Clinical picture 3.

Qualitative Alterations 1. in social interaction

Emotional Difficulties of reciprocity, expressed by the difficulty to share
pleasure with others, or make it one-way through monologues, or tendency to
go to yours, to try to do what you want to do at all times and wanting to
impose its will, with difficulties in accepting negative and relaxed before the
demands and desires of others.
2. Qualitative impairments in communication disorders
Difficulty to acquire spoken language without it is offset by alternative
methods of communication (gestures). Often the presence of stereotyped
language or delayed echolalia, alteration of prosody and decrease in "talk".
Difficulties maintaining a mutual conversation in which flow the comments and
questions between both partners.
The limitations in the imitative play and imaginative play that usually appear
relate both to the social skills as communication.
3. Restricted, repetitive and stereotyped patterns of behavior
Unusual concerns and interests confined that interfere in the everyday life of
the family; repetitive movements of hands and fingers (atrial flutter, for
example), mannerisms complex or stereotyped movements of the body (roll
accompanied by any other movement or repetitive behavior, turn on itself,
etc.), compulsions and rituals and interest in parts of objects, which include
both the repetitive use of objects such as sensory stimulation it receives from
such conduct. It is also common to submit hypo- or hyper reaction to certain
sensory stimuli (hearing aids, tactile, olfactory receptors..., as for example,
discomfort before certain noises of everyday life, and a blender, motorcycles,
etc.).
3.1 Clinical Characteristics by phases of development
Some symptoms appear to be stable over all ages and all degrees of
cognitive capacity: the alteration of the social use of the look (eye contact),
the reduction of the facial expressions and gestures more limited or
Strange. However, other symptoms vary greatly throughout the development
(Richler, Huerta, Bishop v Lord, 2010).
Some of the manifestations of ASD in l 0s older children and adults may be
the product of the interactions with the environment secondary to the main
features of the disorder (Mundy, Sullivan, Mastergeorge, 2009; Rogers,
2009). Children with ASD would be reduced their opportunities to learn from
their experiences because of the lack of understanding and/or attention. In
addition, due to their behavior problems and restricted in their interests, they
are not offered (caregivers, teachers, therapists...) the wealth of experience
cognitive, social and emotional development that provides children with
neurodevelopmental outcomes typical (Kasari River, Gulsrud, Wong, Kwon
and Locke, 2010). The symptoms described below varies significantly in each
child, depending not only on your age but also of their cognitive capacity and
the presence or not of other comorbid disorders. For this reason, the
presentation of the ASD can be very different in each child, as well as the
degree of interference that produces in its day-to-day operation.
3.1.1. Between 6 and 18 months of life
At these ages it is possible to observe some symptoms. They are usually
parents who warn before these differences with respect to their other children
or children of their age.
- Eye Contact: avoids the gaze or eye contact is very limited, brief.
Seems to prefer looking at people, but when it does, indirectly, "out of the
corner of his eye" or through a mirror.
- Joint Attention: do not follow the gaze of the adult; when the adult
directs to an object, the child of normal development is often copy and look
also at that object. Nor does it look consistently objects that is drawn.
- Reciprocity: does not show an expression when he looks at the main
caregiver.
- Communication: Doesn't babble when spoken to directly.
- Attention: do not seem to recognize or respond to the voice of the main
caretaker, although if it is outstanding other sounds, like a buzzer that sounds
or a barking dog.
3.1.2. in preschool children
These early signs are more obvious. More easily perceived the language
problems. It is likely that present difficulties in social interaction, as well as
patterns of unusual behavior.
- Development of Language: does not always have to result in a delay in
language development. In those children without a language delay, if that can
be affected the tone (more monotonous), speed (too high or too slow), or the
contents of the speech, which can be prohibitively developed, with a formal
record improper for the age of the child. Children with ASD often have
difficulty in understanding complex verbal instructions. They also tend to the
literal interpretation of the language.
- In the game may show little interest in the imaginative use of toys and
prefer to use them in a repetitive manner. For example, instead of bringing a
stroller on the floor as if it were a highway, may be by spinning the wheel. Or
instead of building an object with pieces of wood or plastic, the could sort by
size or color. Children with ASD often prefer to play with objects that are not
really toys, such as cuerdecitas, pencils, or keys. Can entertain themselves
with them for hours without need extra attention or supervision.
- Social Interaction: seem to look through people. Have little awareness of
others. May have little interest in the children of their age or participate in
shared games. Some children with ASD if they can try to make friends with
other children, but tend to behave inappropriately, beating or kissing them for
no reason. It can also be difficult to understand concepts how to set shifts.
Repetitive behaviors and interests: the restricted repetitive patterns of
movement is co nocen as STEREOTYPY, such as load balancing and the
flapping of hands. Often look for visual stimulation waving a sheet of paper or
swaying to a pattern of vertical lines, such as a fence. Usually sit too close to
the tv because they like the patterns they observe when approaching. Can
reveal their visual skills for its ability to PUZZLERS or for construction toys
Lego-type, complete with much more skill demonstrated in other activities.
Most of these children develop rituals, such as viewing certain cartoons at a
certain time or having to see your favorite DVD from beginning to end,
including the credit titles. If you alter these routines, children may have temper
tantrums or self-harm, banging his head or biting.
- Sensory hypersensitivity: it is frequently too they can show great
dissatisfaction with certain sounds, like a vacuum cleaner or a motorcycle. It is
also important that have a restricted food repertoire, based on the rejection by
certain textures or colors of the foods rather than for his taste. For example,
they can reject "soft" foods that melt in the mouth or white food, such as rice
or potatoes and pasta. They also often insist that the food is separated in the
dish and that your portions do not touch each other.