| nalysis of symptoms is very important. Autism is | | | | to harness the visual system first before we |
| a symptom-based diagnosis made by observing a | | | | move forward to teaching communication. |
| specific cluster of symptoms known to | | | | Managing a Misfit |
| characterize this psychiatric disease. Usually mental | | | | Our world is a very verbal place. We use |
| health practitioners obtain a description of the | | | | communication skills to read the paper in the |
| symptoms by interviewing the child and parents | | | | morning, relate to our families, learn at school and |
| and by observation. | | | | exchange ideas at work. Communication is how |
| The preferred practice patterns established by | | | | we share our unique souls with the world and it is |
| The American Speech Language and Hearing | | | | the most complex function of the human brain. |
| Association ( recommend that a parent interview, | | | | With deficits in the human communication |
| a family history and a thorough symptom analysis | | | | systems, it can become very difficult to |
| be the first step in evaluating a child with a | | | | “fit-in” socially, to thrive |
| language disorder. | | | | academically and to develop intimacy with loved |
| Symptoms of Autism & Language Disorder | | | | ones. |
| Look Alike | | | | These difficulties with fitting into the verbal world |
| Let’s take a look at how the symptoms | | | | can create isolation from others and threatening |
| of Autism and the symptoms of a language | | | | walls of silence. Instead of negotiating the world |
| disorder compare. Listed below are symptoms of | | | | with verbal reasoning, a visual person often |
| autism from the Autism Society and symptoms | | | | negotiates with patterns. As a result the |
| of language disorder from the ODE Language | | | | “sameness of routines” becomes |
| Handbook. For additional information on symptom | | | | the template to make sense of the chaos of |
| comparisons go to | | | | everyday life. We often ask Mavericks to adjust |
| Autism Society | | | | to changes in schedule or adjustments in plans |
| Insistence on sameness; resists change | | | | based on how we explain by talking. These words |
| Difficulty in mixing with others | | | | can create more confusion and frustration as |
| Unresponsive to teaching methods | | | | they may not be processed at the speed |
| Sustained odd play | | | | expected. This lag in processing time can create |
| Tantrums | | | | resistance, immature behavior, odd play, tantrums |
| ODE Language Handbook | | | | or reluctance to participate. As a result the normal |
| Can’t alter behavior to the needs of | | | | teaching methods that are based on processing |
| situation. Perseverates, resists change. | | | | incoming language can fail. |
| Relates poorly to peers, reluctant to participate, | | | | Having a communication disorder can result in a |
| has few friends. | | | | very complex life, socially, academically and |
| Unresponsive to normal teaching methods. | | | | vocationally. Having worked with children and |
| Behaves immaturely – engages in odd play. | | | | adults who have trouble processing and producing |
| Behavior problems. | | | | language for nearly 40 years, I understand how |
| You will note that these symptoms can look alike | | | | many symptoms can emerge from the |
| but for different reasons. The cause of the | | | | frustration, anxiety, tension and disappointment |
| symptoms can be very important in how we plan | | | | that can occur every day. The first step in helping |
| an intervention. If the cause is that the language | | | | your child is to assess the root of the disorder. |
| system is under working or working erratically | | | | This then enables you to employ the most |
| because of a hyper-visual system, then we need | | | | suitable intervention. |