Basics of Autism Spectrum Disorder
Autism Spectrum Disorder, aka ASD, is a neurodevelopmental disorder which is identified as a spectrum because ASD is unique and individualised from one person to the next. No two autistic people will ever be the same, just as you and I are not the same.
Okay…now what does that mean?
If someone has autism it means that the development of their individual’s brain is different/delayed. It can be categorised by:
- social and communication challenges
- repetitive and restrictive behaviours
- sensory sensitivities
- processing disorders
…to name a few and these are all common in most autistic individuals.
WHY IS IT CALLED A “SPECTRUM”?
Because it affects people differently and to varying degrees, it is known as a spectrum disorder. The term “levels” for ASD may be familiar to you; these represent the various levels of support that each person may need (low, medium, and high support).
It is very important to understand that these “levels” are not static categories but rather a way to describe the varying degrees of difficulties and support needs that individuals with ASD may have.
Along with their challenges, people with ASD will also have skills and abilities, and with the right support and intervention, their functioning ‘level’ may vary with time.
A CLOSER LOOK AT THE KEY CHARACTERISTICS:
- SOCIAL COMMUNICATION DIFFICULTIES:
This can involve difficulties with both verbal and nonverbal cues, like tone of voice, gestures, and facial expressions. Maintaining conversations, interpreting social cues, and making new connections can be difficult for those with ASD.
- REPETITIVE & RESTRICTIVE BEHAVIOURS:
Repetitive behaviours, such as rocking back and forth, repeating words, or becoming fixated on particular subjects or things, are common among people with ASD. They might also have a strong interest and extensive understanding of specific topics which can be seen as restrictive.
- SENSORY SENSITIVITIES:
ASD individuals frequently exhibit increased or decreased sensitivity to many sensory stimuli, including sounds, textures, lighting, and odours. Avoidance behaviours or sensory overload may result from this.
DIAGNOSIS AND EARLY SIGNS:
Parents or educators will often realise early on that the child that the child is not meeting the developmental milestones for their age. The age of diagnosis can vary greatly based on a number of circumstances, such as the symptoms specific to the individual, the accessibility of screening and diagnostic facilities, and the level of awareness among carers and medical professionals.
On the other hand, ASD is frequently identified in early childhood, usually between the ages of 18-24 months.
HOW THE AUTISTIC MIND WORKS
Autistic individuals have a different approach and way of thinking, learning and functioning. Recognising that people with autism can perceive, interpret, and process information differently from neurotypical people is essential to understanding how the autistic mind functions.
Even though there is a great deal of variety among people with ASD, certain traits and mental functions have been noted as being common, such as:
- Detail-oriented thinking
- Visual learning
- Literal thinking
- Rigidity and resistance to change
- Intense interests
It’s critical to understand that while these traits reflect broad behaviours, every person with ASD is an individual with unique skills, difficulties, and preferences. Reaching one’s full potential and engaging fully in society can be encouraged for people with ASD by accepting and appreciating these differences.
CAUSES AND RISK FACTORS:
Research points to a possible hereditary and environmental component combination, yet the exact cause of ASD is still unknown. Prenatal variables (including maternal illnesses or exposure to specific medications), early brain development, and genetic predisposition are thought to be significant.
SO WHAT’S THE FIRST STEP?
For people with ASD to receive support, early intervention is essential. Frequently included treatment regimens include:
- Behavioural therapies
- Speech therapy
- Occupational therapy
- Needs-specific educational interventions
Even though ASD cannot be cured, results and quality of life can be greatly enhanced by early intervention and the right kind of support.
To create inclusive settings where people with ASD can flourish, it is imperative to have an in-depth understanding of autism spectrum disorder. We can encourage acceptance, offer assistance, and appreciate neurodiversity in our communities by acknowledging the various strengths and difficulties faced by those on the spectrum. We can create a society that is more inclusive and in which everyone is respected and understood by promoting advocacy, empathy, and education.
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