All About Autism
What is Autism?
Autism means that you think about and process the world differently. This impacts on communication, social interaction, thinking and sensory processing. We love this video from the National Autistic Society, narrated by Alan Gardner the Autistic Gardener. It provides a summary of strengths and challenges Autistic people face in their life.
How is Autism diagnosed?
We assess your child using ‘gold standard’ assessment tools (ADOS-2 and ADI-R) to gather information. This evidence is then analysed by our multdisciplinary team to determine whether your child meets the diagnostic criteria for Autism Spectrum Disorder (ASD) against the DSM-5. This is all in accordance with the NICE guidelines. Please note we use the term ASD here for the purpose of diagnosis however as Autism Allies we prefer to use person first language. We advocate for difference not deficit.
A note on terminology...
Autism Allies: Here at Autism Positive, we are here to listen, learn and act upon direction from Autistic people. Our goal is to amplify voice through our work together.
Neurodiversity: “Neuro” (of the brain) “diversity” (difference). Different ways of experiencing, processing, thinking about, and interacting with the world. Different not less. Neurodiversity is a social justice movement, which has challenged and changed the way we think about neuro differences.
Neurotypical: This describes a person whose brain works in a similar way to the majority. “Neurotypical” does not mean “normal”!
Neurodivergent: This is a person whose brain works differently to what is considered “typical”.
Neurodiverse: This term refers to the population of neurodivergent individuals.
Signs your child may be processing the world differently
Here are some common features of Autism by age. However every experience of Autism is unique and no one person will identify with every feature. If you have any concerns book today for your free 15 minute consultation.
Under 5 years
- Limited or no speech OR regression of previous speech skills
- When you point at something your child doesn’t look or doesn’t point
- Sensitive to noise and/or doesn’t respond when you call them
- Plays in the same way with a small number of toys
- Unusual hand movements
- Doesn’t appear very interested in other children
- Doesn’t imitate facial expressions e.g. smiling
- Avoids eye contact
- Limited understanding of what you are asking them to do
Adapted from M-CHAT-R
5 - 11 Years
- Limited or repetitive spoken language
- Monotonous tone
- Talks a lot about topic of interest
- Conversation feels more like a monologue
- Can seem rude at times
- Difficulties using or interpreting body language / facial expression
- Takes things literally
- Doesn’t respond well to demands
- Poor awareness of personal space
- Difficulties adapting communication to different settings
- Doesn’t like making eye contact, or makes too much
- Difficulties paying attention to one thing with an adult – especially if introduced by the adult
- Play may be fixed i.e. lacking imagination and repetitive
- Repetitive movements e.g. hand flapping or body rocking
- Unusual interests
- Expects others to follow their rules
- Preference for familiar routines / dislike of change
- Excessive reaction to taste, smell, texture or appearance of food
- Unusual profile of skills e.g. reading may be more advanced than spoken language alone
- Social and emotional development not as developed as other skills
Adapted from NICE clinical guidelines 128
11 Years and over
- As previously, +…
- Fine attention to detail that others may miss
- Difficulties “reading between the lines”
- Understanding what the other person is thinking or what they really mean when we’re having a conversation by reading their facial expression or body language
- Specific interests or collections
Adapted from AQ10
Here are some common features of Autism by age.
However every experience of Autism is unique and no one person will identify with every feature.
If you have any concerns book today for your free 15 minute consultation.
- Limited or no speech OR regression of previous speech skills
- When you point at something your child doesn’t look or doesn’t point
- Sensitive to noise and/or doesn’t respond when you call them
- Plays in the same way with a small number of toys
- Unusual hand movements
- Doesn’t appear very interested in other children
- Doesn’t imitate facial expressions e.g. smiling
- Avoids eye contact
- Limited understanding of what you are asking them to do
Adapted from M-CHAT-R
- Limited or repetitive spoken language
- Monotonous tone
- Talks a lot about topic of interest
- Conversation feels more like a monologue
- Can seem rude at times
- Difficulties using or interpreting body language / facial expression
- Takes things literally
- Doesn’t respond well to demands
- Poor awareness of personal space
- Difficulties adapting communication to different settings
- Doesn’t like making eye contact, or makes too much
- Difficulties paying attention to one thing with an adult – especially if introduced by the adult
- Play may be fixed i.e. lacking imagination and repetitive
- Repetitive movements e.g. hand flapping or body rocking
- Unusual interests
- Expects others to follow their rules
- Preference for familiar routines / dislike of change
- Excessive reaction to taste, smell, texture or appearance of food
- Unusual profile of skills e.g. reading may be more advanced than spoken language alone
- Social and emotional development not as developed as other skills
Adapted from NICE clinical guidelines 128
- As previously, +…
- Fine attention to detail that others may miss
- Difficulties “reading between the lines”
- Understanding what the other person is thinking or what they really mean when we’re having a conversation by reading their facial expression or body language
- Specific interests or collections
Adapted from AQ10
A brief history of Autism
1943
Leo Kanner published a paper identifying a group of children with similar characteristics, later described as “Autism”. In the same year Hans Asperger did the same about a slightly different presentation.
1967
The ICD classification tool first recognised “Autism” as a diagnosis.
1979
Through a study of children in Camberwell, Wing and Gould coined the phrase “Triad of impairments” which stated that to be diagnosed with Autism a child would have difficulties in 3 key areas: Social interaction, Communication and Repetitive behaviour.
1981
Two important papers “Nothing about us without us” and The Education Act (UK) promoted inclusion.
2014
The Children and Families (UK) Act updated the legal commitment for the provision of support to the new Education and Health Care Plans (EHCP’s).
1997
Judy Singer coined the phrase “Neurodiversity” in her paper “Why can’t you be normal for once in your life?”, starting a whole new approach to the way Autism is viewed.
2022
The updated ICD-11 brought together all labels under one umbrella term of “Autism”.