What are 
Autistic Spectrum Disorders?

The autistic spectrum covers all forms of autism. Within autism there are varying degrees of difficulty.  Many of the difficulties seen in autism can be seen in other different disabilities, but only in autism is there a 'Triad of Impairment' affecting social interaction - communication - imagination.  For those with High functioning Autism the disorder is just as disabling as 'classic Kanner' type. Language is usually present and IQ is often in normal ranges. However, expectations of those who 'appear normal' can be too great. Asperger's syndrome is currently thought to be an autistic spectrum disorder, sharing as it does, the same difficulties.

There is currently much debate over the question - should Asperger's syndrome be considered High Functioning Autism - or is it entirely separate. The researchers are investigating and the answer will no doubt come in time. It perhaps is not helpful. as far as service provision goes,  to consider it as separate. Strategies used are the same. Adaptations to  helpful strategies must be made for the more able and older individual.

All types of autism are PERVASIVE DEVELOPMENTAL DISORDERS - meaning that elements of development - RELATED O N L Y to SOCIAL development are delayed. This is not to say that such delays will 'eventually catch up', this may not be the case. Often the delays are life long. Development is also DISORDERED - following a different pattern to that considered the 'norm'.

ASPERGER'S SYNDROME

At the current time Asperger syndrome - a developmental disorder- is considered to be an autistic spectrum disorder affecting two-way social interaction, verbal and non-verbal communication, a reluctance to accept change, inflexibility of thought and to have all absorbing narrow areas of interest. Individuals are usually extremely good on rote memory skills (facts, figures, dates, times etc.) many excel in maths and science.

There is a range of severity of symptoms within the syndrome, the very mildly affected child often goes undiagnosed and may just appear odd or eccentric.

Whilst Asperger syndrome is much more common than autism it is still a relatively rare condition and few people, including professionals, will know about it much less have experience of it. It seems to affect more boys than girls.

In general terms they find making friends difficult, not understanding the subtle clues needed to do so. They often use language in a slightly odd way and take concrete and literal meanings from what is read or heard.

They are happiest with routines and a structured environment, finding it difficult to decide what to do they fall back on to the preferred activities. They love praise, winning and being first, but find loosing, imperfection and criticism very difficult to take.

Bad behaviour often stems from an inability to communicate their frustrations and anxieties. They need love, tenderness, care, patience and understanding.

Within this framework they seem to flourish.

Children with Asperger syndrome are for the most part bright, happy and loving children. We can help by better understanding the disorder and reasons for unusual behaviour. With this knowledge we can help them to cope a little better in society.

Language can be different in those with Asperger's syndrome. Some have perfect language - but this may mask lower levels of comprehension. Others find it hard to hold conversations and often turn the talk back to an area they are interested in - disregarding the other person. They all have one thing in common, understanding is often far behind the level of spoken language. Idioms, metaphors and implied meanings - things we use all the time in everyday conversation - can baffle them. To help, try to speak as concretely as possible, perhaps a touch more slowly and allow them time to respond. Many people I know will often answer 'I don't know' immediately to any question, and moments later the answer will come!

They have a need to finish tasks they have started. Strategies can be developed to reduce the stress they experience at such times. Warnings that an activity is to finish in x minutes can help with older children. With younger children attempts to ‘save’ the task help - videoing a programme, mark in a book etc.,.

As the children mature some problems will get easier, but like all other children new problems will emerge. Some teenagers can feel the lack of friendships hard to cope with as they try hard to make friends in their own way but find it hard to keep them. This is not always the case, many have friends who act as ‘buddies’ for long periods of time. Social skills will have to be taught in an effort for them to find a place in the world ... so take all opportunities to explain situations time and time again ..... and one day.......it may work!

Please bear in mind that information such as this does tend to detail all the problems which can be found within a syndrome but that does not mean every child will have all of them.

Each child will also have different levels of achievements and difficulties.

They are after all just as the others ... individuals !

 

© Rosalyn Lord 2000 

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