Autism Fact Sheet

A. General Information:

According to the DSM-IV, a diagnosis of autistic disorder is made when an individual displays six or more of 12 symptoms listed across three major areas: social interaction, communication and behavior. Autism is a broad spectrum of disorders, ranging from mild to severe, that occurs across many different situations.

Autism is a neurological disorder that often is present at birth and has a “genetic link,” though an identifying gene has yet to be uncovered. There is a good deal of controversy about the cause(s) of austim. Some people believe the condition has environmental origins, while others tie it to negative reactions to vaccines or gastrointestinal problems such as “leaky gut” syndrome. Autism affects the sensory system and often severely impairs an individual’s ability to communicate with others. It impacts cognition and behavior, and it affects the ability to interact and maintain typical contact with the outside world.

B. Identifying Characteristics: 

• Individuals with autism may have difficulty making sense of the world around them.

• Individuals with autism may have difficulty planning motor movements.

• Autism is a disorder that greatly affects the senses, resulting in an avoidance and / or need for specific types of stimulation.

• Individuals with autism are often sensitive to noise, light, touch, taste, movement and smell (sensitivity can vary from day to day, hour to hour).

• Individuals with autism generally prefer deep pressure touch over light touch.

• Individuals with autism often need vestibular stimulation (i.e., rocking).

• Behavior modification has been helpful in decreasing inappropriate behavior but the results are often short lived and temporary.

• When provided with controlled and socially appropriate means of sensory stimulation, one can decrease inappropriate behavior and increase appropriate behavior.

• Many individuals with autism are visual learners.

• Multitasking is extremely difficult if not impossible.

• Peripheral vision often is better than regular, focal vision.

• Adhering to routines is usually necessary and comfortable.

C. Medications: 

• A variety of neurotransmitter inhibitors and enhancers are effective.

• Anti-anxiety, anti-psychotic, anti-convulsants, and anti-depressant medications may also be used.  Side effects include, but are not limited to, dizziness, confusion, lethargy, headache,  nausea and vomiting.  See specific medications for specific side effects.

• Because many individuals with autism are very chemically sensitive, initial medication dosages should begin at the lowest therapeutic level and work upwards rather than starting at the typical dosage for age/body weight.

D. Clinical Techniques:

Individuals with autism may share similar symptoms; however, the way in which they experience and react to the disorder is different for each person.  The following suggestions are to be used as guidelines.

1. Teaching:

Do:

• Model skills

• Provide concrete, literal instructions

• Allow person to attend to one task at a time

• Use picture communication symbols, communication devices and/or facilitated communication

• Use pictures to represent tasks, people, etc.

• Utilize pictorial schedules

• Stick to a routine

• Eliminate distractions

• Use hand-over-hand assistance in initial stages when it can be tolerated

• Teach during vestibular activity or right after

• Use incandescent light (never fluorescent)

• Use bean bag chairs, swings, brushing, aromatherapy, koosh balls and other sensory items to stimulate learning

• Use slant boards to accommodate peripheral vision

Don’t:

• Provide complex verbal directions

• Say “look at me” when you want them to attend to another task (i.e. giving verbal directions)

• Demand they look at something straight on

• Use light touch

• Use sarcasm

2. Therapy:

Many (but not all) individuals with autism do not benefit from traditional counseling due to their challenges in understanding complex verbal language.  However, several types of therapy have been successful in reducing unpleasant symptoms resulting from autism and increasing positive experiences with the world around them.

• Sensory Integration Therapy

• Music Therapy

• Art Therapy

• Dance Therapy

• Pet Therapy

• Exercise

3. Communication:

            Do:

• Use concrete, literal sentences

• Speak clearly

• Use the mode of communication the person knows (i.e. picture communication symbols, American Sign Language, etc.)

      Don’t:

• Use slang, metaphors, sarcasm, figures of speech, complex meanings

• Emphasize eye contact

E. Additional Information:

Web sites:

http://ani.autistics.org/
http://www.autism.org
http://www.naric.com
http://www.eurekalert.org

Internal Resource People:   

Susan Gardner, Stuart G. Ferst School  (773) 761-4651 x236
Don Whipker, Quality Improvement & Strategic Direction  (773) 973-7900 x240

Related Trainings Offered at Anixter Center:

An Introduction to Developmental Disabilities
(See training calendar or contact the Training Institute 773.929.8200x229 for more information.)