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Fast Facts
Fast Facts
Defined as a "neurodevelopmental condition that includes social, communication, and interaction deficits & repetitive patterns of behavior and interests" (Morin, 2024)
Autism is multidimensional, considered based on a spectrum of experiences that helps emphasize that each person with Autism is different (AM-HeLP Group, 2021).
Onset: 1.78 yrs | Age of Diagnosis: 5.2 yrs
Highly comorbid with anxiety, mood disorders, OCD, & ADHD
Morin, A. (2024). Autism (ASD) & Intellectual and Developmental Disabilities (I/DD). [PowerPoint slides]. Microsoft PowerPoint. https://kodiak.wne.edu/d2l/le/content/114052/viewContent/1690072/View
Autism Mental Health Literacy Project (AM-HeLP) Group. (2021). Mental Health Literacy Guide for Autism (1st digital Ed.). Retrieved from www.yorku.ca/health/lab/ddmh/am-help/
"If you've met one person with Autism, you've met one person with Autism" ~Dr. Stephen Shore
Diagnostic Criteria: Five criteria with two essential features (A&B)
A. persistent deficits in social communication and social interaction across multiple contexts
Social-emotional reciprocity deficits (eg. difficulties sharing, processing social cues, interpreting emotions)
Nonverbal communicative behaviors in social interaction (eg. limited eye contact & body language)
Difficulty with relationships - developing, maintaining, & understanding (eg. absent/reduced social interest)
B. restricted, repetitive patterns of behavior, interests, or activities
Repetitive, stereotyped motor patterns, use of objects or speech (eg. echolalia, rocking, nodding head)
Resistance to change (eg. difficulty with transition, rigid thinking patterns, distress to small changes)
Highly restricted, fixated interests (eg. strong attachment or preoccupation with objects, topics, or subjects)
Hypo- or hyperresponsivity to sensory input (eg. food sensitivity, stimming, avoid overwhelming sensations)
C. symptoms must be present in early developmental period (but may not manifest fully until later in life)
D. symptoms cause clinically significant impairment in social, occupational, or other important areas of functioning
E. symptoms are not better explained by intellectual disability or global developmental delay
Common Characteristics of ASD
Difficulties with receptive & expressive language
Decreased nonverbal communication skills (eg. facial expressions, eye contact, body language)
Co-regulation: need for others to assist in regulation
Range of cognitive abilities
Rigid or repetitive actions that provide satisfaction
Difficulties with motor skills (eg. muscle weakness, motor planning) and sensory challenges
Difficulties problem-solving and controlling impulses
Hyperlexia: intense fascination with letters & numbers
Hypervigilant
What are the different autistic types?.(2023). Goally. Retrieved October 13, 2024, from https://getgoally.com/blog/what-are-the-different-autistic-types/
Intervention #1: Knowing Your Own Usual
Intervention #1: Knowing Your Own Usual
Audience: Client & Caregiver
Diagnosis(es)/Condition(s): ASD, I/DD, ADHD, Anxiety Disorders, Mood Disorders, Personality Disorders
Age Range/Population: All Ages
Purpose: To understand the needs of the individual with ASD and allow modifications to be made in the client's day-to-day routine that is aligned with their needs and how ASD affects those needs.
Instructions: Using the templates, answer the questions as they apply.
Rationale & Impact on Function: This activity (1) allows the client to improve self-awareness and communication about defining their "normal" state of well-being; (2) allows others, especially one's support system, to understand the client and their needs. This will help improve function by allowing changes to be made that will support their needs better, thereby improving function.
Reference: Know your normal. (2022). Ambitious about Autism. Retrieved October 13, 2024, from https://www.ambitiousaboutautism.org.uk/what-we-do/connecting-young-people/youth-led-toolkits/know-your-normal
Intervention #2: Tug Box
Intervention #2: Tug Box
Audience: Client
Condition: ASD
Population: Infants & Children (0-6)
Purpose: The purpose of this activity is to provide a sensory experience, allow exploration and experimentation to test curiosity, fine motor skills and hand-eye coordination.
Materials: Cardboard box; various types of ribbon, felt, or pipe; tape; pencil/paint (optional)
Instructions: Puncture holes into a box and decorate if desired. Thread various types and lengths of ribbon through two holes & tie knots at the end. Seal the box with tape.
Rationale: This activity can allow the child to work on improved focus, problem solving, sensory regulation and motor planning. This could translate into improved function in school and assist in meeting developmental milestones.
Reference: Kate. (2013, September 23). DIY tugging box for fine motor development. Laughing Kids Learn. https://laughingkidslearn.com/diy-tugging-box-for-fine-motor-development/
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