This is Part 2 of my blog on A.S.D. which stands for Autistic Spectrum Disorder.
The Spectrum covers many levels of Autistic behaviours, with some people having only minor traits and able to live and work independently, but often unknown to others, will struggle with certain social situations. They may require minimal support or none at all.
At the other end of the scale, an individual may need a great deal of help, as may have physical and mental health challenges which affect their ability to lead the same lifestyle as their parents and siblings.
In between these two ends of the Spectrum, are many other levels, which affect daily life, and require a range of support networks.
Up until the 1950s, only the severely disabling form of Autism was recognized.
It may not have been understood by very many people, but there were enough outward signs to suggest that the individual required a great deal of support as they probably could not articulate their feelings and could not attend mainstream school or a work situation.
As the years have gone by, much more has been learned about Autism, and it has been agreed that there are many levels, and that it may not be the barrier to education and employment which was once thought.
CONFUSION:
There is also a confusing number of conditions which have similarities to each other.
For example, the term Asperger`s Syndrome was often used to describe someone perhaps midway on the Spectrum.
However, that term is no longer used, and the collective term of A.S.D. is applied instead.
As more has been understood about A.S.D. the opportunity to screen children at various milestones has become available, to see if and when there are any warning signs.
Parents, now much more aware, will often spot some red flags which make them suspect their child may be on the A.S.D. range.
What sort of things might be apparent?
Poor eye contact is often one of the first things which is noticed. A child many be speaking to a parent, but they do not look them in the eye.
A child may become rather obsessional and possessive about certain toys or games. They may collect a certain type, or become very involved with the background, such as collecting train carriages and learning all about the history of trains.
They may react to certain textures and smells such as not wanting to wear a particular item as it doesn`t feel or smell right.
Food wise they may only eat one type or colour of food. The term "beige food" is often given to this food observation.
There may be emotional meltdowns and outbursts, and other behavioural markers.
FEELING DIFFERENT WITH ASD:
Probably the most common thing which becomes apparent is the difficulties that a child may encounter with social cues.
They find it difficult to comprehend why others act in a particular way, and may have difficulty fitting in and establishing friendships. They often admit to feeling "different" to other children
Some of these observations may disappear as the child becomes older, but the social inadequacy may stay with them in some form or another.
The term "Masking" is often used, particularly with girls, as a coping mechanism which is developed in order to fit in.
The behaviour and habits of others are copied to prevent the person feeling excluded.
This can be very exhausting, as the individual is not actually being themselves, but play acting in order to feel accepted and to get through the day.
Professional help is required in order to establish a diagnosis.
A child psychologist, psychiatrist and other professional agencies would assess the child and as a result, offer support and a way forward.
It is important that parents and family are aware of some of the challenges which might face a child on the A.S.D. range, as their management might differ to that of other siblings.
Since the introduction of assessment tools and questionnaires, it has been noted that many parents and indeed grand parents, have self diagnosed after filling in a questionnaire.
DIFFICULTY IN RELATING TO OTHERS:
In a great many cases, a huge sense of relief has been found, as the individual may have suffered from feelings of inadequacy and feeling different their entire life.
Most people on the middle of the Spectrum, find ways to cope, and are now realizing that instead of a disability, they have a unique personality which often has impressive creative skills, such as music, art, and aspects of business
SIMILAR DISORDERS:
There are many other behavioural aspects which do not fall under the same umbrella as Autism, but can be very similar, and indeed accompany A.S.D.
The most common is A.D.H.D. or Attention Deficit Hyperactivity Disorder.
It is often confused with Autism and in many ways can be very similar, with the two being able to manifest within the same person.
The main difference with someone with A.D.H.D. is their restlessness and inability to be at peace.
Often a child will wriggle around in their chair and will find it impossible to concentrate.
They may also be a bit of a day dreamer and lose and forget things.
Their difficulties in concentrating will give the impression of disinterest and disorganization.
In order to make some sort of sense from this rather chaotic state, routine and planning are key.
Time management and preparation can remove the sense of panic which can accompany an individual who has forgotten to complete an assignment and can`t find the paperwork.
Small things like time tables and allowing time to complete things can help enormously.
Eating a healthy diet and having good quality sleep will also help.
Medication may be an option in severe cases, but practical well thought out solutions can work well.
Due to the increase in identifying these issues, schools are having to take it on board and special measures are having to be put in place to accommodate this.
Extra support staff may be available and certain alterations to time tables and subjects may also be given.
A great deal has to do with certain areas and funding, with not all schools being the same.
In the work place, there may also be some organizational help available as more people are being diagnosed.
As research continues, it throws a light on areas of behaviour and brain activity of which we were unaware before.
What was written off as a disadvantaged personality, is now being recognized as a gifted creative one, capable of doing many things that those not on the Spectrum are unable to do.
In my next blog, part 3, I shall further discuss the outlook for those on the Spectrum, and where their gifts can take them.
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