Becoming upset by minor environmental changes.Insistence on certain routines and activities. Limited or idiosyncratic make-believe and social play.Link to section on co-occuring conditions/NICE guidelines on differential diagnosis. It is possible of course for an individual to have both ASD and OCD. Individuals with OCD on the other had, may feel drive to follow routines/actions and can be distressed by this. Individuals with an ASD usually gain enjoyment from their special interests and activities. The tendency towards obsessive behaviours found in ASD is thought to be qualitatively different from obsessive compulsive disorders (OCD). Intererupting these activities might also lead to distress as the behaviour is serving a particular function for the child or helping them to cope. Interrupting these activities and interests can lead to distress as they do not know what to replace them with. to help motivate a child to complete a less favoured task. Saying and doing inappropriate things to others as a result of impaired social understandingĬhildren with ASD show a tendency to develop rituals, resistance to change and sometimes have unusually intense interests, These interests can significantly interfere with daily activities but can sometimes be used positively e.g.Difficulties in reading other people's intensions, emotions and feelings.Difficulties in interacting with same-age peers and in forming friendships.Ignoring other people or appearing relatively insensitive to their needs, thoughts or feelings.Lack of reciprocal interaction with others i.e interaction that is two way in nature.Difficulty sharing enjoyment with others.Limited use of non-verbal communication (eye contact, facial expression, body posture and gestures) in social situations.They can give eye contact and hugs, but may have difficulty in receiving these from others. Many children with ASD do demonstrate affection and make eye contact, but on their terms. It should be noted that the fact that a child may give eye contact or affection does not exclude the diagnosis of an ASD. are there other family members that the child can play with? Do they go to any group activities or daycare? It is also important to think about the opportunities that young children have to learn these skills e.g. very young children might not show much interest in playing with peers but may play alongside other children. In young children it is especially important to consider the normal development of social interaction and understanding e.g. Social interaction & Emotional Expressionĭifficulties in social interaction and understanding are a key feature of ASD. Loss of language or development that has slowed/stopped in relation to language skills (most commonly in the second year of life).Spontaneous communication that is stereotyped or unusual.Language that consists mainly of immediate or delayed repetitions of what is heard.Showing little interest in the speech of others.Language delay or abnormal language use.Listed are some key alerts in relation to communication. There are some key developmental delays to be aware of in the initial stages of becoming concerned. Routine developmental checks may be helpful in eliciting any concerns relating to possible ASD.Īlthough ASD is best characterised by difficulties in social interaction, parents/carers more commonly express concerns with speech delay and difficult behaviours in young children. This might relate to the parent or carer’s expectations of what is “typical” for a child at a particular age and stage. Practitioners should also be aware that they might recognise concerns that parents or carers have not yet identified. The NICE guidelines advise that the possibility of autism should be considered if there are concerns about development or behaviour but practitioners should keep in mind that there may be other explanations for individual signs and symptoms. It is not helpful, and potentially harmful, to tell parents not to worry or to wait and see. Research reports also indicate that it causes great stress to parents when they feel that professionals are not listening to accounts and concerns. Many studies document that parental concerns about developmental delays in their children are typically well founded. It is crucial to pay close attention to parents/carers’ concerns about language, social skills and unusual behaviours. Parents or carers might report concern and worry in relation to a number of developmental issues that might suggest ASD is a possibility. Possible signs and symptoms for children and young people are also contained in the NICE guidelines. It is aimed at practitioners who are likely to come across individuals with ASD in their day to day practice but who are not usually involved in making a diagnosis. This section describes some of the key signs of ASD at different ages and stages.
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