Symptoms of autism can vary widely, and not all children with autism exhibit all of the signs. Some possible signs of mild autism include:
1.Social interaction
Difficulty making friends, engaging in social play, or responding to their name. They may also have poor eye contact, lack facial expression, or have difficulty recognizing nonverbal cues.
2.Repetitive behaviors
They may repeat words, phrases, or actions like rocking, flapping their hands, or lining up toys. They may also get upset if the sequence of their repetition is interrupted.
3.Sensory issues
Autism symptoms
They may be overly sensitive or under sensitive to certain stimuli like loud noises, bright lights, or certain textures.
Physical health issues
They may experience sleep disturbances, gastrointestinal issues, epilepsy, or ADHD.
Executive function challenges
They may struggle with tasks that require planning, organizing, and problem-solving, such as managing their time, completing homework, or making decisions independently.
Other signs of autism include:
Intense reactions to minor changes in routine or surroundings
Very specific interests
Not understanding social "rules"
Getting too close to other people, or getting very upset if someone touches or gets too close to you
Noticing small details, patterns, smells or sounds that others do not
Autism management
ഓട്ടിസത്തിൻ്റെ ലക്ഷണങ്ങൾ വ്യാപകമായി വ്യത്യാസപ്പെടാം, ഓട്ടിസം ബാധിച്ച എല്ലാ കുട്ടികളും എല്ലാ ലക്ഷണങ്ങളും പ്രകടിപ്പിക്കുന്നില്ല. നേരിയ ഓട്ടിസത്തിൻ്റെ സാധ്യമായ ചില ലക്ഷണങ്ങളിൽ ഇവ ഉൾപ്പെടുന്നു:
1. സാമൂഹിക ഇടപെടൽ
സുഹൃത്തുക്കളെ ഉണ്ടാക്കുന്നതിനോ സോഷ്യൽ പ്ലേയിൽ ഏർപ്പെടുന്നതിനോ അവരുടെ പേരിനോട് പ്രതികരിക്കുന്നതിനോ ബുദ്ധിമുട്ട്. അവർക്ക് മോശം നേത്ര സമ്പർക്കം, മുഖഭാവം ഇല്ല, അല്ലെങ്കിൽ വാക്കേതര സൂചനകൾ തിരിച്ചറിയാൻ ബുദ്ധിമുട്ട് എന്നിവയും ഉണ്ടാകാം.
2.ആവർത്തന സ്വഭാവങ്ങൾ
അവർ വാക്കുകളോ ശൈലികളോ ആവർത്തിച്ചേക്കാം, കുലുക്കുക, കൈകൾ അടിക്കുക, കളിപ്പാട്ടങ്ങൾ നിരത്തുക. അവരുടെ ആവർത്തനത്തിൻ്റെ ക്രമം തടസ്സപ്പെട്ടാൽ അവർ അസ്വസ്ഥരാകാം.
3. സെൻസറി പ്രശ്നങ്ങൾ
ഓട്ടിസം ലക്ഷണങ്ങൾ
അവ അമിതമായി സെൻസിറ്റീവ് ആയിരിക്കാം അല്ലെങ്കിൽ ഉച്ചത്തിലുള്ള ശബ്ദങ്ങൾ, തെളിച്ചമുള്ള ലൈറ്റുകൾ അല്ലെങ്കിൽ ചില ടെക്സ്ചറുകൾ പോലുള്ള ചില ഉദ്ദീപനങ്ങളോട് സെൻസിറ്റീവ് ആയിരിക്കാം.
ശാരീരിക ആരോഗ്യ പ്രശ്നങ്ങൾ
അവർക്ക് ഉറക്ക അസ്വസ്ഥതകൾ, ദഹനനാളത്തിൻ്റെ പ്രശ്നങ്ങൾ, അപസ്മാരം അല്ലെങ്കിൽ എഡിഎച്ച്ഡി എന്നിവ അനുഭവപ്പെടാം.
എക്സിക്യൂട്ടീവ് ഫംഗ്ഷൻ വെല്ലുവിളികൾ
അവരുടെ സമയം നിയന്ത്രിക്കുക, ഗൃഹപാഠം പൂർത്തിയാക്കുക, അല്ലെങ്കിൽ സ്വതന്ത്രമായി തീരുമാനങ്ങൾ എടുക്കുക തുടങ്ങിയ ആസൂത്രണം, ഓർഗനൈസേഷൻ, പ്രശ്‌നപരിഹാരം എന്നിവ ആവശ്യമായ ജോലികളുമായി അവർ പോരാടിയേക്കാം.
ഓട്ടിസത്തിൻ്റെ മറ്റ് ലക്ഷണങ്ങളിൽ ഇവ ഉൾപ്പെടുന്നു:
1.ദിനചര്യയിലോ ചുറ്റുപാടുകളിലോ ഉള്ള ചെറിയ മാറ്റങ്ങളോടുള്ള തീവ്രമായ പ്രതികരണങ്ങൾ
2.വളരെ നിർദ്ദിഷ്ട താൽപ്പര്യങ്ങൾ
3.സാമൂഹിക "നിയമങ്ങൾ" മനസ്സിലാക്കുന്നില്ല
4.മറ്റ് ആളുകളുമായി വളരെ അടുത്തിടപഴകുക, അല്ലെങ്കിൽ ആരെങ്കിലും നിങ്ങളെ സ്പർശിക്കുകയോ അല്ലെങ്കിൽ നിങ്ങളോട് വളരെ അടുത്ത് വരികയോ ചെയ്താൽ വളരെ അസ്വസ്ഥനാകുക
5.മറ്റുള്ളവർ കാണാത്ത ചെറിയ വിശദാംശങ്ങളോ പാറ്റേണുകളോ മണങ്ങളോ ശബ്ദങ്ങളോ ശ്രദ്ധിക്കുന്നു
ഓട്ടിസം മാനേജ്മെൻ്റ്
Can a child with mild autism have a normal life?
Traits of Mild Autism in Adults and Children
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Those with mild autism traits are typically able to live independently, get an education, hold a job, and so on. This is not to say that autism with low support needs won't come with some challenges, but ensuring proper support can help set an autistic person up for success.
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Helping Youth with Autism and Co-Occurring Low Vision and Blindness
By: Ernst VanBergeijk, PhD, MSW Alexandra LaVoie, MSOT Transition Center at the Perkins School for the Blind
The prevalence of autism has been increasing over the years. The CDC estimates that 1 out of every 44 children has an autism spectrum condition (CDC, 2021). It has changed from a low-incidence disability (i.e., 1 in 10,000) to a more common one. Blindness, on the other hand, is currently considered a low-incidence disability, only affecting about 1% of children and youth. This translates into an incidence of approximately 239,700 transition-age youth aged 16-20 years (Erickson, Lee, & von Schrader, 2019 as cited in Lund & Cmar, 2020). However, what is the co-occurrence of autism with blindness or low vision? Few parents and professionals know about autism and co-occurring low vision and blindness and one of the leading causes of blindness, Cerebral/Cortical Visual Impairment (CVI), let alone how to intervene.
What is Cerebral/Cortical Visual Impairment?
Cerebral/Cortical Visual Impairment (CVI) is a brain-based visual impairment caused by damage or interruption to the brain’s visual pathways or visual processing centers. It is currently the leading cause of blindness and low vision in children, yet CVI is alarmingly underdiagnosed (the CVI Center, 2023). Their white paper describes that CVI commonly occurs in neurodevelopmental disorders. The statistical model in the paper estimated that at least 180,449 individuals 0-22 years were diagnosed with CVI or likely to have CVI. From their sample, they were able to identify 24,269 patients with a CVI diagnosis and 155,980 likely to have CVI. This translated into a diagnosis rate of less than 14%. These numbers represent more severe cases of CVI, but CVI has a broad spectrum of experience, like autism. Therefore, the numbers are conservative and underestimated. One study out of the UK found that 1 in 30 primary school children may have CVI-related vision problems. The CVI Center concluded that for every child diagnosed with CVI, another 4 children are likely to have the disorder. This is similar to the early years of autism before the symptoms were more widely known.
CVI is often misdiagnosed as autism because of overlapping behaviors or symptoms. CVI and ASD do co-exist, but CVI is often missed or not diagnosed until later. The implication here is that pediatricians, ophthalmologists, and neurologists working with children with autism should be trained in recognizing CVI and be able to conduct a differential diagnosis. Consequently, practitioners must be able to complete a differential diagnosis using assessment tools such as the ADOS( Autism Diagnostic Observation Schedule click here for a model)
that have been modified to not rely upon sight-related behaviors. For parents, the implication is that if they have a child with BVI, they should select a medical provider who can assess for ASD in children with blindness and low vision.
Educational Interventions for Students with Both Visual Impairment and Autism
Few school districts have enough students to create programs for educating students with VI. There is no economy of scale. When faced with a student with both VI and ASD, the school districts lack the expertise to educate the student. Under IDEA, students are entitled to a Free and Appropriate Public Education (FAPE). Suppose the school district cannot meet the student’s educational needs. In that case, an option under IDEA is that they may educate the student in placement out of the school district at a private school that specializes in educating youth with VI.
A New Model of Educating Students with Autism and Co-Occurring Low Vision and Blindness and Other Co-Occurring Conditions
In recognition of the complexity of preparing students with BVI for the world of work and independent living, Perkins recently announced its Life Launch Program. The Life Launch Program is Perkins’ latest offering, targeting transition-aged youth looking to enter the world of work and independent living. This work-based, residential transition program is designed for students who have diagnosed autism and co-occurring low vision and blindness or visually impaired, with multiple disabilities (including autism), and who have goals of finding meaningful work and community participation after high school. The program recognizes that students with BVI are employed at lower rates than their non-disabled peers. To prepare these students to meet the challenges of employment and independent living, the Life Launch curriculum features specialized instruction, intensive transition planning, and individualized experiential learning.
The Life Launch Program will begin accepting applications in January 2024 and will welcome the first class of students to campus in the Fall of 2024. For more information, visit www.perkins.org/transition-center/life-launch.
Virtual informational session
Join us to learn more about this innovative program
October 23rd, 2024 4pm
CLICK HERE TO REGISTER
Perkins also offers a range of impactful programming and resources designed to assist more academically oriented students with BVI to transition to post-secondary higher education programs, including colleges, universities, and Comprehensive Transition and Post-secondary (CTP) programs. For more information on these programs and resources, visit www.perkins.org/college-success.
Perkins School for the Blind in Watertown, MA, has been educating students with autism and co-occurring low vision and blindness and other visual impairments for almost 200 years. It is a leader in blindness education and educating students with multiple complex issues. Perkins has trained educators working in over 95 countries around the globe, creating a world of inclusion, accessibility, and opportunity for people with multiple disabilities. The Perkins School for the Blind is a thought leader through its CVI Center, Transition Center, and other offerings. It conducts research and is developing a knowledge base of empirically-based practices to educate students with CVI.
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Yes, autism spectrum disorder (ASD) is often associated with lower IQ scores, but it's not always the case:
Low IQ in early childhood
A study of 8,000 children found that early IQ scores were consistently lower in children with ASD than in children without ASD.
Cognitive impairment
Epidemiological studies have reported that 40–100% of people with ASD have cognitive impairment, defined as an IQ below 70.
Intellectual disability
A 15-year study found that nearly one in three autistic people has intellectual disability.
Severe autism
Children with severe autism traits tend to have low to very low IQ scores.
However, autism is now considered to be a condition separate from intellectual disability, and people with autism can have a wide range of learning and thinking skills. Some children with ASD may have average intelligence but still have impaired adaptive outcomes.
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Learning Difficulties Associated with Autism
Common Learning Disorders: Dyslexia, Dysgraphia, and Dyscalculia
Learning disorders “alter brain functioning in a manner which affects cognitive processes” related to learning.[ A condition like dyslexia, for instance, affects an individual’s ability to read via challenges with word recognition and decoding. As many as 5 to 15% of Americans have dyslexia. Dyslexia does not have any relationship to a person’s intelligence. Common learning disorders include dyslexia, which affects reading; dyscalculia, which affects mathematics; and dysgraphia, which affects writing.
These conditions can all occur independently of autism spectrum disorder, or alongside it. Researchers note that “dyslexic children may experience visual and auditory processing difficulties, similar to hyper or hypo sensitivity often associated with ASD.” Further, they note, “some dyslexic children may also have strengths in particular areas, such as design, logic, and creative skills” which may mimic similar focuses in individuals with ASD.
Nonverbal Learning Disabilities
As many as 1 in 25 children have a nonverbal learning disability (NVLD). Individuals with an NVLD typically have no problems with verbal expression. Instead, they struggle with visual-spacial abilities.A nonverbal learning disability can cause challenges with social interaction by impacting a child’s understanding of nonverbal cues. They may have a hard time with understanding ideas or how they relate to one another on a conceptual level. Usually, people with an NVLD have particular challenges in one area, such as visual or spatial awareness or executive function.
With these sorts of signs, it is easy to see how such a condition may overlap with common behavioral and cognitive signs of autism spectrum disorder. Just like some individuals with autism, someone with an NVLD might struggle with motor skills, organization, and understanding nonverbal communication and social situations. There is considerable debate about how a nonverbal learning disability relates to ASD. While the two conditions can share signs, they are considered separate. Not everyone who is considered to have an NVLD meets the criteria for diagnosis with ASD. NVLD does not occur in the latest edition of the Diagnostic and Statistical Manual of Mental Health Disorders, as there is still a lack of a consensus on its specific features and definitions among professionals.
ADHD and its Interaction With Autism
Attention-deficit/hyperactivity disorder, or ADHD, is not considered a learning disorder in and of itself. However, it can interact with learning disorders, presenting numerous obstacles to learning. It frequently occurs alongside autism. Studies have found that as many as 30 to 50 percent of children with ASD also show symptoms of ADHD. Some of these behavioral signs include hyperactivity, sensory processing issues, and difficulty with sustained attention and concentration. Recent research has also found that children with ASD who exhibit traits of ADHD have more issues with adaptive behavior. This can lead to more struggles with independence. Like autism, ADHD also affects executive function. This can inhibit learning, since sustained focus, planning, and time management are all crucial for academic performance.
The Impact of Learning Disorders on Mental Health
Co-occurring autism and learning disorders can also lead to serious mental health issues. It is common for people with learning disorders to experience anxiety, depression, and self-esteem issues. In one study, children with learning disorders reported “more loneliness, more victimization, and less social satisfaction” when compared to peers without learning disorders. People with autism are also at a heightened risk for anxiety and depression symptoms.Thus, when learning disorders occur alongside autism, children can be at even greater risk for mental health issues.
Treatment for ASD and Learning Disorders
Treatment for the intersection of autism and learning disorders needs to begin with the proper diagnosis and understanding of a child’s difficulties. It is important to consult a medical professional, such as a developmental-behavioral pediatrician, who can differentiate between conditions, understand how they interact, and identify areas of focus for intervention. Most experts agree that early intervention is best for the treatment of both autism spectrum disorder and learning disorders.
Treatment modalities depend on the conditions and unique challenges a child faces but may include various forms of therapy, such as Applied Behavior Analysis. Multiple treatment interventions may be used in conjunction with one another to address specific needs. These can include learning aids and accommodations that take into account individual circumstances. Coordination with medical professionals, therapists, educational providers, and other caregivers is the best way to ensure your child receives the help they need to learn, grow, and overcome any developmental challenges they face as a result of their condition.
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