In recent years, the number of pupils diagnosed with autism has significantly increased. We now have a better understanding of the spectrum and are more confident in identifying common symptoms shared by people with autism.
There is no medical test to diagnose the disorder, so we rely on examining the child’s developmental history, milestones, and behaviour to make a diagnosis.
While most people may display some of these symptoms, it doesn’t necessarily mean they have autism. A combination of these symptoms is needed for a diagnosis, and it’s easier to arrive at this conclusion when the person being diagnosed presents some learning, social, or sensorial difficulties.
Let’s identify the signs that are common in most people with autism and explore some ideas to mitigate those symptoms.
LIMITED EYE CONTACT
Eye contact is essential when building new relationships. This is because eye contact is possibly the most important aspect of non-verbal communication. When there is eye contact, the speaker feels listened to, and in the other direction, when the speaker maintains eye contact, it is associated with honesty.
However, autistic individuals have significant difficulties in maintaining this eye contact, which means they will find it more challenging to establish relationships, meet new people, etc.
For autistic people, making eye contact can feel overwhelming and cause sensory discomfort or anxiety. Avoiding direct gaze doesn’t mean they’re not interested; it’s often a way to cope with sensory challenges. Limited eye contact can impact social interactions, as it’s an important nonverbal cue. It’s crucial to understand and respect these communication differences to create an inclusive environment where autistic children can express themselves comfortably.
How to support autistic children with limited eye contact
Doing activities that naturally make eye contact easier is a helpful way to address the challenge of limited eye contact in autistic children. For example, playing games with bubbles or using a mirror can create situations where gentle encouragement is possible. These activities provide a comfortable setting where children may feel more at ease making short eye contact. To enhance their comfort, using positive reinforcement is beneficial. This means praising and rewarding the child whenever they make even a brief moment of eye contact. Introducing these positive reinforcements gradually helps boost their confidence and links eye contact with positive experiences. With time, this approach can lead to a more natural and comfortable engagement in eye contact during different social interactions. As usual, consistency is essential for success.
LACK OF POINTING OR GESTURING
Autistic children might not use pointing or gesturing, essential nonverbal communication skills usually developed in early childhood. This is often linked to challenges in social communication and expressive language associated with autism spectrum disorder. Without pointing or other gestures, they may struggle to share attention or show interest in an object or activity. For these children, using alternative forms of communication, like visual aids or augmentative and alternative communication (AAC) systems, may be more comfortable and effective. Recognising and adapting to these communication differences is vital for establishing a supportive and inclusive environment for autistic individuals.
How to support autistic children who lack pointing or gesturing
Supporting autistic children in developing pointing and gesturing skills involves using fun and interactive activities. A helpful approach is to demonstrate these behaviours during playtime, showing how to point or use gestures and encouraging them to copy. This hands-on method creates a supportive environment for children to observe, practice, and gradually adopt these nonverbal communication skills. Moreover, leveraging the child’s interests is a crucial strategy. For example, pointing to a favourite toy and asking if they want to play with it not only makes the activity more engaging but also provides a practical context for learning these skills.
LIMITED FACIAL EXPRESSIONS
Autistic children may show limited facial expressions, impacting their social and emotional communication. The variety and subtlety of facial expressions, crucial for conveying emotions and social cues, might be diminished. It doesn’t mean these children lack emotions, but they may find it challenging to express them in ways typical for others. This highlights the need for alternative communication methods and recognising individual differences in nonverbal expression. Establishing an environment that acknowledges and accommodates these distinctive communication styles is very important for supporting the social development of autistic children.
How to support autistic children with limited facial expressions
Improving emotional expression in autistic children involves using targeted strategies. One effective method is employing visual supports like picture cards, which help convey and recognise emotions. Introducing a variety of emotion-related picture cards helps the child associate visual cues with specific feelings, aiding in understanding and expressing emotions. Additionally, providing clear verbal explanations of emotions is crucial. Encouraging the child to mimic facial expressions in front of a mirror complements verbal explanations, offering a visual reference for understanding and imitating different emotional expressions. Combining these activities provides a multi-sensory experience, improving the child’s ability to recognize and convey emotions while fostering a comprehensive understanding of facial expressions in diverse social contexts.
DIFFICULTY RESPONDING TO THEIR NAME
Autistic children often face challenges in responding to their name, which (again) is a key aspect of social communication. This difficulty can stem from sensory sensitivities, where the child may be overwhelmed by environmental stimuli and find it challenging to shift attention. Additionally, it could be linked to differences in social awareness and communication skills. The ability to respond to one’s name is an early social milestone, and its variations in autistic children highlight the importance of considering individual differences in sensory processing and social interaction. Strategies involving personalised approaches, sensory considerations, and gradual exposure can be beneficial in supporting these children in developing effective responses to their names.
How to support autistic children who find difficult to respond to their name
To help these children respond to their name, begin by associating their name with positive experiences. Use a variety of stimuli, such as music or a favourite toy, when saying their name to create a positive link. Gradually introduce games where responding to their name leads to a rewarding outcome, fostering positive reinforcement. Utilise visual aids, like cue cards with their name, to reinforce the auditory stimulus with a visual cue. Engage them in interactive activities where their name becomes an integral part, promoting familiarity and responsiveness. Consistency is key; practice these activities regularly to build a strong connection between their name and positive interactions, making it more likely for them to respond over time.
LIMITED OR REPETITIVE BABBLING
Children with ASD may demonstrate limited or repetitive babbling, a feature linked to challenges in speech and language development. Unlike typical babbling that evolves into diverse sounds and words, autistic children may exhibit a more restricted range of vocalisations. Repetitive babbling involves the recurrence of specific sounds, syllables, or simple words, lacking the usual progression toward varied linguistic expressions. This communication pattern may contribute to challenges in expressive language skills and hinder social interactions. To support language development, interventions can include speech therapy techniques encouraging a broader range of sounds and interactive activities promoting communication in different contexts. Tailored strategies aim to expand the child’s vocalization skills and enhance their ability to engage meaningfully with others.
How to support autistic children with limited or repetitive babbling
Creating chances for interactive conversations is vital to address limited or repetitive babbling in autistic children. Participate in turn-taking activities where you imitate their sounds and patiently await their responses. This reciprocal exchange fosters a supportive environment for language development. Integrate toys that produce various sounds, offering stimuli for them to imitate and expand their vocal repertoire. For example, use toys that make animal noises, mimic environmental sounds, or produce musical tones. These activities not only encourage imitation but also make the learning process enjoyable. The combination of structured turn-taking and interactive play contributes to a multifaceted approach, addressing the specific challenges associated with limited or repetitive babbling in autistic children.
LACK OF INTEREST IN OTHER CHILDREN
In autistic children, a common trait is having a limited interest in other children. They may prefer doing activities alone and find it challenging to participate in social interactions typical for their age. This reduced interest can be seen in different ways, like avoiding eye contact, showing disinterest in shared activities, or having difficulty starting and maintaining peer relationships. Effective strategies to encourage interaction and cultivate an interest in connecting with other children include creating structured and supportive social environments, incorporating activities aligned with their individual interests, and gradually introducing social scenarios with careful guidance.
How to support autistic children who lack interest in other children
To address the lack of interest in other children often observed in autistic children, creating structured playdates can be beneficial. Start by arranging one-on-one playdates to make the social setting less overwhelming. Gradually exposing them to social interactions in a controlled environment allows them to develop and practice social skills at a comfortable pace. Choose activities that align with their individual interests to make the interactions more engaging. For instance, if a child has a keen interest in building blocks, organising a playdate centred around constructive play provides a familiar and enjoyable context for social engagement. This approach helps build a foundation for positive social experiences and fosters a sense of connection with their peers.
DIFFICULTY SHARING INTERESTS
Autistic children often face challenges in sharing interests, a behaviour linked to their preference for routine and specific interests. Mitigating this difficulty involves introducing structured activities that incorporate their individual interests. For instance, if a child is fascinated by a particular subject, integrating related activities or games into social interactions can help them share their interests. Additionally, employing visual aids, like pictures or drawings, can assist in conveying their preferences and creating a shared understanding with others. Gradual exposure to collaborative projects and emphasizing the positive aspects of shared experiences encourages autistic children to explore shared interests, fostering meaningful connections with their peers.
How to support autistic children who find difficult to share interests
Actively engaging with autistic children in their activities is a key strategy to encourage interest-sharing. By joining them in their chosen activities, such as playing with specific toys or engaging in particular hobbies, you create a shared space of enthusiasm. Express genuine excitement by using positive reinforcement, vocalising your interest in what they’re doing, and showcasing a sense of joy. Simultaneously, introduce the concept of sharing by demonstrating with objects. For example, you could share a toy or an item with them, express your excitement about it, and encourage them to reciprocate. This interactive approach not only promotes interest-sharing but also lays the foundation for developing social skills and fostering positive interactions with others.
DIFFICULTY ENGAGING IN PRETEND PLAY
Engaging in pretend play can be challenging for autistic children, who may find it difficult to grasp the imaginative aspects of such activities. Pretend play often involves role-playing, using objects symbolically, and understanding abstract concepts, which may pose hurdles for children with autism. They might struggle with the imaginative and social dimensions of pretend play, such as taking on different roles or understanding the perspectives of others. Creating structured and supportive environments that gradually introduce elements of pretend play can be beneficial. Using visual aids, incorporating their interests into pretend scenarios, and providing clear cues can help bridge the gap between the concrete and the imaginative, making pretend play more accessible and enjoyable for autistic children.
How to support autistic children who find difficult to engage in pretend play
Mitigating the challenges of engaging in pretend play with autistic children involves a gradual and structured approach. Start with activities that mimic real-life experiences, connecting the familiar with the imaginative. For instance, create scenarios that replicate daily routines or familiar situations, allowing them to use their understanding of the real world in play. Introduce visual aids like pictures or cards to help them comprehend and act out pretend scenarios, providing a visual reference to support their understanding. As they become more comfortable with these activities, gradually transition to more abstract and imaginative play, incorporating their interests and preferences into the scenarios to enhance engagement and make the experience more enjoyable.
Bibliography
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
Lord, C., Elsabbagh, M., Baird, G., & Veenstra-Vanderweele, J. (2018). Autism spectrum disorder. The Lancet, 392(10146), 508–520. https://doi.org/10.1016/S0140-6736(18)31129-2
Ozonoff, S., Young, G. S., Carter, A., Messinger, D., Yirmiya, N., Zwaigenbaum, L., Bryson, S., Carver, L. J., Constantino, J. N., Dobkins, K., Hutman, T., Iverson, J. M., Landa, R., Rogers, S. J., Sigman, M., & Stone, W. L. (2011). Recurrence risk for autism spectrum disorders: A Baby Siblings Research Consortium study. Pediatrics, 128(3), e488–e495. https://doi.org/10.1542/peds.2010-2825
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