Autism is a spectrum of disorders caused by abnormal brain development that can lead to diminished social skills, as
well as unusual ways of learning and reactions to sensations. Autism spectrum disorder, meaning people with autism
can have a range of symptoms. Mildly affected, children develop life skills at an early age. Severely afflicted, children
may be unable to function in almost any setting.
Autism symptoms can present themselves in a variety of combinations from mild to severe. Autism is defined by a
certain set of behaviors. Children with autism can exhibit any combination of the behaviors in any degree of severity.
Two children both diagnosed with the same disorder may act differently from one another and have varying skills.
Autism is a neurological disorder that affects the functioning of the brain. It impacts the normal development of the
brain in the areas of social interaction and language.
Autism is one of the five(5) disorders under the umbrella of Pervasive Developmental Disorder (PDD), characterized by
severe and pervasive impairments in several areas of development.
Autism and PDD occur in approximately 1 in 100 births. It is the fastest growing developmental disability. These
disorders are four times more common in boys than girls.
Autism is a complex developmental disability that typically appears during the first three(3) years of life.
Autism spectrum disorders are PDD, Asperger’s syndrome, Childhood Disintegrating disorder, Rett’s syndrome and
PDD-NOS (not otherwise specified). Parents hear different terms used to describe children within the spectrum, such
as autistic tendencies, autism spectrum, high functioning or low functioning. More important than the terms is to
understand that children with autism can learn and function productively and show gains with appropriate education
and treatment. Early intervention is key in proper development.
A diagnosis of autism and appropriate educational programs are very important to children with an autism spectrum
disorder. From the age of three, children with autism and PDD are eligible for an educational program appropriate to
their individual needs. Educational programs for children with autism or PDD focus on improving communication,
social, academic, behavioral, and daily living skills. Behavior and communication problems that interfere with learning
sometimes require the assistance of a knowledgeable professional in the autism field who develops and helps to
implement a plan which can be carried out at home and school.
Symptoms of autism are seen within the first 3 - 6 months of the child's life, parents may note the child does not
develop a normal pattern of smiling or cuddling response. As children with autism grow older, they do not progress
through developmental milestones such as learning to say words or speak sentences Instead, they seem aloof, detached,
and withdrawn. Instead of developing a pattern of relating warmly to their parents, children with autism may instead
engage in self-stimulating behavior such as rocking or head banging. By age 2 or 3 years for a child with autism, it is
usually clear that there is something wrong, and the symptoms of autism continue to become more obvious over time
as the child fails to develop normal verbal or interpersonal communication skills.
Children within the autism spectrum disorders may yearn for interaction with others the same age, but this requires the
social skills they lack. Autistic children also have no creativity or flexibility in their play. They tend to be repetitive and
stick to routine. Example of play: lines up toys, plays with toys inappropriately, and uses objects as toys.
For a child with autism the classroom environment should be structured so that the program is consistent and
predictable. Students with autism or PDD learn better and are less confused when information is presented visually as
well as verbally. Interaction with non disabled peers is also important, for these students provide models of appropriate
language, social, and behavior skills. To overcome frequent problems in generalizing skills learned at school, it is very
important to develop programs with parents, so that learning activities, experiences, and approaches can be carried over
into the home and community.
Autistic children process and respond to information in unique ways. In some cases, aggressive and/or self injurious
behavior may be present.
Autism Symptoms
• Routine/resistence to change
• Difficulty in expressing needs / lack of speech
• Repeating word and / or phrases
• Distress for reasons not appropriate to others
• Anti-social tendencies / preferring to recluse themselves
• Tantrums
• Lack of affections
• No perception of danger
• Poor eye contact
• Inappropriate attachment to objects
• Unresponsive / ignores when spoken to
• Over / under sensitivity to pain
• Annoyed by / frightened by loud noises
• Sustained odd play
• Low tolerance to certain textured food
When children display similar behaviors but do not meet the criteria for autism, they may receive a diagnosis of
Pervasive Developmental Disorder-NOS (PDD not otherwise specified).
With educational programs designed to meet the needs of an individual with autism and specialized support services in
employment and living arrangements, children and adults with autism or PDD can live and work in the community.
High Functioning Autism
About 20% of the autism population are described as high functioning. There are many terms used in reference to this
group. Examples are Mildly Autistic, Autistic Tendencies, Pervasive Developmental Disorder(pdd), and Pdd nos(not
otherwise specified).
well as unusual ways of learning and reactions to sensations. Autism spectrum disorder, meaning people with autism
can have a range of symptoms. Mildly affected, children develop life skills at an early age. Severely afflicted, children
may be unable to function in almost any setting.
Autism symptoms can present themselves in a variety of combinations from mild to severe. Autism is defined by a
certain set of behaviors. Children with autism can exhibit any combination of the behaviors in any degree of severity.
Two children both diagnosed with the same disorder may act differently from one another and have varying skills.
Autism is a neurological disorder that affects the functioning of the brain. It impacts the normal development of the
brain in the areas of social interaction and language.
Autism is one of the five(5) disorders under the umbrella of Pervasive Developmental Disorder (PDD), characterized by
severe and pervasive impairments in several areas of development.
Autism and PDD occur in approximately 1 in 100 births. It is the fastest growing developmental disability. These
disorders are four times more common in boys than girls.
Autism is a complex developmental disability that typically appears during the first three(3) years of life.
Autism spectrum disorders are PDD, Asperger’s syndrome, Childhood Disintegrating disorder, Rett’s syndrome and
PDD-NOS (not otherwise specified). Parents hear different terms used to describe children within the spectrum, such
as autistic tendencies, autism spectrum, high functioning or low functioning. More important than the terms is to
understand that children with autism can learn and function productively and show gains with appropriate education
and treatment. Early intervention is key in proper development.
A diagnosis of autism and appropriate educational programs are very important to children with an autism spectrum
disorder. From the age of three, children with autism and PDD are eligible for an educational program appropriate to
their individual needs. Educational programs for children with autism or PDD focus on improving communication,
social, academic, behavioral, and daily living skills. Behavior and communication problems that interfere with learning
sometimes require the assistance of a knowledgeable professional in the autism field who develops and helps to
implement a plan which can be carried out at home and school.
Symptoms of autism are seen within the first 3 - 6 months of the child's life, parents may note the child does not
develop a normal pattern of smiling or cuddling response. As children with autism grow older, they do not progress
through developmental milestones such as learning to say words or speak sentences Instead, they seem aloof, detached,
and withdrawn. Instead of developing a pattern of relating warmly to their parents, children with autism may instead
engage in self-stimulating behavior such as rocking or head banging. By age 2 or 3 years for a child with autism, it is
usually clear that there is something wrong, and the symptoms of autism continue to become more obvious over time
as the child fails to develop normal verbal or interpersonal communication skills.
Children within the autism spectrum disorders may yearn for interaction with others the same age, but this requires the
social skills they lack. Autistic children also have no creativity or flexibility in their play. They tend to be repetitive and
stick to routine. Example of play: lines up toys, plays with toys inappropriately, and uses objects as toys.
For a child with autism the classroom environment should be structured so that the program is consistent and
predictable. Students with autism or PDD learn better and are less confused when information is presented visually as
well as verbally. Interaction with non disabled peers is also important, for these students provide models of appropriate
language, social, and behavior skills. To overcome frequent problems in generalizing skills learned at school, it is very
important to develop programs with parents, so that learning activities, experiences, and approaches can be carried over
into the home and community.
Autistic children process and respond to information in unique ways. In some cases, aggressive and/or self injurious
behavior may be present.
Autism Symptoms
• Routine/resistence to change
• Difficulty in expressing needs / lack of speech
• Repeating word and / or phrases
• Distress for reasons not appropriate to others
• Anti-social tendencies / preferring to recluse themselves
• Tantrums
• Lack of affections
• No perception of danger
• Poor eye contact
• Inappropriate attachment to objects
• Unresponsive / ignores when spoken to
• Over / under sensitivity to pain
• Annoyed by / frightened by loud noises
• Sustained odd play
• Low tolerance to certain textured food
When children display similar behaviors but do not meet the criteria for autism, they may receive a diagnosis of
Pervasive Developmental Disorder-NOS (PDD not otherwise specified).
With educational programs designed to meet the needs of an individual with autism and specialized support services in
employment and living arrangements, children and adults with autism or PDD can live and work in the community.
High Functioning Autism
About 20% of the autism population are described as high functioning. There are many terms used in reference to this
group. Examples are Mildly Autistic, Autistic Tendencies, Pervasive Developmental Disorder(pdd), and Pdd nos(not
otherwise specified).
| Autism information - what is autism - signs of autism. Autism Awareness Bright Tots - Information on child development - Autism information |
|
| What is Autism? |
| • Autism seems to have two(2) tracts - Congenital Autism (from the beginning) - Regressive Autism (around 15 - 18 months, regression noticeable) • All forms of Autism include - Communication / language difficulties - Sensory issues - Social deficits • Some autistic children also have physical issues - Bowel problems -Sometimes rectified by gluten free, casein free diet |
| ________________________________________________________________________________________________________________________ Copyright © 2004 Bright Tots® Inc. - Educational Toys & Resource Guide to Child Development - All rights reserved. ________________________________________________________________________________________________________________________ |
| Autism Awareness |
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