| Medical personnel often use evaluation tools to | | | | outgrow it. Autistic children don't unless their |
| determine the types of symptoms in a patient | | | | speech follows a normal development.); |
| and these symptoms' relationship with those that | | | | - Use of reverse pronouns or misapplication of |
| are prevalent among autistic individuals. Often, a | | | | pronouns (Reverse pronouns is a condition |
| good starting point is a checklist that can rule out | | | | whereby an autistic child refers to himself using |
| the presence of symptoms of other conditions. | | | | his proper name or pronouns like "you", "she", or |
| One such checklist is provided below to help | | | | "he". This condition is closely related to echolalic |
| parents determine if their kids show the classical | | | | speech); |
| symptoms of autism. This autism behavior | | | | - Inability to properly perform joint attention (This |
| checklist is based on the triad of symptoms that | | | | is a condition wherein the usage of nonverbal cues |
| is characteristic among patients - impaired social | | | | or gestures calls another person's attention |
| development, problems with communication, and | | | | towards a particular stimulus. Autistic children do |
| repetitive behaviors. | | | | not have this capacity. It is common for them to |
| Social Development | | | | look at the finger that points the object instead |
| The first sign that a parent should look for if he | | | | of look at the object that is being pointed-at. |
| suspects that his kid has autism is how the child | | | | They also lack the ability to point at objects.); |
| responds to a social stimuli (examples: smile, | | | | - Diminished responsiveness (Children with autism |
| touch, and hug). Failure to give proper responses | | | | do not respond well to most stimulus.); and, |
| could be a sign of a delay in social development or | | | | - Because they lack the skills that can help them |
| a brain development disorder like autism. Other | | | | communicate with people, they cannot share their |
| signs include: | | | | feelings or demonstrate their ideas. |
| - Does not demonstrate eye contact; | | | | Repetitive Behaviors |
| - Does not begin or maintain conversation; | | | | There are many forms of repetitive and |
| - Tendency to make very few friends; | | | | restrictive behaviors that are associated with |
| - Inability to recognize faces or emotions; and, | | | | autism. These include: |
| - May display aggressive behaviors. | | | | - Compulsive behavior or intense focus on sticking |
| Communication | | | | with a certain rule or routine; |
| The first three years of a child's life are marked | | | | - Tendency to stick with a pattern of behaviors, |
| with accelerated developments in the brain which | | | | otherwise known as ritualistic behavior; |
| are critical to the development of speech. During | | | | - Tendency towards sameness (Children with |
| this period, the brain is very absorbent to | | | | autism do not like being disturbed or seeing their |
| languages and the nuances of communication. | | | | things removed from their usual places.); |
| Thus, a normal child will reach milestones in speech | | | | - Performing repetitive movements such as head |
| development during this time at a very fast rate. | | | | rolling and spinning ; |
| But, for children with autism, these developments | | | | - Tendency to perform behaviors that can injure |
| are somewhat impossible to attain. While they | | | | oneself or another person; and, |
| may start babbling at the age of six months, | | | | - Intense focus or concentration on a particular |
| most of them may be stuck at that until a few | | | | object |
| months later. The following communication | | | | It should be noted that an autism behavior |
| impairments should raise a flag: | | | | checklist is far from becoming a diagnostic tool. It |
| - Failure to babble or to produce repetitive | | | | is, nevertheless, very helpful for many parents to |
| syllables at the age of six months | | | | confirm whether their kids have autism or not. If |
| - Development of unusual gestures | | | | your kid zeroed in the checklist, congratulations. |
| - Parroting of other people's vocalization or | | | | However, if you have a feeling that your child's |
| echolalia (Although echolalia is a typical milestone | | | | behaviors are somewhat suspicious, you should |
| of speech development, normal children tend to | | | | start considering seeking expert advice. |