Autism, a disorder of communication, behavior and social relationships, is best treated when detected early in life, according to the Centers for Disease Control and Prevention. Signs and symptoms can be detected beginning in infancy, with differences noted throughout life. The way autism presents is slightly different in each child. Not all people who display autistic traits have autism, and not all people with autism exhibit the common behavioral differences at the same age.
Infancy
In infancy the lack of sustained eye contact and the failure to smile by eight weeks of age are considered hallmarks of autistic behavior in infants who are later diagnosed with autism, according to the CDC.
Dr. Lonnie Zwaigenbaum and a team of researchers in Ontario, Canada, expanded that list of early signs. Their study, published in the 2005 issue of the "International Journal of Developmental Neuroscience," revealed that, at six months of age, autistic children keep their gaze fixated on one image when it's projected on a screen, when a second image was added. This is called "sticky attention," and it is not seen in children with any other developmental disorder. They also noted these children were more passive than normally developing kids. They seldom initiated interactions with others, and they didn't babble or make other vocal sounds.
Toddlers
Between the ages of one and three, autistic children exhibit signs that they are not able to move their attention from one activity to another and go back to the first. It is normal for an 18-month-old to see a bird, go to tell an adult and then direct the adult's attention to the bird. Autistic children miss out on a lot of early learning because they lack the ability to do this. Psychologists call this "joint attention deficit." Dr. Peter Mundy, of the University of Miami, states in the October 1, 2007 issue of "Current Directions in Psychological Science" that autistic individuals fail to initiate joint attention beginning in the toddler years, and continue this pattern throughout life. This blocks their social interactions and learning, because they can not move their focus to what others are seeing or hearing.
Preschoolers
The years between three and five are full of imaginary play for most children. The autistic child does not imitate the actions of others or use symbolic language; he manipulates his toys, but doesn't play as if he's setting the table, feed his stuffed animals or pretend to be a firefighter when given a hose. Children learn by play, and the CDC report "Learn the Signs" points out that autistic children miss out on opportunities for preschool learning because of this inability to share imaginary play with others.
School-Age Children
As the autistic child starts school, characteristic patterns of speech and behavior may emerge. Echolalia, the mimicking of speech, is common, and it can be an immediate copying of what he hears or can be delayed by days or even weeks. Repetitive motions without purpose are also common and include spinning, flapping of the hands or arms, walking on the toes, open and closing doors or splashing for hours in water, according to an article by Lynne Cole, RN, PNP, published in "Advance," an online reference for Advanced Nurse Practitioners.
Teens and Adults
The inability to handle changes in routine begins to become an issue during the early years of school, but it's easier to tolerate a five-year-old who wants to wear a yellow sweater every day than a 17-year-old who requires that there be no alteration in his daily schedule and grooming, eating or work rituals, according to the National Institute of Mental Health's guidance on autism in adulthood.
An intense interest in a single area is also common in autism, and to help promote independent living, parents and educators can try to tie this fascination or obsession to vocational opportunities.
References
- Centers for Disease Control and Prevention: Learn the Signs--Understanding Autistic Spectrum Disorders
- "International Journal of Developmental Neuroscience"; Behavioral Manifestations of Autism in the First Year of Life; L. Zwaigenbaum, S. Bryson, T. Rogers, W. Roberts, J. Brian, P. Szatmari; 2005
- "Current Directions in Psychological Science"; Attention, Joint Attention and Social Cognition; Peter Mundy , Ph.D., and Lisa Newell, Ph.D.; 2007
- Advance for Nurse Practitioners: Autism in School-Age Children: Lynn Cole, R.N., PNP
- National Institute of Mental Health: Autism
