Today's BLOG ~ This Is Not My Child

This is not the child that I thought I was going to have. This child does not seem to be developing normally.
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< My Thoughts >    “…developing normally.”
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What is happening? How can I cope with these behaviors?

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Here are some of the concerns parents have when their child has a lack of ‘age-typical’ development in one or more of these areas –
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• gross/fine motor skills (including, ‘eating & toileting’)
• speech/language communication (including, ‘non-verbal’)
• cognition, temperament/personality expression (including, being gifted)
• social/personal awareness (including, having no friends)
• daily living skills (including, no reference to time)

 
To meet diagnostic criteria for ASD according to DSM-5, a child must have persistent deficits in each of the areas of social communication and interaction.
 
The severity of those deficits is based on social communication impairments and restricted, repetitive patterns of behavior. For either criterion, severity is described in 3 levels:
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• Level 3—Requires very substantial support
• Level 2—Requires substantial support
• Level 1—Requires support

Also, a child must have persistent inconsistencies in severity of impairment across cognitive skills, adaptive behavior, and autism symptoms. Traditionally, these deficits have been described and / or portrayed in a 'linear' spectrum.

These linear functioning labels often fail to recognize the unique strengths and weaknesses of an autistic individual. People who are considered “low-functioning” can be dismissed or denied opportunities, while those considered “high-functioning” may be denied support services they need.

< My Thoughts >     “…linear functioning labels…”

The linear autism spectrum line ‘simplifies’ autism spectrum disorder (ASD). But autism is not simple, almost never linear, and ‘spectrum’ means a complex ‘variety’ of changing functioning over time. Not a static ‘band’ of functioning determined at the time of testing.

Heyworth, M. (2024) says, "Imagine if I asked you to place yourself on a two-dimensional line of functioning. Nothing to do with Autism, just a standard, regular, non-autistic functioning line. How accurate would it be?"

REFERENCE:

Heyworth, M. (2024). Introduction of Autism, Part 4: The Autism Spectrum is Not Linear. Retrieved online from –
https://reframingautism.org.au/introduction-to-autism-part-4-the-autism-spectrum-is-not-linear/

End of Today’s BLOG ~ This Is Not My Child. Next, we will explore the ways to categorize your concerns, from simple to complex.

​My appreciation for sharing, commenting, and 'liking' on Facebook! Also, please note that my aim is to remove all other than government and / or public 'links' from the website. My reasoning is that they may suggest endorsement or approval of their content. It is better that individuals 'search' for desired 'links' in one's specific area of interest and location. Thank you for your understanding.

Regards,

​Sara Luker

DISCLAIMER
Know Autism – Know Your Child: with < My Thoughts > by Sara Luker
 
Just to let you know that I, Sara Hayden Luker, have put forth my best efforts in presenting what I have learned about autism, by sharing the resources, stories, and studies of those who have gone before us.  Any author’s mention of products, services, treatments, and interventions or actions are not to be considered an endorsement, thereof. Know that to some, autism is an ‘unregulated business’. The content of this website material, digital or in any other form does not represent medical advice; nor does it constitute medical suggestions in any way. The material, including any downloadable parts, is for informational and/or educational purposes only. Your download and/or use of any of this material indicates your acceptance of this disclaimer. No ‘rights’ are given or transferred.