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