Autism characteristics: a checklist for primary school age children

مدرسه می تواند یک محیط شلوغ برای کودکان. به طور کلی طولانی وجود دارد, روز بدون ساختار, تعداد زیادی از اطلاعات کلامی برای پردازش, کودکان دیگر به حرکت تعامل با, زبر فعالیت های زمین بازی به مذاکره و مناظر مختلف, برای تلفن های موبایل, بوها و صداهای به روند.

برای برخی از کودکان – به ویژه کسانی که در طیف اوتیسم – این تجربه می تواند چالش برانگیز و گاهی اوقات قریب به گاه.

Some children on the spectrum are often diagnosed during their primary school years, when it becomes more obvious that their communication, social interaction and behavioural characteristics are unique to those of their peers.

کودکان در طیف ممکن است پیدا کردن آن را به چالش کشیدن به دوستی ، شرکت در مکالمات و یا پیدا کردن منافع مشترک با کودکان دیگر.

A few questions relating to your child’s development in their pre-school years, may have been raised. These questions, either continue from observations or new ones, are about behaviours you are noticing or have been pointed out by other parents or teachers.

But how do you know what ‘typical’ development is, or development that might indicate your child is autistic?

ویژگی

There are a number of characteristics that may make you question if your child is on the spectrum.

These characteristics cover a range of human behaviour, from social communication and social interaction, to restricted, repetitive and sensory processing.

Note that the information below is just a list of some of the common characteristics of autism. It is unlikely that a child will display all of these characteristics, and it’s important to remember, only a qualified professional can carry out an assessment for autism.

فهرست

نشانه های ارتباطات اجتماعی

Children on the spectrum will often communicate and interact with others around them in a unique way.  Some examples of these characteristics may include:

• A tendency to lead conversations in which they are taking part, or not regularly taking turns.
• Intense conversational focus on subjects that interest them, combined with a minimal interest to engage in conversations on other topics.
• Speaking in a way that is not expected in the context of the conversation e.g. very formally or very informally, in a monotone, in an accent, etc.
• Using little or no speech to communicate with others or relying on others to interpret their sounds, body and facial expressions.
• Differently using and responding to tone of voice or non-verbal social cues such as facial expressions and body language in social interactions.
• Differences in natural communication styles, preferring more literal language use rather than the use of non-literal language like sarcasm or metaphor, which may be more challenging to understand in context.
• Displaying a select range of facial expressions or using facial expressions that are different in the context of what the person is communicating.
• Preferring to make little or no eye contact.
• Showing a preference for following visual instructions.
• Requires additional support to follow instructions that contain more than one or two steps.
• Noticing the body’s internal sensations (interoception) and understanding and communicating the related emotions can be challenging.
• May not respond consistently to their name, or may tend to refer to themselves as ‘you’ or by their name, rather than ‘I’.
• Initiating interactions with other children may look and feel different (for example may hold out a favourite toy to greet a friend rather than saying hi), which can impact the way they develop and maintain friendships with peers.
• A tendency to try to lead play when engaging with others.
• A preference for spending time with younger children or with adults, rather than with children of the same age.
• A difference in play preferences, including a preference for engaging in their own play themes rather than joining in the play themes of others.
• Close friendships might look and function differently, due to differences in social interaction.
• A strong desire in setting and following rules, whether in the classroom or during play.
• Differences in recognising other people’s personal space.

علائم رفتاری

Children on the spectrum will often display unique or unexpected behaviours. These may include:

• The ability to focus intensely on hobbies or activities of interest
• Repetitive behaviour, such as arranging objects or toys in a precise, unchanging way.
• Repeating words or phrases frequently.
• Extreme sensitivity to a range of sensory experiences which can result in the child feeling extremely overwhelmed (an experience called sensory overload), for instance, they may object to wearing clothes made from certain fabrics, hate loud noises, or only eat certain foods based on their texture.
• Not responding in an expected way to some adverse sensory experiences, such as heat, cold or pain • Preference for closely following routines and getting upset when plans change, or routines aren’t followed.
• Some children may feel anxious or upset when in social situations with which they aren’t familiar.
• Requiring additional support to solve problems or apply skills they have learnt in different contexts.
• Feeling overwhelmed or upset about going to school, or regularly refusing to go.
• Making repetitive body movements, such as hand clapping, hand flapping or rocking, or making noises such as grunts or squeals, or frequently clearing their throat, also known as stimming.
• Having preferences for learning and concentrating (for example standing, moving, fidgeting, gazing away from people).
• Sleeping patterns that are irregular, such as staying awake long after bedtime, or waking up frequently during the night.

You may recognise many of the characteristics listed above in your child, or just a few.

It’s only when enough of these characteristics are present – and your child’s health professional has ruled out other possible causes – that your child might be referred for an autism assessment.

اگر شما هر گونه نگرانی ، بهتر است به شما به دنبال اطلاعات بیشتر. بهترین مکان برای شروع با سلامت حرفه ای ، مانند GP خانواده یا کودک و پرستار بهداشت خانواده است.

آنها می توانند فرزند شما را به یک حرفه ای مناسب برای ارزیابی بیشتر مراجعه کنند.

چرا باید به دنبال ارزیابی اوتیسم برای فرزند خود باشید ؟

اگر فکر می کنید فرزندتان ممکن است در طیف اتیسم باشد ، تصمیم گیری شخصی برای ارزیابی اوتیسم است.

برای برخی از والدین می تواند عاطفی تشخیص دهد که فرزند شما ممکن است در طیف اوتیسم باشد ، و می تواند فکر دلهره آور در مورد روند برای ارزیابی اوتیسم انجام شده است.

اغلب به خوبی به معنی دوستان و خانواده سریع می گویند چیزهایی مانند: ' فقط صبر کنید و ببینید رویکرد... چیزهایی که ممکن است با سن تغییر کنند. این مهم است که به یاد داشته باشید که شما فرزند خود را به بهترین, و اگر شما نگرانی, بهتر است برای به اشتراک گذاشتن این با واجد شرایط حرفه ای برای جمع آوری اطلاعات برای شکل دادن به تصمیم خود را.

برخی از مزایای به دنبال یک ارزیابی اوتیسم زودتر به جای بعد ، می تواند شامل:

• Your child (and you) may receive the help and support you might need or desire earlier.
• Your child’s kindy or school, and teaching staff, may have a better understanding of your child’s strengths and needs – allowing them to support them more effectively.
• Your child’s friends and family friends may have a better understanding of your child’s strengths, needs and behaviours – allowing them to interact and support them more effectively.
• Your child may have a greater sense of self-identify if they understand themselves better.
• Your child may have increased confidence knowing they are part of a larger group of children on the autism spectrum.

به دنبال یک ارزیابی

شروع

اگر شما نگران رشد فرزند خود هستید و می خواهید آنها را برای اوتیسم ارزیابی کنید ، یک زن و شوهر از گزینه ها دارید:

• برای کسب اطلاعات درباره ارزیابی ها ، با انجمن اوتیسم خود تماس بگیرید.
• Make an appointment with your GP or family health nurse. They can conduct a screening assessment for autism and if your child shows characteristics of autism they will often then refer them for an assessment. If you do not agree with the outcome of the screening test you can still refer your child to health professionals with expertise in autism for an assessment.
• با تجربه در ارزیابی و تشخیص اوتیسم با یک متخصص بهداشت و درمان واجد شرایط صحبت کنید.

شما می توانید بیشتر در گرفتن تشخیص برای کودکان زیر 18یاد بگیرند.

به کجا برای دریافت یک ارزیابی

هر دو دولت بودجه و خدمات خصوصی در دسترس وجود دارد. گاهی اوقات ، زمان انتظار طولانی تر برای خدمات مالی دولت وجود خواهد داشت.

شما می توانید لیستی از ارائه دهندگان خدمات پشتیبانی اوتیسم محلی را در صفحه منابع ما پیدا کنید.

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