WHAT TO LOOK FOR—SIGNS OF AUTISM, SIGNS OF ASPERGER’S

 

Signs of autism are usually apparent as early as your child’s toddler years. Remember to look for a NUMBER or PATTERN of symptoms–taken individually or intermittently, they may not be as important, or may represent a variant of “normal”. These signs include, but are not limited to, the following:

• your child does not engage in “pointing” behavior (“Ma Ma, look at the cow!”) by one year.
• your child does not “babble” by age 1; or utters no SINGLE words by age 1; or utters no 2 WORD

 

PHRASES by age 2.

• your child does not engage in “pointing” behavior (“Ma Ma, look at the cow!”) by one year.
• your child exhibits loss of language skills at any time.
• your child shows little interest in peers, or in making friends
• your child demonstrates a marked indifference to the demands of others–he/she does not respond, for example, when called by others–including adults.
• your child does not make eye contact with others–adults or peers.
• your child has a markedly short attention span.
• your child demonstrates repetitive bodily movements–such as rocking oneself, or head banging.
• your child exhibits a strong, seemingly insurmountable resistance to changes in his or her usual routines.
• your child demonstrates consistent oversensitivity to certain textures, smells or sounds.
• your child has fixations–e.g., on certain small parts or on single objects–a light fixture, for example, or a floor fan in the family room.

 

SIGNS OF ASPERGER’S

 

The symptoms of Asperger’s are generally less invasive or pervasive than those of autism. They, nonetheless, cause consistent impairment in or concern about your child’s functioning. These symptoms generally become apparent around age 6 or older:

• poorly developed motor skills–small (handwriting, manipulating scissors) and large (sports).
• seemingly narrow range of interests–child may only be interested, for example, in trains and train track toys, or use of transformers for play.
• poor peer relationships–obvious in making/keeping friends–not asked for play dates, exhibits little interest in same.
• mechanical speech patterns–inappropriate or absent intonations of speech.
• little understanding of the nonverbal cues of others; i.e., facial and bodily expressions.
• little comprehension of the fact that others may think/feel differently from self.
• poor tolerance for change–especially if change is spontaneous vs. planned.

 

SUMMARY

 

This article has attempted to provide informed parents with an overview of the developmental history of autism, or the pervasive developmental spectrum disorders. Certainly, and thankfully, the disorder has become more understood, and more researched, during the past generation. Much remains to be known, however. We now understand, at least, that these disorders comprise a wide range of presentations.
 

The most significant “findings” or “signs” of autism and Asperger’s Disorder have been described in an attempt to help parents determine if their child warrants further investigation/diagnosis.

 

Parents, please remember that even the most “normal” of children will exhibit some of the behaviors described above, from time to time. The symptoms of autism and Asperger’s are, in contrast, persistent and debilitating–meaning that they result in some impairment or difficulty for the child in terms of usual functioning–at home, at school, and in the community at large. Likewise, the symptoms of milder forms of autism, such as Asperger’s, will impact virtually every area of a child’s life–although typically to a lesser degree.

 
If your child should exhibit some or all of the behaviors described above, by all means contact your child’s pediatrician or another health care representative you trust–get a professional opinion.
 

Further information, resources and courses of action for informed parents will be described in a future article.
 

References:

 
(1) Bonesteel, Amy. “The Secrets of Autism”. Time Magazine (5-6-2002): pp. 46-56.
(2) Wing, Lorna, M.D. The Autistic Spectrum: A Parent’s Guide to Understanding and Helping Your Child. Berkeley, CA: Ulysses Press, 2001.