The disorder autism spectrum disorder (ASD) is a set of neurobiological disorders that affect the development of people who say “autistic”. They are characterized in particular by dysfunctions in social interactions, communication, behaviors, and activities. But what exactly do we mean by “TSA”?
Definition of autism spectrum disorder
Autism represents a set of symptoms. These symptoms vary from person to person. They can be more or less present and even evolve over time. Each person with autism is therefore different. The use of the word “spectrum” makes it possible to integrate all the diversity of the disorders and to signify the possible evolution of a person within this spectrum. We also talk about the “continuum” of the autism spectrum.
A more scalable approach
By the notion of “spectrum”, we do not freeze a person with autism on a scale of “very autistic” to “a little autistic”. Each person being different, each disorder being specific, the spectrum makes it possible to define a place according to different capacities: language, perception, emotions, and motor capacities. Thus, an autistic child will be able to master verbal communication but will be able to feel at ease difficulty in perceiving and understanding what the other is asking of him. This involves identifying the strengths and weaknesses of each person with autism in order to recommend appropriate interventions.
TED and TSA: what are the differences?
The name TSA now replaces that of TED, Invasive Developmental Disorders. However, you will still find this term in many information media. The evolution of the terms used to designate autism testifies to the scientific advances made on the subject. Until 2013, the generic term TED was used to categorize different types of autism. For further details visit http://www.spectrue.me it will help to know the special needs pf humanity.
RETT syndrome
This rare genetic disease is mainly characterized by significant physical symptoms (loss of muscle tone, deceleration of motor development, stereotypical hand gestures, etc.). It can also suggest autism through certain behavioral symptoms. Initially integrated into PDD, RETT syndrome is no longer recognized today in ASD.
Childhood disintegrative disorder
The cases are quite rare and are characterized not by a delay, but by a loss of capacities already acquired by the child (language, social interaction, motor skills, etc.). This disorder has also been removed from ASDs.
Kanner’s autism
Kanner’s Autism, also called childhood autism, is a form of severe autism. The obvious disorders manifested by people differentiate it from Asperger’s syndrome.
High-level autism (e.g. Asperger’s syndrome)
Qualified as mildly autistic, a high-level autistic child will have autism disorders, but less serious (better communication, fewer neurological disorders, etc.). Even if it involves difficulties in social interactions or repetitive behaviors, high-level autism does not cause delays in intellectual learning or language mastery.
Unspecified TEDs (TED-NS)
People with their special needs PDD-NS may report certain characteristics of autism. However, the number of symptoms often remains insufficient to be considered as such.
Signs of Autism Spectrum Disorder
It is before your child turns 3 that you will be able to detect the first symptoms of these ASDs. They mainly intervene in the field:
- Communication;
- Social relations;
- Behavior and interests;
These symptoms should call out to parents because they represent warning signs that should not be ignored. If you are having difficulty with your child, do not hesitate to talk about it with a doctor.
Communication
Children with autism exhibit abnormalities in verbal or non-verbal communication, whether in comprehension or expression. If they use oral language, we observe semantic, syntax, and echolalia peculiarities. We speak of echolalia when the child constantly repeats a word or a phrase heard without necessarily understanding the meaning and sometimes without the context lending itself to it. Non-verbal communication also suffers from alterations: no pointing with the finger, incomprehension of the use of intonation or facial expression, non-recognition of emotions, little mimicry, etc.
- Parents notice in particular:
- An absence of babbling and pointing from 12 months;
- An absence of words from 18 months;
- A lack of word association from 24 months;
Social relations
In autistic children, developmental difficulties and understanding of social interactions appear. Contrary to popular belief, not all autistic children are “in their bubble”. Some people with autism want to be in a relationship with other people but may not know how to do it, usually with little understanding of the implicit social rules. They will initiate interactions, but often in an inappropriate way. Other children will have no relational intention towards another person, preferring to resort to their own activities alone.
Children with autism find it difficult to understand and share the thoughts and feelings of other people. They generally show little or no interest in group games or those involving “pretend play”.
Behavior and activities
Children with autism engage in repetitive and stereotypical behaviors and focus on restricted activities and interests. These disorders are manifested as well in their gestures (swinging, clapping of hands…) as in their use of objects (alignment, repeated use of the same object…). Autistic children will also require a lifestyle punctuated by routines. Indeed, the slightest change can cause them great distress or disproportionate emotional reactions.
Outstanding capabilities
Autism is a specific method of processing external (communication, social, sensory) and internal (sensations, emotions) information which can lead to more or less severe handicap situations. This specific processing of information leads to another way of thinking, which can sometimes allow the development of important skills, especially at the cognitive level, which it is necessary to enhance.
Appropriate support and personalized interventions, offered as early as possible, are necessary to enable people with autism to develop their talents. While the effectiveness of interventions is thought to be best in early childhood, they are also necessary and useful throughout life. Autism is a neurodevelopmental disorder and development is long life!
