A child with the disorder also often has problems communicating with others. He or she may not start speaking as soon as other children. He or she may not want to make eye contact with other people. ASD can keep a child from developing social skills. This is in part because a child with ASD may not be able to understand facial expressions or emotions in other people.
A child with ASD may:. A child with ASD may also repeat movements. This might be flapping his or her hands or rocking.
He or she may also have abnormal attachments to objects. But a child with ASD may also do certain mental tasks very well. For example, the child may be able to count or measure better than other children. Children with ASD may do well in art or music, or be able to remember certain things very well.
It may be caused by certain genes. A child with ASD may also have problems with their brain structure or with certain chemicals in the brain.
Researchers do know that ASD is not caused by what a parent does to raise a child. It is also not linked to any vaccines given to children. ASD occurs in all racial, ethnic, and socioeconomic groups. The disorder happens much more often in boys than girls. Four to 5 times as many boys as girls have ASD. These include:. Your child may need genetic testing to help find out if another problem has contributed.
The testing is done by a medical geneticist. This is a healthcare provider with special training in genetics and inherited problems. They can let you know the chances of having another child with the gene problem.
For example, PKU carries a 1 in 4 chance of happening in another pregnancy. For tuberous sclerosis, the chances are 1 in 2. Even when no gene problem is found, you are at a slightly higher chance of having another child with ASD. Experts think this is because several genes from both parents may act together to cause ASD. May be too sensitive or less sensitive to certain things around him or her, such as lights, sounds, touch, or taste.
The symptoms of ASD may look like other health conditions. Make sure your child sees their healthcare provider for a diagnosis. No single medical test can diagnose ASD. Healthcare providers use certain guidelines to help diagnose ASD in children before age 2. Children with autism may be able to focus acutely on details but may lack the ability to pull back and see the big picture.
With a child, this might manifest in remembering the details of a story shared but not the main idea of the story. One way parents and educators might address this is by putting information into a pattern to reveal the larger pattern of the information as a whole. Struggles with language are one of the main ways autism affects learning, and problems with language development and speech delays are often the first sign that a child may have autism.
Parents and caregivers, as well as specialists, may participate in helping children with autism who have language delays better develop those language skills. Often people who cannot communicate verbally compensate with nonverbal communication. Unfortunately, this may not be an option for some autistic children who might also struggle with nonverbal communication. Actions such as eye contact and gestures may be difficult for autistic children.
However, as with language development, these skills can also be developed, and in some cases, parents, caregivers and professionals may work with children on developing them before verbal language issues are addressed. For some autistic children, sign language may work as an alternative to verbalization. Children with autism may be both focused and exceptionally skilled in certain areas such as math or music. They do not perceive that they can maintain their overall internal cognitive organization in the face of novel, incongruent disorganizing information.
They do not experience their capacity for emotion mediation. Autistic infants do not form and are unable to access to strong emotional memories supporting their engagement with parent guides as providing a safe route to increased personal agency. As a consequence, autistic infants form generalized expectations that attempting to engage with novelty, incongruity and situations producing uncertainty will have catastrophic consequences. In stark contrast to the autonomous growth-seeking efforts of their typically-developing peers, the autistic infant attempts to limit input and output transactions with their social and non-social environment to a narrow range that avoids their unmanageable feelings of internal disorganization and distress.
Autistic infants fail to take advantage of growth-promoting opportunities with parents. They restrict their autonomous actions to engaging in largely non-meaningful object exploration and unproductive repetitive behaviors.
Unfortunately, this also serves to cut off almost all opportunities for mental and self-growth. Many of the same indicators that failed to differentiate autistic from non-autistic infants at months now distinguish the two groups.
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