FAQs

What causes Autism?

We still do not have a clear, evidence-based knowledge about a single cause of Autism.  Some genetic mutations may be inherited but research suggests that Autism develops from a combination of several genetic and environmental influences.  Some researchers believe that certain environmental triggers can ‘activate’ genetic vulnerability to ASD but research is still ongoing.  Autism is sometimes related to some other medical conditions such as cerebral palsy, fragile X syndrome, etc..

How do you know my son is Autistic?

Formal Autism assessments are carried out by a Multidisciplinary Team (MDT) of highly skilled health professionals.  They collate the information about family background, pregnancy, developmental milestones, gross/fine motor development, etc..

Medical and educational reports are also supplied by the paediatricians and SENCO’s from nursery/school as well as the scores from a range of social screeners and/or questionnaires. 

MDT carry out a semi-structured, standardised Autism assessment with the child as this provides reliable, formal scores about a clinical presentation and provides the clinicians with information about the minutia of social communication, interaction, sensory issues etc.  In order to reach the criteria for the formal diagnosis of Autism, the child has to reach a threshold for their age group. 

What is the spectrum?

Autism is a ‘spectrum’ in the sense that the same diagnosis refers to people who present rather differently (e.g. from non-verbal or pre-verbal to very fluent).  Areas of difficulty in each individual diagnosed with ASD (social communication, social interaction, restricted and repetitive behaviours, sensory behaviours) also present as ‘a spectrum’ of behaviours. 

For example, two children within the same family and both diagnosed with Autism, can present very differently: One child has sleep difficulty and sleeps only 2h a day while his older brother sleeps over 12+ hours a day.

Things you may notice about your child if you suspect they have Autism:

• Child not looking at you or looking ‘through you’

• Not responding to their name / turning around when you call them

• Spinning while standing still in one spot

• Spinning their arms or flapping their hands very fast

• Jumping on the spot

• Making sudden and sometimes very loud noises without apparent reason to do so (not in pain or being hurt)

• Not crying out when they hurt themselves

• Bumping into furniture and dropping things/toys

• Not using language even when able to speak

• Speaking only in single words and/or only answering direct questions with single words even though you know that they can talk

• Not playing with toys in a conventional way but focusing their attention on a small part of a toy (e.g. spinning wheels on a toy car; lining up or stacking toy cars, etc.)

• Covering their ears and/or crying out as if in pain when hearing a loud noise or a sudden sound (e.g. hand dryer)

• Twisting or flicking their fingers repetitively

• Watching the same cartoon or part of a film over and over

• Having a meltdown if their daily routine is disrupted or an activity is not performed in the exact order they are used to (e.g. Grandma put the shoes on before his coat) 

• Only speaking with familiar people

• Not responding when other speak to them

• Talking out loud when playing alone but not responding if another child tries to play with them

• Walking over and taking/snatching toys from children without speaking

• Walking away if others approach them

• Repeating words or whole sentences they have just heard

• Reciting a whole cartoon, a film, or a part of a book/nursery rhyme, etc.

• Correcting adults when they are speaking

• Being VERY pedantic about specific word being used (e.g. become distressed if the parent is not saying a very specific sentence when reading a picture book)

• Making up words that sound like words but do not exist

• Creating non-existent words by changing/creating a new word category (e.g. cancellising)

I just want my son to talk; how do I do that?

Early intervention aimed at helping parents and the child to develop joint attention and develop social communication leads to significant developmental gains for many children with Autism. Professionals, such as speech and language therapists, occupational therapists and psychologists will be able to help you on the journey ahead. 

Parent Training Programmes are often the first intervention offered to parents following the diagnosis. They are designed to help parents understand Autism, communicate better with their child, accept the challenges ahead and feel more confident about using these new skills.

It’s as if she doesn’t hear me, or doesn’t know her name.

If your child is not responding to their name you should discuss this with your health visitor or a GP.  Not responding to your own name or appearing unable to consistently follow simple commands may be an indication that the child is experiencing difficulties with development of social interaction skills and they may benefit from a paediatric assessment.

How can I help my daughter with her speech?

A child experiencing speech production difficulties may benefit from a speech and language assessment.  More often than not, young children experience a mild delay with speech development and benefit from support from parents and/or nursery staff and a Speech and Language Therapist is able to offer guidance and advice. 

However, a small number of children continue to experience speech and/or language problems and require individual blocks of therapy and professional support. Speech and Language Therapists are able to assess and identify those children and offer support.

Where can we get help with his behaviour?

If your child is experiencing difficulties following instructions and/or struggles to comply with adult-led activities (i.e. not of the child’s choosing), it may be beneficial to discuss this with the SENCO at Nursery/school. 

The thing to remember is that we ALL behave in a particular way because we are trying to communicate something to those around us.  It is therefore important to try and identify why your child is presenting with maladaptive behaviours and what is it that (s)he is trying to say to you.  If child’s behaviour is extreme it may benefit your child to be assessed by a paediatrician or a clinical psychologist.

How do I help my son who doesn’t sleep more than 2 hours?

Persistent sleep difficulties are often associated with anxiety and Autism.  Your local health clinic may run Sleep Clinics and your child may benefit from advice from your GP in order to decide whether they would benefit from a sleep diary, advice regarding relaxation, use of Melatonin etc.

How can I help my daughter to play with other children?

Dependent on the age of your child and their play and communication skills, you may benefit from attending a parent training programme.  Alternatively, your son/daughter may benefit from attending a group activity aimed at development of play, attention, sign and sign, etc..  Children that have a language or communication problem (e.g. DLD or Autism) often require specialist support in order to develop their attention, play, communication and social skills.

Why do we need extra silences?

Children with Autism as well as children with other communication or language problems require additional time to process language. 

Both comprehension (understanding) and use of language are a difficulty and the child requires reduction of environmental ‘overload’.  Providing non-verbal encouragement (smile, eye contact, gesture…) but just waiting will enable the child to take the lead and will also reduce any anxiety about having to respond quickly/at speed (no time to plan and execute thought and language).

Can I stop him repetitively asking the same question?

Children with Autism benefit greatly from visual support and cues. Some children use Makaton signing and/or PECS (Picture Exchange Communication System) while others use visual timetables, photographs, comic strip conversations, etc..

If child is repeating the same question over and over, they may:  lack understanding and/or be confused; be anxious and find it comforting; they are echolalic, etc..

There may be many reasons as to WHY they do it, but there is ONE thing they all benefit from: using structured, visually supported communication (time table, task organiser, communication book, visual strips, now/next board, etc.).