Diagnosed as an autistic spectral disorder
Sergey Tsyrulnikov

Child who was diagnosed as an autistic spectral disorder.

“The autism universe is a journey where every star is different and every brilliance is important. Your care and understanding are the keys to your child’s development and happiness. Let us together form a world where love and patience will create the basis for each next step in the stages of development.”

© Sergey Tsyrulnikov, 2024

ISBN 978-5-0060-0384-2

Created with Ridero smart publishing system

CHAPTER 1: UNDERSTANDING AUTISM SPECTRUM DISORDERS

1.1. WHAT IS ASD?

Autism spectrum disorder (ASD) is a complex disorder of the nervous system that affects a person’s ability to communicate, socialize, and interact with the world around them. It is important to note that ASD is a broad spectrum, manifesting itself in each individual in a unique way, with varying degrees of severity. Children with ASD usually show signs of this disorder in early childhood. In most children with autism spectrum disorders, the first manifestations become noticeable before the age of three. These signs include difficulty in social interaction, difficulty making eye contact, using gestures, and understanding social cues. In addition, children with ASD may exhibit repetitive behaviors, not tremble, have limited interests, and have difficulty adapting to change.

1.2. TYPES OF ASD AND HOW THEY ARE DIAGNOSED

Currently, ASD is considered as a single unit and not as a set of individual disorders. This change came after the diagnosis of Asperger’s syndrome and other related conditions were lumped together under the umbrella name of autism spectrum disorder in May 2013.

So, instead of being divided into different types, ASD is now seen as a spectrum in which each person has a unique set of characteristics and severity of symptoms. This allows for a more accurate approach to the diagnosis and support of each individual, taking into account his individual characteristics and needs.

Some people with ASD may also have other medical conditions, such as mental retardation, epilepsy, or ADHD (attention deficit hyperactivity disorder). It is possible that people with ASD can be highly functioning, they can live independently, get an education and successfully adapt to society. Sometimes people with ASD have particularly gifted individuals who show exceptional abilities in certain areas.

The diagnosis of ASD is based on a careful assessment carried out by a team of specialists, including a pediatrician, neurologist, psychologist and speech pathologist. The assessment process includes a medical examination to rule out other possible symptoms, behavioral observations, interviews with parents, and an assessment of the child’s language, communication, and cognitive skills. A more complex assessment is required when ASD is suspected.

1.3. CAUSES AND RISK FACTORS OF ASD

The exact causes of ASD are not yet fully understood, but researchers believe that a combination of genetic and environmental factors may contribute to the development of the disorder. Some of the known risk factors for ASD include: Genetic factors: ASD tends to run in families, and certain genetic mutations can increase the risk of developing the disorder. Environmental factors: Exposure to certain toxins or chemicals during pregnancy, complications during pregnancy or childbirth, and intrauterine infections can increase the risk of ASD. Brain development: Abnormalities in brain development or function may play a role in the development of ASD. Although the causes of ASD are not fully understood, researchers continue to study the disorder in hopes of improving our understanding of its origins and finding more effective treatments.

CHAPTER 2. EARLY SIGNS AND ASD SCREENING TEST

Early identification and intervention for autism spectrum disorder (ASD) is critical to improving rehabilitation outcomes for children with the disorder. In this chapter, we will discuss the following:

2.1. THE IMPORTANCE OF EARLY DETECTION AND INTERVENTION

The ASD diagnostic process usually involves a comprehensive evaluation by a team of professionals, including a pediatrician, psychologist, and speech therapist. Research confirms that early detection, through the M-CHAT SCREENING TEST, and intervention can help improve outcomes in children with ASD by providing them with the support and resources they need to develop the language, cognitive, communication, social, and behavioral skills that will help them succeed in school and in life. Overall, early detection and intervention play a critical role in creating a supportive environment for the development of children with ASD.

Some commonly used screening tools include the Modified Toddler Autism Checklist (M-CHAT), the Autism Diagnostic Observation Schedule (ADOS), and the Social Communication Questionnaire (SCQ).

These tools can help identify children who may be at risk of developing ASD and can help guide the diagnosis process. Early screening and intervention can help ensure that children with ASD receive the support and resources they need to thrive. The lack of this support can affect their overall quality of life, educational achievement, and social adjustment.

2.2. COMMON SIGNS AND SYMPTOMS OF ASD IN CHILDREN

Early signs of ASD can appear as early as six months of age, but most children are diagnosed before about four years of age. It is important to recognise the signs of ASD as early as possible so that children can receive the support and interventions they need. Some common signs and symptoms of ASD in children include:

1. Delayed speech and language skills. This can manifest itself in the following aspects:

No or limited set of words: Children with ASD may start speaking later than their peers, or they may use a very limited set of words and phrases.

Difficulty understanding and using grammar: Children with ASD may have difficulty understanding the rules of the language and using grammatical structures.

Echolalia: Some children with ASD may repeat words or phrases without explicit meaning (echolalia) instead of using them to communicate.

Limited intonation and expressiveness of speech: Children with ASD may exhibit limited intonation and expressiveness in their speech, which can make it difficult to understand their intentions and emotions.

2. Lack of eye contact or social interaction.

Children with ASD often have difficulty making eye contact and interacting with the people around them. This can manifest itself in the following ways:

Eye contact rejection: The child may avoid looking directly into the eyes or quickly avert his eyes when trying to make contact with him.

Limited interaction: The child may show a lack of interest in social situations and lack initiative in establishing interactions with others.

3. Difficulty understanding nonverbal cues, such as facial expressions or tone of voice.

Children with autism spectrum disorder (ASD) may have difficulty recognizing and understanding nonverbal cues that are commonly used in social interactions. This may include the following aspects:

Facial expressions: Children with ASD may have difficulty recognizing and interpreting emotions expressed through other people’s facial expressions. They may have difficulty identifying, for example, whether a person is smiling or sad.

Tone of voice: Children with ASD may have difficulty recognizing and understanding nuances and intonations in other people’s speech. They may not be able to accurately determine the emotional state of the interlocutor based on tones of voice.

4. Повторяющиеся действия, такие как раскачивание или взмахи руками.

У детей с РАС часто наблюдаются повторяющиеся действия или образцы поведения. Это могут быть:

Раскачивание: ребенок может раскачиваться вперед и назад или с боку на бок. Это действие может помочь ему создать ощущение ритма и комфорта.

Взмахи руками: ребенок может махать руками или двигать ими особым ритмичным образом. Повторяющиеся действия могут быть способом самостимуляции или средством регуляции чувств и ощущений для детей с РАС. Это может помочь им создать ощущение ритма и предсказуемости в окружающем мире, что способствует их саморегуляции и снижению чувства тревоги. Таким образом, повторяющиеся действия для детей с РАС выполняют функцию саморегуляции, помогая им контролировать свои чувства и ощущения, а также создавая комфортное и предсказуемое окружение.

5. Фиксацию на определенных объектах или темах.

Фиксация на определенных объектах или темах является еще одним распространенным симптомом у детей с РАС. Это может проявляться в следующих аспектах.

Интенсивный интерес к определенным предметам: ребенок может проявлять необычную фиксацию на определенных игрушках, объектах или предметах.

Ограниченный набор интересов: ребенок может быть очень заинтересован только в ограниченном наборе тем или предметов и проявлять мало или никакой заинтересованности в других областях.

6. Сенсорную чувствительность или отвращение.

Children with ASD may have trouble processing and adapting to different sensory inputs from the environment. This can include aspects such as textures, sounds, light exposures, smells, and tastes. Sensory sensitivity can manifest itself in the form of hypersensitivity, where a child with ASD reacts strongly to certain stimuli that may be subtle or normal to other people. For example, he may respond to light touches or be overly sensitive to certain sounds that cause him stress or discomfort. On the other hand, children with ASD may also experience hyposensitivity when they have a reduced sensitivity to certain stimuli. They may not respond properly to pain or temperature, and may also have an increased tolerance to more intense sensory inputs. It’s important to note that not all children with ASD will show all of these symptoms, and some children may show other or less severe symptoms.

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