1. Language deficits (communication)<\/b><\/p>\n
This domain covers the inability to process words and their related meanings. Although many people\u00a0 can create associations between sounds and ideas (such as the word \u201cbanana\u201d and the fruit it represents), children with autism don\u2019t independently make that connection.<\/p>\n
Not creating a connection between words and concepts is often mistaken for hearing loss, because it almost seems like a child is unable to hear part of a word. Although they may hear it, they may not know how to properly process it.<\/p>\n
How to identify language deficits<\/b><\/p>\n
Words with dual meanings and colloquialisms are especially difficult for people with autism to understand. For example, if someone says that they\u2019re \u201cfeeling blue,\u201d a person with autism may translate the statement literally without associating the color blue with sadness.<\/p>\n
This breakdown in communication is often the first step to identifying autism. Although this might seem like an\u00a0intellectual impairment, it\u2019s not a measure of intellect. Many who experience this aspect of autism are clear and eloquent on paper but not in conversation. This makes the inability to quickly form and process words, tones, and even pauses in speech excellent indicators of autism.<\/p>\n
2. Social deficits (social)<\/b><\/p>\n
Although it\u2019s certainly possible for those with autism to have normal social skills and interactions, they\u2019ll need additional steps to get it right. As with any skill, it requires practice and education. Many with autism want to be around others but aren\u2019t sure how to properly engage with them or how to be comfortable in new, sometimes awkward situations.<\/p>\n
How to identify social deficits<\/b><\/p>\n
The misunderstanding of social cues can appear in many ways. For example, a person with autism might not understand the difference between blushing or flushing. They might see a red face, and assume a person is angry when they actually just finished an intense workout.<\/p>\n
This, of course, doesn\u2019t hinder a person on the autism spectrum from having full and meaningful relationships. They\u2019ll likely need more preparation using concrete examples to successfully predict what\u2019s coming. This can be practiced at home or with a professional at Integrity, Inc. who can assist with developing social skill-building activities.<\/p>\n
3. Repetitive behaviors (physical)<\/b><\/p>\n
This last domain of autism spectrum testing often presents in other domains as well. Repetitive behaviors, such as repeating a word or sound or rocking back and forth, can affect the\u00a0social and communication aspects of their lives<\/a>. However, these repetitive movements and sounds can help balance sensory input and emotion. This often allows someone with autism to organize their thoughts when they\u2019re feeling overwhelmed by language or social stimuli. The repetitive sounds and behaviors may allow them to focus on their own thoughts, figure out how to proceed, or find a way to feel comfortable in a situation.<\/p>\n There are many tools to assess ASD in young children, but no single tool should be used as the basis for diagnosis. Diagnostic tools usually rely on two main sources of information\u2014parents\u2019 or caregivers\u2019 descriptions of their child\u2019s development and a professional\u2019s observation of the child\u2019s behavior.<\/p>\n In some cases, the primary care provider might choose to refer the child and family to a specialist for further assessment and diagnosis. Such specialists include neurodevelopmental pediatricians, developmental-behavioral pediatricians, child neurologists, geneticists, and early intervention programs that provide assessment services.<\/p>\n Selected examples of diagnostic tools:<\/p>\n In addition to the tools above, the American Psychiatric Association\u2019s Diagnostic and Statistical Manual, Fifth Edition \u00a0(DSM-5) provides standardized criteria to help diagnose ASD.<\/p>\n See DSM-5 diagnostic criteria \u00bb<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"
\n\n
\nA clinical diagnostic instrument for assessing autism in children and adults. The instrument focuses on behavior in three main areas: reciprocal social interaction; communication and language; and restricted and repetitive, stereotyped interests and behaviors. The ADI-R is appropriate for children and adults with mental ages about 18 months and above.<\/li>\n
\nA semi-structured, standardized assessment of social interaction, communication, play, and imaginative use of materials for individuals suspected of having ASD. The observational schedule consists of four 30-minute modules, each designed to be administered to different individuals according to their level of expressive language.<\/li>\n
\nBrief assessment suitable for use with any child over 2 years of age. CARS includes items drawn from five prominent systems for diagnosing autism; each item covers a particular characteristic, ability, or behavior.<\/li>\n
\nAssists teachers, parents, and clinicians in identifying and diagnosing autism in individuals ages 3 through 22. It also helps estimate the severity of the child\u2019s disorder.<\/li>\n<\/ul>\n