Welcome to the Frequently Asked Questions (FAQ page). Below, we have tried to answer the most common questions visitors to this our Web site may have. If you find that your question is not answered on this page, please email us focas@iinet.net.au or call us during normal hours on 94907676.

WHAT IS AUTISM SPECTRUM DISORDER?

Autism Spectrum Disorder is caused by a dysfunction in the central nervous system and this affects how children and adults perceive and interpret their world, particularly the social environment. This is a life-long developmental disability for which there is no known cure.

Autism impacts on people by impairing their ability to learn to understand and use language; interact socially with people; make sense of their surroundings; and develop and use their imagination. The majority of people with Autism will continue to need some degree of support throughout their lives.

THE MAIN CRITERIA USED FOR DIAGNOSIS

• Difficulty with social relationships.
• Difficulty with communication, both verbal and non-verbal.
• Difficulty with imaginative play.
• Activities and interests are very restricted.
• Child displays above criteria before the age of 3.

• Appear to “live in their own world”.
• Not responding to their name.
• No interest in playing with other children.
• Repetitive behaviour (e.g Hand flapping, spinning).
• Reluctance to give eye contact.
• Language delays / communication difficulties.
• Developmental regression i.e. acquired language and social skills may be lost.
• Hyper- or hypo- sensitivity to sensory input (sound, light, touch, taste).
• Fixation on particular objects or interests (eg trains, fans, drains)
• Inability to relate to family members and understand social rules.
• Rigid in following the same routine. If a routine is broken it can result in an emotional      outburst.

WHAT IS AUTISM?

"Autism is a complex developmental disability that typically appears during the first three years of life. The result of a neurological disorder that affects the functioning of the brain, autism and its associated behaviors have been estimated to occur in as many as 1 in 500 individuals (Centers for Disease Control and Prevention 1997). Autism is four times more prevalent in boys than girls and knows no racial, ethnic, or social boundaries. Family income, lifestyle, and educational levels do not affect the chance of autism's occurrence.

Autism impacts the normal development of the brain in the areas of social interaction and communication skills. Children and adults with autism typically have difficulties in verbal and non-verbal communication, social interactions, and leisure or play activities. The disorder makes it hard for them to communicate with others and relate to the outside world. In some cases, aggressive and/or self-injurious behavior may be present. Persons with autism may exhibit repeated body movements (hand flapping, rocking), unusual responses to people or attachments to objects and resistance to changes in routines. Individuals may also experience sensitivities in the five senses of sight, hearing, touch, smell, and taste."

(Definition given in the web page of the Autism Society Of America)

Autism Fact Sheet

Other Names:
* Autistic Disorder
* Early Infantile Autism also known as Kanner Syndrome: Only 5-10% of all children with autism fit into this rare category.

* Asperger’s Disorder
* Pervasive Developmental Disorder - Not Otherwise Specified (PDD-NOS):
This is a window that all Autism Spectrum Disorders fall under.
* Rett’s Disorder
* Childhood Degenerative Disorder (CDD)


Defining Characteristics:
Autism is a neurological disorder that typically appears during the first three years of life and can cause discrepancies or differences in the way information is processed. It is a spectrum disorder that can range from mild too severe. Typical characteristics are:

* Communication - children with autism may be verbal or non-verbal. There is difficulty in the understanding and use of language. For those that do speak, many; but not all, are often too different degrees of echolalia (will parrot or repeat what they have heard). If verbal they sometimes will refer to them self as a third person; such as, you, she/he, her/ him, Or by there name. Some times they say I or me as if someone else said it first. Bear in mind that each child’s autism is unique to them, varying in different ranges of abilities form mild too profound. The child may appear normal one minute but not the next; this greatly depends on the type of interventions. The confusing aspect of these children is that they improve dramatically with different interventions, sadly with relapses at times.
On a good day after treatment, the autism may not be visible, even to the skilled examiner. This makes it difficult for the examiner to see the autism in the child. This good in the terms of the child’s best interest and recovery, it helps to assure us that the interventions are working.

* Socialization - children with autism may have difficulty in understanding and relating to people, crowds, events, and objects in the environment. Unable to understand and process social cues.

* Stimulation - may experience over/under sensitivities in the five senses, exhibit repeated body movements (hand flapping, rocking, spinning, jumping,), and aggressive and/or self-injurious behaviors may be present. May appear to be overly Hyper or under active ( Hypo ) from minute to minute or hour to hour, some even day to day. Depending on what is going on in the environment around them.

* Routines - many children with autism are resistant to changes in routines and may have a great deal of difficulty with transitions. The degree of resistance shown by the child will depend on their degree of autism spectrum disorder and how it effects the particular child. This will also depend on the environment around the child at that moment and the treatments used by the child.


Incidence/Prevalence:
* Research indicates current rates in some states are 1 in 500 children have some type of autism spectrum disorder. Even more alarming is the fact that in some states, as of the year 2000 we have an all time high of 1 in 125 in other states. Autism Spectrum disorders is even more common then Downs syndrome.

Incidence /Prevalence Continued:
* Further research has proven that over 40% of the children not even mentioned here never ever get diagnosed, even sadder they never get the help they need. So many Autistic Children are falling through the cracks.
* Autism is four times more prevalent in boys than girls
* There are no racial, ethnic or social boundaries
* Family income, lifestyle, and educational levels do not affect the chance of
occurrence.
* There is a 3-8% risk of recurrence in families with an affected child


Genetics:
Genetic causes are being heavily researched at this time (including families with more than one occurrence of autism and those with twins) but as of yet, no gene or genes have been directly linked to autism. It is believed at this time that there may be several genes involved.


Etiology:
There is no known cause for autism though there are several theories. Genetic factors and a combination of genetic and environmental factors may contribute to autism. Other theories include:

* Celiac Disease - an allergic reaction to wheat, gluten, barely, bran, rye, and oats. One of the side effects to these allergies is the common dark purplish circle under the eyes that are typically seen in these children.
* Autoimmune System Disease - caused by an allergic reaction to something in the diet that prompts the immune system to attack the brain. This can affect one or all of the subclasses of the immune system in autism spectrum disorders. Autism spectrum disorder is that this autism spectrum disorders is an autoimmune and metabolic system disorder, with many other determining factors.
* Over use of antibiotics, certain illnesses, brain allergies to food, mal-absorption of food, vitamins, and minerals.
* "Rogue Peptides" - this theory suggests that the incomplete breakdown of milk or wheat gluten products causes peptides to be released into the bloodstream and interfere with brain development. The foods that autistic children self limit themselves to is spaghetti, pizza, milk, cheerios, chicken, foods that are white, and few others. Most of these foods have natural opiums in them. When the child with a form of autism is prone to a leaky gut syndrome. This leaky gut syndrome can cause the undigested particulars with the natural optimums still in them to get into the blood stream then right to the brain. Leaving the autistic child with an opium affect in appearance.
* Vaccinations - autism is often diagnosed around the time most vaccinations are given and anecdotal evidence seems to suggest a link. Recent studies, however, have been unable to prove or disprove any connection between vaccinations and autism. Recently articles have been published in the effect in Dublin Ireland and other states that they are finding links to vaccines. These links seem to have to do with the chemicals they have in the vaccines; this is seen as evidence in Heavy Metals Hair testing.
* Mal-absorption of vitamins and minerals, also play a factor in autism spectrum disorders. Vitamins and minerals are very important the bodies life functioning. The kreb’s cycle is affected; yeast and bacteria overgrowths, these and many more all play a major factor in the child’s autism.

Physical/Motor Characteristics and Development:
Physical and motor development may be delayed, normal or advanced.


Behavioral/Social/Emotional Characteristics and Development:
For infants and young children with autism problems may occur in the following areas:
* Do not use normal eye gaze, how ever may glance for a moment in your direction making eye contact briefly.
* They may poke or rub their eyes, or stroke their eyelashes
* Do not become involved in mutual sharing of feelings
* Do not engage in imitative, turn-taking games
* Do not signal to continue an enjoyable activity or initiate joint attention
* Do not understand they can gain assistance from others
* They do self- rock on chairs, glider rockers, teeter toothers, rocking horses, or while standing
* They do like to spin around poles, spin on "sit-and- spins", and do circles around people
* They do like to jump, and swing
* They can have savant levels in calendars, schedules, music, singing, puzzles, art, and more.

Older children may have difficulty with the following:
* Social rules are learned rigidly without realizing there is a range of acceptable
behavior
* Public behavior tends to be private behavior.
* Behavior will seem incongruent or startling due to different social perspective or
viewpoint
* Unable to manage themselves in loosely structured situations can appear to be hyperactive.
* Have difficulty initiating, entering or negotiating conversations depending on the degree of autism.
High Functioning Autistic individuals may be able to do this to different degrees, depending on how the autism
effects the individual.
* Friendly social overtures, humor and jokes are misunderstood. May laugh for no apparent reason, or at a
totally inappropriate time.

Cognitive Characteristics and Development:
There is a wide range of cognitive ability from gifted to profoundly mentally retarded. Up to 80% of children with autism have some form of mental retardation. However some can test very high on IQ testing.


Speech/Language Characteristics and Development:
* Phonology - difficulty with expressive prosody (e.g., fluctuations in the vocal
intensity, monotonous pitch, speaking in pitches, and tonal contrasts inconsistent with the meanings
expressed)
* Morphology/Syntax - Confusions of pronominal forms (e.g., gender confusion [he
for she or it], case substitution [him for he], first- and second-person singular
forms [you for I or me]). The child refers to himself/herself as a third person. Use of less complex sentences
than their peers.
* Semantics - Word-finding problems. Inappropriate answers to questions.
* Pragmatics - Limited range of communicative functions. Difficulty initiating and
maintaining a conversation. Can have some to few gestures. Failure to any degree to make eye contact prior to
or during communicative interactions. Preference to follow rather than lead in a conversation. Engaging of
potential communication partners at a level that requires little actual sharing.

Hearing Characteristics and Development:
Hearing development as shown in audio testing is typically normal to better than normal, though hearing sensitivities may exists. Many can have Hypersensitivity hearing to the point they can hear sounds that the normal person cannot hear. These children can hear florescent lights humming and sounds from great distances. This can be painful. This is one of the reasons autistic spectrum disorder children hold their hands on their ears. They can exhibit this in may ways, or even poke their fingers into their ears. When the child ages they can extend this behavior to others around them.


Implications for Educational Need:
Intensive and early education is recommended for children with autism. Appropriate communication and social interactions need to be modeled and generalized to different settings and different people. Settings need to be structured and routine and allow for quiet areas when overwhelmed with stimulation. Effective intervention plans are based on cognitive/behavioral strategies and are based on three strategies:
* Evaluate problem situations and refine the structure of environments and
elements of the teaching/support plan to clarify the situation, solve problems
quickly, and prevent reoccurrence.
* Organize and structure space, time, and events (including instruction) to
compensate for the deficits of autism.
* Teach new skills to develop and expand competence and independence.
* Aide the child to make transitions with more ease.

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