Autism is an umbrella term for developmental conditions that are marked by persistent, ongoing challenges with social, communication & interaction as well as  restricted and repetitive behaviour patterns, interests & activities.

Autism related challenges vary from person to person. Every person on the Autism spectrum has unique challenges & different levels of impairment

Social communication challenges

• Spoken language (around a third of people with autism are nonverbal)
• Gestures
• Eye contact
• Facial expressions
• Tone of voice

Additional social challenges can include difficulty with:

• Recognizing emotions and intentions in others
• Recognizing one’s own emotions
• Expressing emotions
• Seeking emotional comfort from others
• Feeling overwhelmed in social situations
• Taking turns in conversation
• Gauging personal space (appropriate distance between people)

Restricted and repetitive behaviors

• Repetitive body movements (e.g. rocking, flapping, spinning, running back and forth)
• Repetitive motions with objects (e.g. spinning wheels, shaking sticks, flipping levers)
• Staring at lights or spinning objects
• Ritualistic behaviors (e.g. lining up objects, repeatedly touching objects in a set order)
• Narrow or extreme interests in specific topics
• Need for unvarying routine/resistance to change (e.g. same daily schedule, meal menu, clothes, route to school)

Asperger’s syndrome:

• Asperger’s syndrome was the term used before 2013, but now it has been reclassified as level I ASD by the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition.
• Young people with Asperger’s syndrome can communicate with others and perform well in school, but they have difficulty socially connecting with others. Their behavior and thought patterns can be inflexible and repetitive.

Rett syndrome:

• Rett syndrome is a type of ASD that affects 1 in every 10,000 women and rarely affects men. It is often diagnosed in children aged 6 to 18 months when they begin to fail developmental milestones or lose previously acquired abilities.
• Many experts now believe Rett syndrome to be part of a disease spectrum caused by mutations in the MECP2 gene, in which there is duplication of the MECP2 gene on the X chromosome.
• Rett syndrome causes serious deficits in almost every element of a child’s life.

Childhood disintegrative disorder (CDD):

• CDD is a rare condition that was merged into ASD in the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition.
• The onset of CDD differs from person to person, but mostly, it is seen after three years of age. Due to its late onset, there will be a loss of previously gained skills in social, verbal, and motor (related to movement) functioning in the child.
• Although the exact cause of onset is unknown, some believe that the condition is a type of childhood dementia caused by the buildup of amyloid (a type of protein) in the brain. However, there is no evidence to prove the argument.
• After showing normal development for two years, the child may progress into CDD. This occurs mostly between three and four years but may occur any time before 10 years of age.
  • The onset of CDD may be sudden or gradual.
  • Children may be aware of the condition and ask what is wrong with them.
  • Parents or professionals may not notice developmental changes such as language, communication, social interactions, and emotional development.
  • Children may report hallucinations (seeing, hearing, or smelling what is not there).
  • A child who could communicate in two to three sentences may stop talking gradually.
  • A child who liked to cuddle may completely oppose physical contact.
•  

A meltdown in autism refers to an episode of intense distress or emotional outburst that individuals with autism may experience in response to overwhelming or triggering stimuli. These meltdowns can manifest as aggressive or self-injurious behavior, or as less intense responses like crying, withdrawing, or shutting down. They are often the result of the individual being unable to process or cope with sensory input, changes in routine, or other sources of stress. Understanding and managing meltdowns is an important aspect of supporting individuals with autism.

Toilet training an autistic child can be a challenging process, but with patience and persistence, it is possible. Here are some tips that may help:

• 1. Start with a routine: Establish a consistent bathroom schedule and stick to it as much as possible.

  2. Use visual aids: Visual aids such as pictures or a schedule can help your child understand the steps involved in using the bathroom.
  3. Offer positive reinforcement: Reward your child for using the toilet, such as with praise, stickers, or small treats.
  4. Gradually increase independence: Encourage your child to take ownership of the process by gradually allowing them to undress, wipe, and dress themselves.
  5. Be patient: Toilet training can be a slow process, and each child is different. Avoid forcing the issue and be prepared to take steps back if needed.
  6. Address sensory issues: Some children with autism may have sensory sensitivities that make using the toilet uncomfortable. Offer alternatives, such as special toilet seat covers or different types of toilet paper, to address these concerns.
  7. Consult with a specialist: If you’re having trouble toilet training your child, consider seeking the help of a specialist, such as a behavioral therapist or a pediatrician with experience in autism.

Remember, every child is different, and what works for one child may not work for another. The most important thing is to be patient, persistent, and understanding, and to work closely with your child to find what works best for them.

Choosing the right school for your autistic child can be a challenging and important decision. Here are some factors to consider when evaluating schools:

1. Specialization: Look for schools that specialize in serving students with autism and have staff trained in working with individuals on the spectrum.
2. Individualized support: The best school will offer individualized support tailored to your child’s specific needs, including behavioral, academic, and social goals.
3. Positive behavior support: A school with a positive behavior support program can help address and reduce challenging behaviors, promoting success in the classroom.
4. Collaboration with therapists: A school that works closely with therapists and other professionals involved in your child’s care can help ensure a comprehensive and integrated approach to support.
5. Inclusion: Consider schools that offer inclusive programs, where your child can participate in general education classes and interact with typical peers.
6. Parent and student involvement: Look for a school that encourages and values parent and student involvement, and where communication is open and ongoing.
7. Resources: Ensure the school has adequate resources, such as specialized equipment, technology, and instructional materials, to support your child’s learning.

It may also be helpful to schedule visits and observe classes, speak with teachers, staff, and current families, and to review the school’s curriculum, policies, and discipline procedures. Keep in mind that what works best for one child may not be the best fit for another, and that the most important thing is to find a school that is the best fit for your child and your family.

Therapy refers to the use of psychological or medical treatments to address specific challenges or difficulties. For individuals with autism, therapy can help with a range of issues, including communication, social skills, behavior, and sensory processing.
To determine which therapy is best for your child, it’s important to consult with a professional who has expertise in autism and child development. Some common therapies for individuals with autism include:

1. Behavioral therapy: This type of therapy focuses on helping individuals with autism learn new behaviors and skills and reduce challenging behaviors.

2. Speech therapy: This type of therapy focuses on improving communication and language skills, as well as nonverbal communication.

3. Occupational therapy: This type of therapy focuses on improving fine motor skills, coordination, and sensory processing.

4. Social skills therapy: This type of therapy focuses on helping individuals with autism learn social skills and improve their ability to interact with others.

5. ABA (Applied Behavior Analysis): This type of therapy is based on the principles of behaviorism and uses positive reinforcement to encourage desired behaviors and discourage undesirable behaviors.

6. Floor time therapy: This type of therapy focuses on helping individuals with autism develop social and emotional skills through play and interaction.

It’s important to note that not all therapies will be appropriate for all individuals with autism, and that a combination of therapies may be necessary to address different challenges. An experienced professional can help you determine which therapies will be most beneficial for your child based on their specific needs and abilities.

Convulsions, also known as seizures, are sudden, temporary changes in brain activity that can cause involuntary movements or changes in behavior, sensation, or consciousness. Convulsions can be caused by a number of factors, including genetics, injury, infection, and medical conditions such as epilepsy.
Here are some steps you can take to manage convulsions:

1. Stay calm: Try to remain calm and reassure anyone nearby that help is on the way.
2. Protect the person: Clear any nearby objects that could cause injury, and cushion their head if possible.
3. Time the seizure: Start timing the seizure as soon as it starts, as this information can be important in determining the type of seizure and the best course of treatment.
4. Do not restrain: Do not try to hold the person down or force anything into their mouth during the seizure, as this can cause injury.

5. Call for medical help: If the seizure lasts longer than five minutes or if the person has another seizure right after the first, call 911 or your local emergency services.
6. Provide comfort: Once the seizure has stopped, place the person in a safe and comfortable position, such as on their side. Stay with them and offer comfort until they fully recover.

7. Seek medical evaluation: If the person has a seizure, it’s important to seek medical evaluation, even if they have had seizures before. This can help determine the cause of the seizure and the best course of treatment.

It’s important to remember that convulsions can be a serious medical condition and that prompt medical attention can help ensure the best possible outcome.

Sensory overload refers to a condition where an individual is exposed to too much sensory stimulation, leading to discomfort, confusion, and even distress. For individuals with autism, sensory overload can be a particularly challenging experience as they may have difficulty processing and integrating sensory information from their environment.

Individuals with autism may also have other co-occurring conditions, which can complicate the presentation and treatment of autism. Some common conditions that can occur with autism include:
1. Intellectual disability: Many individuals with autism have intellectual disability, which is characterized by significant limitations in cognitive functioning.
2. ADHD (Attention Deficit Hyperactivity Disorder): ADHD is a neurodevelopmental disorder characterized by inattention, hyperactivity, and impulsiveness.
3. Anxiety disorders: Individuals with autism are at higher risk for anxiety disorders, which can include generalized anxiety disorder, social anxiety disorder, and panic disorder.
4. Epilepsy: Epilepsy is a condition characterized by recurrent seizures, and is more common in individuals with autism than in the general population.
5. Sleep disorders: Sleep problems, such as insomnia and sleep apnea, are common in individuals with autism.
6. Depression: Individuals with autism may experience depression, which can include feelings of sadness, hopelessness, and loss of interest in activities they once enjoyed.
7. Gastrointestinal (GI) problems: Some individuals with autism may experience GI problems, such as constipation, diarrhea, and abdominal pain.
It’s important to note that not all individuals with autism will have these co-occurring conditions, and that the presence of these conditions can vary widely between individuals. However, recognizing and treating these conditions can help improve overall functioning and quality of life for individuals with autism.