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Autism, Autistic Kids Disorder |
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You should examine if your kid has got the following Autism features: |
(A) |
Total of six (or more) Autism Features items from (1), (2), and (3), with at least two from (1), and one each from (2) and (3): |
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1. |
Autism Autistic Kids qualitative impairment in social interaction, as manifested by at least two of the following:
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(a) |
Impairment in the use of multiple non-verbal behaviors such as eye-to-eye gaze, facial expression, body postures, and gestures to regulate social interaction |
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(b) |
Failure to develope relationships appropriate to developmental level |
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(c) |
Don't share enjoyment, interests, or achievements with other people ie., by a lack of showing, bringing, or pointing out objects of interest and enjoyment. |
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(d) |
Lack of social or emotional respone, don't always react to people when they call him/her or respone to their questions and request. |
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| 2. |
Autism qualitative impairments in communication as manifested by at least one of the following:
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(a) |
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). Autistic kids don't border to have any connections with others. All in their own world. |
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(b) |
Without adequate speech, marked impairment by in the ability to initiate or sustain a conversation with others. Autistic kids always only give short reply if any, mostly will repeat your questions if anyone ask the autism kid. |
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(c) |
Repetitive use of language or words or phases. Autism kids always repeat on their usual words or phase, even if its not appoperiate |
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(d) |
Lack of varied, spontaneous make-believe play or social imitative play appropriate to developmental level. |
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| 3. |
Autism restricted repetitive and stereotyped patterns of behavior, interests, and activities, as manifested by at least one of the following:
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(a) |
Autism encompassing preoccupation with one or more stereotyped patterns of interest that is abnormal either in intensity or focus. |
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(b) |
Autism apparently inflexible adherence to specific, nonfunctional routines or rituals
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(c) |
Stereotyped and repetitive motor mannerisms (e.g., hand or finger flapping or twisting, or complex whole-body movements or with an objest)
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(d) |
Autism persistent of liking an object,movements with sound.
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| (B) |
Delays or abnormal functioning in at least one of the following areas, with onset around one and half of age to 3 and half years old: |
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| 1. |
Social interaction,
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| 2. |
Language as used in social communication, or |
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Symbolic or imaginative play (playing or talking some form of outer space words or cartoon's words or play). |
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Many of Autism Symptoms of Asperger's include: impaired ability to utilize social cues such as body language, irony, or other subtext of communication; restricted eye contact and socialization; limited range of interests; perseverative, odd behaviors; didactic, verbose, monotone, droning voice; concrete thinking; over-sensitivity to certain stimuli; and unusual movements.
Alway isolated in worlds of their own, people with autism appear indifferent and remote and are unable to form emotional bonds with others. Although people with this baffling brain disorder can display a wide range of symptoms and disability, many are incapable of understanding other people's thoughts, feelings, and needs. Often, language and intelligence fail to develop fully, making communication and social relationships difficult. Many people with autism engage in repetitive activities, like rocking or banging their heads, or rigidly following familiar patterns in their everyday routines. Some are painfully sensitive to sound, touch, sight, or smell.
Children with autism do not follow the typical patterns of child development. In some children, hints of future problems may be apparent from birth. In most cases, the problems become more noticeable as the child slips farther behind other children the same age. Other children start off well enough. But between 18 and 36 months old, they suddenly reject people, act strangely, and lose language and social skills they had already acquired.
As a parent, teacher, or caregiver you may know the frustration of trying to communicate and connect with children or adults who have autism. You may feel ignored as they engage in endlessly repetitive behaviors. You may despair at the bizarre ways they express their inner needs. And you may feel sorrow that your hopes and dreams for them may never materialize.
But there is help-and hope. Gone are the days when people with autism were isolated, typically sent away to institutions. Today, many youngsters can be helped to attend school with other children. Methods are available to help improve their social, language, and academic skills.
Autism is found in every country and region of the world, and in families of all racial, ethnic, religious, and economic backgrounds. Emerging in childhood, it affects about 3 or 4 people in every thousand and is three to four times more common in boys than girls. Girls with the disorder, however, tend to have more severe symptoms and lower intelligence.
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