Autism spectrum disorders are developmental disabilities that share many of the same characteristics. Usually evident by age three, autism is a neurological disorder that affects a child’s ability to communicate, understand language, play, and relate to others socially.

Autism occurs in approximately 5 to 15 per 10,000 births. This disorder is four times more common in boys than girls.

The causes of autism are unknown. Currently, researchers are investigating areas such as neurological damage and biochemical imbalance in the brain. These disorders are not caused by psychological factors.

Characteristics

Some or all of the following characteristics may be observed in mild to severe forms:

• Communication problems (e.g., using and understanding language);


• Difficulty in relating to people, objects, and events;


• Unusual play with toys and other objects;


• Difficulty with changes in routine or familiar surroundings; and


• Repetitive body movements or behavior patterns.

Children with autism vary widely in abilities, intelligence, and behaviors. Some children do not speak; others have limited language that often includes repeated phrases or conversations. People with more advanced language skills tend to use a small range of topics and have difficulty with abstract concepts. Repetitive play skills, a limited range of interests, and impaired social skills are generally evident as well. There may also be some behavioural problems. Unusual responses to sensory information -- for example, loud noises, lights, certain textures of food or fabrics -- are also common.

Educational Implications

Early diagnosis and appropriate educational programs are very important to children with autism, focusing on improving communication, social, academic, behavioral, and daily living skills. Behavior and communication problems that interfere with learning sometimes require the assistance of a knowledgeable professional in the autism field who develops and helps to implement a plan which can be carried out at home and school.

The classroom and home environment should be structured, consistent and predictable. Children learn better and are less confused when information is presented visually as well as verbally. Interaction with non-disabled peers is also important, for these students provide models of appropriate language, social, and behavior skills. To overcome frequent problems, it is very important that parents remain consistent, so that learning activities, experiences, behaviour correction is less traumatic for the child.