The Three A’s of Autism

by Madelaine Brauner Landry  

Every parent of an infant awaits the moment when their baby makes its first focused eye contact. They eagerly await the first interactive, facial expressions. They look forward to playing games like pat-a-cake and peek-a-boo by their child’s first birthday. Most children wave good-bye, use gestures like pointing at objects, share interests with others, and are aware of others’ emotions by their second birthday. The absence of these milestones is a cause for genuine concern; parents should seek medical intervention for a diagnosis. It has become more common to hear that a child is “on the spectrum.” Family and friends may politely acknowledge this finding with a nod, but do we fully comprehend what the phrase means? Autism Spectrum Disorder (ASD) is as complex and varied as the people who are diagnosed with it.  

According to the CDC, ASD “is a developmental disability caused by differences in the brain. Some people with ASD have a known difference, such as a genetic condition. Other causes are not yet known. Scientists believe there are multiple causes of ASD that act together to change the most common ways people develop.” 

Medical science is continually discovering more about ASD’s causes and treatments, even as it promotes advocacy and education. Building public awareness about what is currently known about ASD is essential because it teaches us all how to more appropriately respond and interact with affected individuals and their families. For caretakers and loved ones, community awareness is critical because an ASD diagnosis does affect everyone.    

“Identifying the long-term care needs for children with autism is important,” notes Missy Griffin, Executive Director of Autism Services of SWLA, (ASSL).  “Autism is a lifelong condition and many need assistance into adulthood. ASSL provides residential housing and support services to these families. Our agency is rooted in the belief that plans of care should be individualized for each person. We offer a home and a lifestyle that encourages each person to be fully engaged in the community with vocational support, recreation, and daily living skills.  

Anyone, with or without ASD, may have problems with social communication and interaction, demonstrate different learning and focusing styles, as well as exhibit repetitive behaviors. These characteristics can make their lives more challenging; however, there are specific signs and symptoms that doctors look for early in a child’s development before diagnosing them with ASD. This is tricky since there are no definitive medical tests to administer to arrive at a diagnosis.  

Observations of a child’s behavior and development can sometimes mean a diagnosis is possible by 18-24 months. By age two, the medical establishment agrees that an ASD diagnosis by an experienced professional should be considered reliable. Sadly however, some children are not diagnosed until they are adolescents; still others grow into adulthood without a diagnosis. Imagine the frustration of an individual and their family when early intervention is denied or overlooked.  

Children with ASD already feel different, which is why communication is critical. They may exhibit delays in language, movement, cognitive, or learning skills. They may be hyperactive, lack impulse control, or the ability to focus. Some may have epilepsy or seizure disorders, display unusual eating and sleeping habits, suffer from gastrointestinal issues, express emotional and unpredictable mood swings, as well as suffer from high levels of anxiety and stress. A child on the spectrum may either show no fear or may be more fearful than expected. Understanding these manifestations of ASD is in everyone’s best interests. Parents, teachers, and organizations are hopeful that education about the condition is constant and continually updated. 

The CDC notes that people with ASD may demonstrate behaviors that can seem unusual to those who are unaware of their diagnosis. Their need for acceptance is essential, but is only possible if the public is aware of the wide range of behaviors.  

“These behaviors or interests set ASD apart from conditions defined by problems with social communication and interaction only. Examples of restricted or repetitive behaviors and interests related to ASD can include: 

• Lines up toys or other objects and gets upset when order is changed 
• Repeats words or phrases over and over (called echolalia) 
• Plays with toys the same way every time 
• Is focused on parts of objects (for example, wheels) 
• Gets upset by minor changes 
• Has obsessive interests 
• Must follow certain routines 
• Flaps hands, rocks body, or spins self in circles 

• Has unusual reactions to the way things sound, smell, taste, look, or feel 

“It’s so important for our community to allow these individuals to be integrated into our workplaces and communities,” says Griffin, “and to realize that they are valued members in our region, who just happen to have a different way of interacting.”