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Autism Spectrum Disorders

Five Types of Autism Spectrum Disorders

Autism spectrum disorders (ASD) refers to challenges with social interactions

and communications, as well as significantly limited interests and repetitive
behaviour.

• Autism
• Asperger’s Syndrome (no significant delay in language development)
• Rett Syndrome
• Childhood Disintegrative Disorder
• Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS)

If you have concerns, recommend a visit to a pediatrician. Write down the

specific behaviours that concern you so that the parents can share them with the
doctor. It is important to remember that children will have varying degrees of
cognitive and communication skills. The information on this page will provide you
with some general red flags.

Red Flags

Quotes about Children with Autism

• “My child doesn’t respond to my voice.”

• “He spends so much time lining up his toys, he has no interest in other
children.”
• “She hasn’t learned a new word in months.”
• “He doesn’t look at me—he never makes eye contact.”

Three main areas are affected by autism:

1. Social Interaction

Examples

• poor use of eye gaze and gestures;

• little interest in developing relationships (or unable to),

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• lack of spontaneous play - lines up toys rather than playing with them
• can read, but cannot play peek-a-boo

2. Communication Impairment

Examples – Impaired or no use of speech and language (verbal and non-verbal)

• No big smiles or other warm, joyful expressions by six months or

thereafter
• No back-and-forth sharing of sounds, smiles, or other facial expressions
by nine months or thereafter
• No babbling by 12 months
• No back-and-forth gestures, such as pointing, showing, reaching, or
waving by 12 months
• No words by 16 months
• No two-word meaningful phrases (without imitating or repeating) by 24
months
• Any loss of speech or babbling or social skills at any age

3. A restricted repertoire of activities or interests.

Examples - May be overly preoccupied with specific movements, interests, or

objects

4. Sensory Integration

• back-and-forth actions, hand flapping, twirling, rocking (trying to provide

themselves with more stimulation)
• uncontrollable temper tantrums
• extreme resistance to change
• over or under sensitivity to sights and sounds
o everyday environmental noises are just too much for them to
bear
• scream when touched or hugged
• may scream at light touch, but try to bang into walls hit themselves to
receive “deep pressure” stimulation

The earlier a child is diagnosed and begins receiving services, the better the
prognosis for the child.

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Asperger Syndrome

Asperger Syndrome represents a constellation of characteristics at the higher

functioning end of the autism spectrum.

• Sensory Overload - Extremely sensitive to noise, smells, and tastes and

may have a meltdown or withdraw
• Limited interests/unusual preoccupations – Tend to have a favourite topic
and may only want to talk about or play with that item. May spout off
information about that topic.
• Repetitive routines - If a routine is changed, they may have a meltdown
• Lack of flexibility – take speech literally; may not understand jokes, idioms,
or less direct language
• Speech and language differences – may use repetitive words or phrases
• Impaired social skills – unable to read others non-verbal behaviour (facial
expressions, body language, turn taking during conversation). May have
trouble developing friendships
• Physical behaviours – flapping, walking on toes, fidgeting, facial tics

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Quiz
1. Children who are on the autism spectrum often benefit from a lot of
variety, changes, and surprises in their day. True or false?

Answer: False
Children who are on the autism spectrum seem to function better when they are
familiar with the routine. In fact, if the routine is changed or if it is time to
transition to another activity, the child may become very upset. Many children
find it helpful to see a visual schedule that tells them what they will do first, then,
next, and last - circle time, computer time, snack time, home time. (See Charts,
Schedules, and Directions in the Early Literacy Section.) As each activity comes
to a close, show the child that it is time to go onto the next activity. Consult with
the speech-language pathologist and occupational therapist about
communication and sensory stimulation support.

If your school district, health

region, or organization needs
Speech-Language Pathologists,
call TinyEYE at 1-877-
877-846-
846-9393

TinyEYE Therapy Services www.TinyEYE.com 1.877.TinyEYE (846.9393)