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