| Before a child could undergo speech therapy with the | | | | able to initiate or sustain a conversation with other |
| diagnosis of Autism, he should pass a criteria of | | | | people. |
| characteristics first that is given by the DSM-IV. The | | | | The child can also have stereotyped and repetitive |
| Diagnostic and Statistical Manual of Mental Disorders | | | | use of language. This phenomenon is actually called |
| (DSM) is the standard classification of mental | | | | idiosyncratic language, where what the child keeps on |
| disorders used by mental health professionals in the | | | | saying seems to me meaningless. He may keep on |
| United States.Here are the criteria for a child to be | | | | saying the word blue for countless of times, even for |
| diagnosed with such conditions. | | | | the whole duration of the day. |
| 1.Social Interaction | | | | He can also lack the ability to have varied, |
| First off, a child should have impairment in social | | | | spontaneous make-believe play or social imitative play |
| interaction. This could be manifested by at least two | | | | that is appropriate for his developmental level. Play is |
| of the following behaviors. First is a marked | | | | one of the notable things that differentiate a child |
| impairment with the use of different non-verbal | | | | with Autism with normal children. For an Autistic child, |
| behaviors like facial expression, eye-to-eye gaze, and | | | | play does not exist. The main concern is that play is |
| body posture. | | | | an important factor for language development since |
| Second is the child's failure to develop peer | | | | it is a prerequisite or co-requisite of inner language. |
| relationship that is appropriate for his developmental | | | | 3.Repetitive And Stereotype Behavior Patterns |
| level. In this case the child may seem to have | | | | An Autistic child also manifests repetitive behavior. |
| difficulty gaining friends, or even just relating to other | | | | This criteria is judged by having at least one of the |
| children within his age. | | | | following conditions. |
| The child may also have the lack of spontaneity to | | | | The child may have an encompassing preoccupation |
| share his emotions and thoughts. He may not share | | | | with one or more restricted and stereotyped |
| enjoyment, achievements, or interests to other | | | | patterns of interests that may seem abnormal in |
| people. In this case, the child doesn't usually bring or | | | | respect to focus and intensity. For example the child |
| point to objects that interest him. | | | | can sit and look at the ceiling fan for the whole day, |
| The lack of emotional reciprocity is also possible. No | | | | and doesn't care what is happening in his |
| matter how hard you try to connect or show your | | | | environment, all that matters is the fan. |
| emotions and feelings to the child, he wouldn't care | | | | The child also has fetish with routines and rituals. If |
| less. | | | | he passes by a certain way to school, it has to be |
| 2.Communication | | | | the same way. If you use the main stairs going to his |
| The child also has communication impairment. Having | | | | classroom, then taking a different route like the |
| at least one of the following conditions manifests this. | | | | elevator would definitely agitate him, make him angry |
| First is having a delay, or even total lack of spoken | | | | and have tantrums. |
| language development or expressive language. In this | | | | The child may also have repetitive behaviors or |
| case, the child doesn't even try to use of | | | | mannerisms. Hand flapping, finger twisting, and |
| compensatory strategies to communicate or other | | | | complex body movements are examples of these. |
| means of communication like gestures. | | | | Lastly, he can also be preoccupied with object parts |
| For children that have adequate speech, the | | | | like buttons, screws and other small details. |
| communication impairment is manifested by not being | | | | |