Dear Readers,
Many of the UNIT Chapters in my book, KNOW AUTISM, KNOW YOUR CHILD with < My Thoughts > by Sara Luker, have an added APPENDIX with more perinate information for you. Therefore, the next few BLOGS will introduce you to them.
UNIT 1 How Will I Know It's Autism? CH. 3, APPENDIX C – Developmental Screening.
Many of the UNIT Chapters in my book, KNOW AUTISM, KNOW YOUR CHILD with < My Thoughts > by Sara Luker, have an added APPENDIX with more perinate information for you. Therefore, the next few BLOGS will introduce you to them.
UNIT 1 How Will I Know It's Autism? CH. 3, APPENDIX C – Developmental Screening.
Source: Pie Chart Spectrum - Claire Jack, Ph. D
(CDC) Centers for Disease Control & Prevention (2023) tell us that 'developmental screening' for autism involves assessing a child's development to identify potential delays or signs of autism spectrum disorder (ASD).
Screening recommendations for all children should be done during their ‘well-child’ doctor visits at 18 months and 24 months. Before then for those who are at a higher risk for developmental problems due to preterm birth, low birth weight, or having a sibling or parent with ASD.
Types of screening tools –
CDC does not approve or endorse any specific tools for screening purposes. This list is not exhaustive, and other tests may be available.
Examples of screening tools for general development and ASD:
Screening can be performed by professionals, such as nurses or teachers, or by trained paraprofessionals.
Posar A. & Visconti, P. (2023) propose that this recent Turkish study, to their knowledge, is one of the most comprehensive attempts to address the issue of the continuing worldwide prevalence of Autism Spectrum Disorder (ASD).
It is said that this study has become a crucial to guide governments in planning policies for identification and intervention for individuals with ASD and their relatives. ASD, with its combination of specific deficits and high comorbidity places ASD among the most disabling developmental disorders, imposing an extremely high economic burden.
< My Thoughts > “…specific deficits and high comorbidity…”
The study describes specific deficits as persisting deficits in social-communication skills (including social-emotional reciprocity, nonverbal communication, and developing/maintaining relationships) and restricted, repetitive behaviors (including stereotypies, insistence on sameness, highly restricted and fixated interests, and sensory abnormalities).
Comorbidity was found in this ASD study to be –
Added to these considerable and/or possible comorbid conditions, authors of this (2023) study postulate that included as comorbid influences should be –
They say that the above conditions are extremely numerous, and conclusive data regarding these is still far away.
< My Thoughts > “…possible comorbid conditions…”
Possible ‘environmental factor’ studies are many. Certain parts of the country seem to have a higher prevalence in autism or other developmental disabilities. You could research for your area.
As for ‘genetic variables’ worldwide, those studies are also available to be researched.
Buxbaum, J. (2014) believes that “genetic variation likely accounts for roughly 60 percent of the liability for autism, with common variants comprising the bulk of its genetic architecture.”
Wigler, M. (2010) in his ‘unified theory of autism’, says that the complex developmental neurological disorder of autism is made possible through both these ‘inherited genes, and ‘sporadic gene combinations’ and/or the destruction or damaging of genes through ‘environmental insults’ or ‘spontaneous mutations’.
Although each autism case is unique, they also share common characteristics.
Posar A. & Visconti, P. (2023) have concluded that in this Turkish study it was established that the term ‘spectrum’ represents a ‘great clinical array of this condition’s symptoms’; mainly due to the frequent added comorbidity. Also mentioned were the recognized pharmacological therapies used to treat comorbidities, along with the development of increasingly advanced cognitive-behavioral educational techniques.
< My Thoughts > “…pharmacological therapies & cognitive-behavioral educational techniques.”
As stated, this study has become a crucial to guide for government policies in dealing with the diagnosis and treatment of autism. A heavy influence in the United States seems to be led by what pharmacological therapies & cognitive-behavioral educational techniques the insurance companies will approve.
Note: For further information on ‘DSM-5’ go to MENU for Know Autism, Know Your Child with < My Thoughts > by Sara Luker. Read online here, under UNIT #2 – Why Is It Autism CHAPTER 1 – Diagnosis & DSM-5 Diagnostic and Statistical Manual of Mental Disorders – Fifth Edition; published in 2013 by the American Psychiatric Association (APA). Also, UNIT #6 – Where to Look for Resources? CHAPTER 2 – Insurance & Intervention.
REFERENCES: UNIT 1 How Will I Know It's Autism – CHAPTER 3 APPENDIX C – Developmental Screening
Buxbaum, J. (2014). Most Genetic Risk for Autism resides with a Common Variation; Retrieved online from – https://www.nature.com/articles/ng.3039.
(CDC) Centers for Disease Control & Prevention (2023). Clinical Screening for Autism Spectrum Disorder. Retrieved online from – https://www.cdc.gov/autism/hcp/diagnosis/screening.html#
Gilberg, M. (2020). Stuck Between Two Worlds: Having a Brain that is Half Autistic & Half Neurotypical; Retrieved online from – https://www.drakeinstitute.com/
Posar A. & Visconti, P. (2023). Autism Spectrum Disorder in 2023: A Challenge Still Open. Turkish Achieves Pediatrics; Nov:58(6):566-571.
Wigler, M. (2010). A Unified Theory of Autism – Big Think; Retrieved online from – https://bigthink.com/videos/a-unified-theory-of-autism
End of UNIT 1, CHAPTER 3, APPENDIX C – Developmental Screening.
Thank you so much for sharing, commenting, and 'liking' on Facebook!
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 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.
This is a Personal Use Electronic Download. By downloading, you hereby agree and acknowledge that you are not acquiring any right, title or interest in, or to, the material; nor any associated copyrights, other than the right to possess, hold and use for personal, non-commercial purposes. Furthermore, you agree that you will: (i) not scan, copy, duplicate, distribute or otherwise reproduce the material(s) to resell, (ii) not use the material(s) for any commercial purposes. By purchasing/downloading you agree to these terms unconditionally. No ‘rights’ are given or transferred.
(CDC) Centers for Disease Control & Prevention (2023) tell us that 'developmental screening' for autism involves assessing a child's development to identify potential delays or signs of autism spectrum disorder (ASD).
Screening recommendations for all children should be done during their ‘well-child’ doctor visits at 18 months and 24 months. Before then for those who are at a higher risk for developmental problems due to preterm birth, low birth weight, or having a sibling or parent with ASD.
Types of screening tools –
CDC does not approve or endorse any specific tools for screening purposes. This list is not exhaustive, and other tests may be available.
Examples of screening tools for general development and ASD:
- Ages and Stages Questionnaires (ASQ®)
- Communication and Symbolic Behavior Scales (CSBS DP™ Infant-Toddler Checklist
- Parents' Evaluation of Developmental Status (PEDS Tools®)
- Modified Checklist for Autism in Toddlers (M-CHAT™)
- Screening Tool for Autism in Toddlers and Young Children (STAT™)
Screening can be performed by professionals, such as nurses or teachers, or by trained paraprofessionals.
Posar A. & Visconti, P. (2023) propose that this recent Turkish study, to their knowledge, is one of the most comprehensive attempts to address the issue of the continuing worldwide prevalence of Autism Spectrum Disorder (ASD).
It is said that this study has become a crucial to guide governments in planning policies for identification and intervention for individuals with ASD and their relatives. ASD, with its combination of specific deficits and high comorbidity places ASD among the most disabling developmental disorders, imposing an extremely high economic burden.
< My Thoughts > “…specific deficits and high comorbidity…”
The study describes specific deficits as persisting deficits in social-communication skills (including social-emotional reciprocity, nonverbal communication, and developing/maintaining relationships) and restricted, repetitive behaviors (including stereotypies, insistence on sameness, highly restricted and fixated interests, and sensory abnormalities).
Comorbidity was found in this ASD study to be –
- intellectual disability (only considered if skills are lower than expected for the general developmental level).
- attention -deficit/hyperactivity disorder (ADHD)
- sleep disorders (including insomnia)
- mood disorders (including depression, bi-polar, self-harm, & others)
- epilepsy (a neurological disorder that involves having two or more unprovoked seizures causing a sudden change in behavior, movement, or consciousness caused by abnormal electrical activity in the brain.)
- gastroenterological (GI) disorder (including celiac disease with symptoms like diarrhea, constipation, stomach pain, other GI issues.)
- challenging behaviors (including irritability and agitation)
- increased levels of systemic heavy metals
- need for modified dietary intake (such as gluten-free, and/or casein-free diets; Ketogenic high-fat, low-carbohydrate diets)
Added to these considerable and/or possible comorbid conditions, authors of this (2023) study postulate that included as comorbid influences should be –
- possible environmental factors
- genetic variables
They say that the above conditions are extremely numerous, and conclusive data regarding these is still far away.
< My Thoughts > “…possible comorbid conditions…”
Possible ‘environmental factor’ studies are many. Certain parts of the country seem to have a higher prevalence in autism or other developmental disabilities. You could research for your area.
As for ‘genetic variables’ worldwide, those studies are also available to be researched.
Buxbaum, J. (2014) believes that “genetic variation likely accounts for roughly 60 percent of the liability for autism, with common variants comprising the bulk of its genetic architecture.”
Wigler, M. (2010) in his ‘unified theory of autism’, says that the complex developmental neurological disorder of autism is made possible through both these ‘inherited genes, and ‘sporadic gene combinations’ and/or the destruction or damaging of genes through ‘environmental insults’ or ‘spontaneous mutations’.
Although each autism case is unique, they also share common characteristics.
Posar A. & Visconti, P. (2023) have concluded that in this Turkish study it was established that the term ‘spectrum’ represents a ‘great clinical array of this condition’s symptoms’; mainly due to the frequent added comorbidity. Also mentioned were the recognized pharmacological therapies used to treat comorbidities, along with the development of increasingly advanced cognitive-behavioral educational techniques.
< My Thoughts > “…pharmacological therapies & cognitive-behavioral educational techniques.”
As stated, this study has become a crucial to guide for government policies in dealing with the diagnosis and treatment of autism. A heavy influence in the United States seems to be led by what pharmacological therapies & cognitive-behavioral educational techniques the insurance companies will approve.
Note: For further information on ‘DSM-5’ go to MENU for Know Autism, Know Your Child with < My Thoughts > by Sara Luker. Read online here, under UNIT #2 – Why Is It Autism CHAPTER 1 – Diagnosis & DSM-5 Diagnostic and Statistical Manual of Mental Disorders – Fifth Edition; published in 2013 by the American Psychiatric Association (APA). Also, UNIT #6 – Where to Look for Resources? CHAPTER 2 – Insurance & Intervention.
REFERENCES: UNIT 1 How Will I Know It's Autism – CHAPTER 3 APPENDIX C – Developmental Screening
Buxbaum, J. (2014). Most Genetic Risk for Autism resides with a Common Variation; Retrieved online from – https://www.nature.com/articles/ng.3039.
(CDC) Centers for Disease Control & Prevention (2023). Clinical Screening for Autism Spectrum Disorder. Retrieved online from – https://www.cdc.gov/autism/hcp/diagnosis/screening.html#
Gilberg, M. (2020). Stuck Between Two Worlds: Having a Brain that is Half Autistic & Half Neurotypical; Retrieved online from – https://www.drakeinstitute.com/
Posar A. & Visconti, P. (2023). Autism Spectrum Disorder in 2023: A Challenge Still Open. Turkish Achieves Pediatrics; Nov:58(6):566-571.
Wigler, M. (2010). A Unified Theory of Autism – Big Think; Retrieved online from – https://bigthink.com/videos/a-unified-theory-of-autism
End of UNIT 1, CHAPTER 3, APPENDIX C – Developmental Screening.
Thank you so much for sharing, commenting, and 'liking' on Facebook!
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 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.
This is a Personal Use Electronic Download. By downloading, you hereby agree and acknowledge that you are not acquiring any right, title or interest in, or to, the material; nor any associated copyrights, other than the right to possess, hold and use for personal, non-commercial purposes. Furthermore, you agree that you will: (i) not scan, copy, duplicate, distribute or otherwise reproduce the material(s) to resell, (ii) not use the material(s) for any commercial purposes. By purchasing/downloading you agree to these terms unconditionally. No ‘rights’ are given or transferred.
TODAY'S BLOG ~ UNIT 1 How Will I Know It's Autism? CH.1 Checklists,
APPENDIX A Informal Checklist & APPENDIX B Red Flags.
5/27/2025
Dear Readers,
Many of the UNIT Chapters in my book, KNOW AUTISM, KNOW YOUR CHILD with < My Thoughts > by Sara Luker, have an added APPENDIX with more perinate information for you. Therefore, the next few BLOGS will introduce you to them.
UNIT 1 – How Will I Know It's Autism? CH. 1 – Checklists, APPENDIX A – Informal Checklist &
CH. 2 – Red Flags, APPENDIX B – Red Flags for Older Kids
APPENDIX A Informal Checklist & APPENDIX B Red Flags.
5/27/2025
Dear Readers,
Many of the UNIT Chapters in my book, KNOW AUTISM, KNOW YOUR CHILD with < My Thoughts > by Sara Luker, have an added APPENDIX with more perinate information for you. Therefore, the next few BLOGS will introduce you to them.
UNIT 1 – How Will I Know It's Autism? CH. 1 – Checklists, APPENDIX A – Informal Checklist &
CH. 2 – Red Flags, APPENDIX B – Red Flags for Older Kids
UNIT 1 – CHAPTER 1 Checklists
APPENDIX A – Parent Concerns Informal Checklist (Similar to CDC online checklist).
< My Thoughts > "... Concerns..."
These are some of the concerning behaviors you may want to share with your child's pediatrician. These are thing that you are noticing, that for the child's developmental age seem different. Know that some children are slower to achieve certain developmental milestones, but if your child doesn't seem to move on to the next level, in a reasonable time frame, then that could become a concern.
Child’s Name _________________________
Date of Birth ________ Parent’s Name______________
My Child
Answer (Pick one) Yes (Y)______, Sometimes (S)______, or No (N)______
______Responds to name
______Says 10 (or more) words (15-month-old)
______Learns new words, weekly
______Repeats new words heard
______Repeats a new or familiar word over & over, constantly
______Says 50 (or more) words (24-month-old)
______Puts 2 words together, independently
______Gets my attention with words
______Rejects something by saying “No”
______Asks questions by changing voice to indicate s/he is asking a question
______Takes turns in a conversation (engages in a back-and-forth)
______Asks for help with words
______Says understandable 3-4 word sentences
______Is easily understood by other family members
______Is easily understood by familiar adults
______Is easily understood by unfamiliar adults
______Follows one-step directions
______Follows two-step directions
______Listens to story being read in short picture book
______Names the pictures in the book (interaction with reader)
______Answers “Yes” or “No” questions
______Asks “Yes” or “No” questions
______Asks “wh” questions (who, when, where, what, why, how)
______Uses pronouns correctly (I, me, we… instead of using person’s name)
______Knows some songs or nursery rhymes
______Participates in pretend play (plays mommy/daddy, teacher, doctor)
______Very active, always in motion (hyperactive)
______Acts without fear of consequences (impulsive)
______Points to objects s/he sees or wants
______Unusual reaction to the way things sound, smell, feel, taste or look
______Throws tantrums (goal oriented, wants something that’s been denied, needs audience to be watching, trying to get control of others)
______Has meltdowns (doesn’t know what’s wrong, it may be ‘sensory’ or other ‘overload’ or s/he may be overwhelmed by what is happening, emotions seem out of control)
______Lines up toys or other objects, obsessively, engages in self-stimulatory behavior
______Plays with the same toys the same way every time
______Needs to follow a routine or ritual (bedtime, eating, and/or getting dressed)
______Flaps hands, rocks body, or spins self in circles (or watches spinning things for a long period of time). Add something odd that you are noticing? _________________________
______Only eats certain foods
______Has difficulty feeding oneself
______Can use pincher fingers to pick-up food
______Uses utensils to eat food
______Seems clumsy or uncoordinated
______Can play on age-appropriate playground equipment
______Plays well with siblings & same-age children
Note: The above is 'Informal data' to share areas of concern with clinicians. Additional Checklists are on the Centers for Disease Control & Prevention (CDC) websites, according to ages. Video recording on a cell phone to show your child's clinician is helpful, too.
End of UNIT 1 – CHAPTER 1, APPENDIX A – Parent Concerns Informal Checklist
UNIT 1 – CHAPTER 1 Checklists
APPENDIX A – Parent Concerns Informal Checklist (Similar to CDC online checklist).
< My Thoughts > "... Concerns..."
These are some of the concerning behaviors you may want to share with your child's pediatrician. These are thing that you are noticing, that for the child's developmental age seem different. Know that some children are slower to achieve certain developmental milestones, but if your child doesn't seem to move on to the next level, in a reasonable time frame, then that could become a concern.
Child’s Name _________________________
Date of Birth ________ Parent’s Name______________
My Child
Answer (Pick one) Yes (Y)______, Sometimes (S)______, or No (N)______
______Responds to name
______Says 10 (or more) words (15-month-old)
______Learns new words, weekly
______Repeats new words heard
______Repeats a new or familiar word over & over, constantly
______Says 50 (or more) words (24-month-old)
______Puts 2 words together, independently
______Gets my attention with words
______Rejects something by saying “No”
______Asks questions by changing voice to indicate s/he is asking a question
______Takes turns in a conversation (engages in a back-and-forth)
______Asks for help with words
______Says understandable 3-4 word sentences
______Is easily understood by other family members
______Is easily understood by familiar adults
______Is easily understood by unfamiliar adults
______Follows one-step directions
______Follows two-step directions
______Listens to story being read in short picture book
______Names the pictures in the book (interaction with reader)
______Answers “Yes” or “No” questions
______Asks “Yes” or “No” questions
______Asks “wh” questions (who, when, where, what, why, how)
______Uses pronouns correctly (I, me, we… instead of using person’s name)
______Knows some songs or nursery rhymes
______Participates in pretend play (plays mommy/daddy, teacher, doctor)
______Very active, always in motion (hyperactive)
______Acts without fear of consequences (impulsive)
______Points to objects s/he sees or wants
______Unusual reaction to the way things sound, smell, feel, taste or look
______Throws tantrums (goal oriented, wants something that’s been denied, needs audience to be watching, trying to get control of others)
______Has meltdowns (doesn’t know what’s wrong, it may be ‘sensory’ or other ‘overload’ or s/he may be overwhelmed by what is happening, emotions seem out of control)
______Lines up toys or other objects, obsessively, engages in self-stimulatory behavior
______Plays with the same toys the same way every time
______Needs to follow a routine or ritual (bedtime, eating, and/or getting dressed)
______Flaps hands, rocks body, or spins self in circles (or watches spinning things for a long period of time). Add something odd that you are noticing? _________________________
______Only eats certain foods
______Has difficulty feeding oneself
______Can use pincher fingers to pick-up food
______Uses utensils to eat food
______Seems clumsy or uncoordinated
______Can play on age-appropriate playground equipment
______Plays well with siblings & same-age children
Note: The above is 'Informal data' to share areas of concern with clinicians. Additional Checklists are on the Centers for Disease Control & Prevention (CDC) websites, according to ages. Video recording on a cell phone to show your child's clinician is helpful, too.
End of UNIT 1 – CHAPTER 1, APPENDIX A – Parent Concerns Informal Checklist
UNIT 1 – CHAPTER 2
APPENDIX B – Red Flags for the older kids; or, persons possibly with minimized symptoms.
CDC Staff Writer (2020) for the Centers for Disease Control & Prevention (CDC) describes autism as a developmental disorder, which can cause significant social, behavioral, and communication challenges –
< My Thoughts > "...possibly with minimized symptoms."
Minimized symptoms may just seem like 'odd / quirky behavior', which appears only when the person is stressed, anxious; or, overwhelmed and unprepared for an activity, event, or unexpected situation. Often in school, increased curriculum demands can expose 'autism' or 'autism-like' symptoms. When students exhibit these types of behaviors, they may be offered a 'safe haven' to have permission to go to.
Another way to ‘minimize’ may be by 'masking' symptoms. Masking may include stimming, or talking about a special interest upon which they are highly focused. Interests unique to the individual. They become easily drained and find it difficult to hear things which are inconsistent with their values / reality.
Henry Ford Health Staff (2023) lists common 'masking' behaviors as:
They also say that when parents are unsure if their child is ‘masking’, then
They might consider consulting with a psychologist, neurodevelopmental specialist or mental health professional who specializes in ASD.
The CDC states that there is NO current ‘cure’ for autism. But that there is an optimistic future outcome with ‘early intervention’; in the areas of behavior, language, communication, and/or sensory domains. A variety of treatment options are necessary, so that they may be able to function adequately.
< My Thoughts > "... ‘early intervention’..."
Several things come to mind when finding ‘early intervention’. One, is that often referrals and/or insurance company approvals only are from certain 'one-size-fits-all-behavior' intervention therapy.
Another thing is that rushing into a program which may NOT be specifically designed for your child can waste valuable learning time. Or, if the program cannot be transferred to your child's home or school settings, then you will not see the 'promised' progress.
Then, parents need to know when things are no longer working, or when more support / follow-up is needed. Technicians may be ‘experts’ in their field…but, you are an expert in ‘knowing your child’. Also, check on the experience & credential of the actual therapists working with your child. Trust but verify!
REFERENCE: UNIT 1 – CHAPTER 2, APPENDIX B – Red Flags for the older kids
CDC (Centers for Disease Control & Prevention) Staff Writer (2020). Autism A Developmental Disability; Retrieved online from – https://www.cdc.gov/
Henry Ford Health Staff (2023). Autism Masking Is Common. Retrieved online from: Retrieved online from: https://www.henryford.com/blog/2023/04/autism-masking#
End of UNIT 1 – CHAPTER 2, APPENDIX B – Red Flags for the older kids.
Thank you so much for sharing, commenting, and 'liking' on Facebook!
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 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.
This is a Personal Use Electronic Download. By downloading, you hereby agree and acknowledge that you are not acquiring any right, title or interest in, or to, the material; nor any associated copyrights, other than the right to possess, hold and use for personal, non-commercial purposes. Furthermore, you agree that you will: (i) not scan, copy, duplicate, distribute or otherwise reproduce the material(s) to resell, (ii) not use the material(s) for any commercial purposes. By purchasing/downloading you agree to these terms unconditionally. No ‘rights’ are given or transferred.
APPENDIX B – Red Flags for the older kids; or, persons possibly with minimized symptoms.
CDC Staff Writer (2020) for the Centers for Disease Control & Prevention (CDC) describes autism as a developmental disorder, which can cause significant social, behavioral, and communication challenges –
- Disrupting successful learning within school settings
- Preventing an ability to live independently
- Creating an inability to be successfully employed
- Causing social isolation or rejection
- Producing stress within families
- Allowing for victimization & bullying
< My Thoughts > "...possibly with minimized symptoms."
Minimized symptoms may just seem like 'odd / quirky behavior', which appears only when the person is stressed, anxious; or, overwhelmed and unprepared for an activity, event, or unexpected situation. Often in school, increased curriculum demands can expose 'autism' or 'autism-like' symptoms. When students exhibit these types of behaviors, they may be offered a 'safe haven' to have permission to go to.
Another way to ‘minimize’ may be by 'masking' symptoms. Masking may include stimming, or talking about a special interest upon which they are highly focused. Interests unique to the individual. They become easily drained and find it difficult to hear things which are inconsistent with their values / reality.
Henry Ford Health Staff (2023) lists common 'masking' behaviors as:
- Mimicking eye contact and facial expressions
- Adjusting speech patterns and volume
- Suppressing stimming behaviors (e.g., rocking, hand flapping)
- Avoiding special interests or obsessions
- Forcefully engaging in small talk and social interactions
They also say that when parents are unsure if their child is ‘masking’, then
They might consider consulting with a psychologist, neurodevelopmental specialist or mental health professional who specializes in ASD.
The CDC states that there is NO current ‘cure’ for autism. But that there is an optimistic future outcome with ‘early intervention’; in the areas of behavior, language, communication, and/or sensory domains. A variety of treatment options are necessary, so that they may be able to function adequately.
< My Thoughts > "... ‘early intervention’..."
Several things come to mind when finding ‘early intervention’. One, is that often referrals and/or insurance company approvals only are from certain 'one-size-fits-all-behavior' intervention therapy.
Another thing is that rushing into a program which may NOT be specifically designed for your child can waste valuable learning time. Or, if the program cannot be transferred to your child's home or school settings, then you will not see the 'promised' progress.
Then, parents need to know when things are no longer working, or when more support / follow-up is needed. Technicians may be ‘experts’ in their field…but, you are an expert in ‘knowing your child’. Also, check on the experience & credential of the actual therapists working with your child. Trust but verify!
REFERENCE: UNIT 1 – CHAPTER 2, APPENDIX B – Red Flags for the older kids
CDC (Centers for Disease Control & Prevention) Staff Writer (2020). Autism A Developmental Disability; Retrieved online from – https://www.cdc.gov/
Henry Ford Health Staff (2023). Autism Masking Is Common. Retrieved online from: Retrieved online from: https://www.henryford.com/blog/2023/04/autism-masking#
End of UNIT 1 – CHAPTER 2, APPENDIX B – Red Flags for the older kids.
Thank you so much for sharing, commenting, and 'liking' on Facebook!
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 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.
This is a Personal Use Electronic Download. By downloading, you hereby agree and acknowledge that you are not acquiring any right, title or interest in, or to, the material; nor any associated copyrights, other than the right to possess, hold and use for personal, non-commercial purposes. Furthermore, you agree that you will: (i) not scan, copy, duplicate, distribute or otherwise reproduce the material(s) to resell, (ii) not use the material(s) for any commercial purposes. By purchasing/downloading you agree to these terms unconditionally. No ‘rights’ are given or transferred.
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