affects every individual child differently and they each have distinct 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 with autism.
| ________________________________________________________________________________________________________________________ Copyright © 2004 Bright Tots® Inc. - Educational Toys & Resource Guide to Child Development - All rights reserved. ________________________________________________________________________________________________________________________ |
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