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.
Lets see if your kid has got the followings :
A. Total of six (or more) items from (1), (2), and (3), with at least two from (1), and one each from (2) and (3):
1. Autism Autistic Kids qualitative impairment in social interaction, as manifested by at least two of the following:
(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 (b)Failure to developed relationships appropriate to developmental level
(c)A lack of spontaneous seeking to share enjoyment, interests, or achievements with other people (e.g., by a lack of showing, bringing, or pointing out objects of interest)
(d)Lack of social or emotional response
2. | Autism qualitative impairments in communication as manifested by at least one of the following: | |
| (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). |
| (b) | Without adequate speech, marked impairment by in the ability to initiate or sustain a conversation with others. |
| (c) | Repetitive use of language or words or phases. |
| (d) | Lack of varied, spontaneous make-believe play or social imitative play appropriate to developmental level | |
| 3. | Autism restricted repetitive and stereotyped patterns of behavior, interests, and activities, as manifested by at least one of the following: | |
| (a) | Autism encompassing preoccupation with one or more stereotyped patterns of interest that is abnormal either in intensity or focus. | |
| (b) | Autism apparently inflexible adherence to specific, nonfunctional routines or rituals | |
| (c) | Stereotyped and repetitive motor mannerisms (e.g., hand or finger flapping or twisting, or complex whole-body movements or with an object) | |
| (d) | Autism persistent of liking an object, movements with sound. | |
| (B) | Delays or abnormal functioning in at least one of the following areas, with onset around 2 and half of age to 3 and half years old: | |
| 1. | Social interaction, | |
| 2. | Language as used in social communication, or | |
| 3. | Symbolic or imaginative play (playing or talking some form of outer space words or cartoon's words or play). | |
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