Does he have autism?

I expected to hear his sweet voice make words within a couple of months, but I was wrong.

Now, at 2 1/2, Xander is in speech therapy and is only saying a couple of words.

I'm wondering if he has Autism, but won't find out for sure until late summer when we'll be seeing a psychologist. (He'll be 3 in July)

I was hoping someone here could help me understand whats going on and what it sounds like to you.

He is very hyper half the time. Running, jumping on furniture, slamming cabinet doors, and hitting the floor and furniture with both hands. Rough Housing seems to be his favorite sport.

He loves to tackle and for you to flip him, dance, or throw him on the sofa or in the air.

He runs fast in place when he get's excited. (not to sound silly - but like in the movie flashdance)

He bites himself on the hand or pinches others when he's frustrated or told "no".

He likes to make "piles" with bits of playdough, torn paper, and anything else he can stack and unstack. He also turns puzzle pieces on their opposite side and makes a pile that way.

He doesn't show much imaginary play.

He doesn't make much eye contact with strangers.

He doesn't call any of us by name. (no mamma, daddy, etc)

He is a Picky Eater.

And he doesn't respond to his name half of the time. (unless said sternly)

Although, over the past couple of months, he has greatly improved in communication, eye contact (with me), and other skills.

He'll grab my hand and lead me to something he wants, or will bring something to me to open (or a sippy cup to fill, a dvd to put in)

He's immitating four animal sounds and makes the connections between the pictures and sounds.

He's good at putting board puzzles together, and he will say "go", "yay" (and clap), "nose", "down", "bite", and "whoa".

He's immitating dance moves from the wiggles dvd and attempts to say the words through "patty cake".

He chases my daughter through the house and runs from her.

He sings (and actually says words) during the songs of his favorite movies. (I don't count these as actual words, though)

So what do you all think?

Thanks

characteristic of autism:

• Communication: Language impairment across all modes of communication: speech, intonation, gesture, facial

expression and other body language.

• Imagination: Rigidity and inflexibility of thought process: resistance to change, obsessional and ritualistic

behaviour.

• Socialisation: Difficulties with social relationships, poor social timing, lack of social empathy, rejection of

normal body contact, inappropriate eye contact. (Dr Lorna Wing)

Language and communication: People with autism have difficulty understanding the meaning of words and the

intention of the speaker; they take things literally and are not able to interpret gestures, intonation, facial expressions

or body language. Many children will have delayed speech and some may not develop speech at all and will need

other communication aids e.g. pictures, photos, gestures etc. Eye contact will be difficult for them.

Inflexibility of thought and imagination: People with autism have difficulty manipulating thoughts in an

imaginative way. They may become unduly upset by any changes in their known pattern of life or routine. They

may have a tendency towards repetitive actions within a restrictive range, such as body rocking, hand or arm

flapping. They do not usually play with toys conventionally; they may watch one part of it or do the same thing to

it for long periods. Imaginative play is limited, especially if other children are involved, although some children can

imitate something they have seen.

Lack of social skills: People with autism have little or no understanding of normal social interaction. They do not

automatically make relationships and have difficulty understanding that other people have feelings, thoughts and

intentions. They will have difficulty playing and communicating with others, or taking others’ feelings into account.

Sensory perception and responses: Some children will be over-sensitive to certain sounds, smells, sights, lights

and textures. They may react to changes in their clothing, food, noise and light levels. Their daily environment

should be ‘autism friendly’ - secure so that they cannot wander into unsafe areas, visually helpful as to what is in or

behind cupboards, drawers, doors etc. As well as being hypersensitive to some stimuli, children with autism may

have very high pain thresholds, so any playtime or classroom ‘accident’ should be carefully checked.

What causes autism? To date, there is no clear answer to this question. It is believed to be present from birth (in

most cases - though there is debate about whether it can develop later). It appears to have some genetic predisposing

factors and is associated with some types of brain damage. Work is being done on the possibility that allergies and

dietary intolerances play a part. It is now clear that it is not caused by bad parenting - an idea which, thankfully, has

been discredited.

It is unlikely that any single cause is going to be found. It is probable that a number of factors are operating together

to give rise to the condition. As yet, there is no proven cure. As work progresses in this area it may be that

prevention or improved treatment may be a possibility.

People with autism have a different view of what is important. Their perceptions are different.

People with autism view the world in a different way. Different aspects of the environment interest them.

It is important to note that the word is different. It is not necessarily wrong or a lesser way of being.

We should always respect the right of the person with autism to be themselves. However, the world in general does

not share their view of life. If children are to have any chance of taking part in our world they must learn to

understand it and make sense of it as best they can.

Autism is a very individual disorder. The manifestations are diverse and all of the problems can be found in relation

to other disorders. It is the ‘Triad of Impairment’ that is the common feature to all people with autism.

It is also important to remember that people with autism are not immune to other illnesses or handicaps. It is

tempting to attribute every difficulty experienced to the autism but it may be due to deafness, depression or even just

the normal behaviour of a boisterous and mischievous child. As with any child, your child will be influenced by their

own personality, family characteristics, their own strengths and weaknesses.

Children with autism find listening and giving attention to the spoken word very difficult. Make it easier for them

by keeping unnecessary ‘chat’ to a minimum, speak clearly and calmly, ensure you have their attention before

speaking and allow lots of time for them to make sense of what you have said.

(I) A total of six (or more) items from (A), (, and (C), with at least two from (A), and one each from ( and (C)

(A) qualitative impairment in social interaction, as manifested by at least two of the following:

1. marked impairments in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body posture, and gestures to regulate social interaction

2. failure to develop peer relationships appropriate to developmental level

3. a lack of spontaneous seeking to share enjoyment, interests, or achievements with other people, (e.g., by a lack of showing, bringing, or pointing out objects of interest to other people)

4. lack of social or emotional reciprocity ( note: in the description, it gives the following as examples: not actively participating in simple social play or games, preferring solitary activities, or involving others in activities only as tools or "mechanical" aids )

( qualitative impairments in communication as manifested by at least one of the following:

1. delay in, or total lack of, the development of spoken language (not accompanied by an attempt to compensate through alternative modes of communication such as gesture or mime)

2. in individuals with adequate speech, marked impairment in the ability to initiate or sustain a conversation with others

3. stereotyped and repetitive use of language or idiosyncratic language

4. lack of varied, spontaneous make-believe play or social imitative play appropriate to developmental level

(C) restricted repetitive and stereotyped patterns of behavior, interests and activities, as manifested by at least two of the following:

1. encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus

2. apparently inflexible adherence to specific, nonfunctional routines or rituals

3. stereotyped and repetitive motor mannerisms (e.g hand or finger flapping or twisting, or complex whole-body movements)

4. persistent preoccupation with parts of objects

(II) Delays or abnormal functioning in at least one of the following areas, with onset prior to age 3 years:

(A) social interaction

( language as used in social communication

(C) symbolic or imaginative play

(III) The disturbance is not better accounted for by Rett's Disorder or Childhood Disintegrative Disorder