| The analysis of symptoms is very important. Autism is | | | | before we move forward to teaching communication. |
| a symptom-based diagnosis made by observing a | | | | Managing a Misfit |
| specific cluster of symptoms known to characterize | | | | Our world is a very verbal place. We use |
| this psychiatric disease. Usually mental health | | | | communication skills to read the paper in the morning, |
| practitioners obtain a description of the symptoms by | | | | relate to our families, learn at school and exchange |
| interviewing the child and parents and by observation. | | | | ideas at work. Communication is how we share our |
| The preferred practice patterns established by The | | | | unique souls with the world and it is the most complex |
| American Speech Language and Hearing Association ( | | | | function of the human brain. With deficits in the human |
| recommend that a parent interview, a family history | | | | communication systems, it can become very difficult to |
| and a thorough symptom analysis be the first step in | | | | "fit-in" socially, to thrive academically and to develop |
| evaluating a child with a language disorder. | | | | intimacy with loved ones. |
| Symptoms of Autism & Language Disorder Look | | | | These difficulties with fitting into the verbal world can |
| Alike | | | | create isolation from others and threatening walls of |
| Let's take a look at how the symptoms of Autism and | | | | silence. Instead of negotiating the world with verbal |
| the symptoms of a language disorder compare. Listed | | | | reasoning, a visual person often negotiates with |
| below are symptoms of autism from the Autism | | | | patterns. As a result the "sameness of routines" |
| Society and symptoms of language disorder from the | | | | becomes the template to make sense of the chaos |
| ODE Language Handbook. For additional information on | | | | of everyday life. We often ask Mavericks to adjust to |
| symptom comparisons go to | | | | changes in schedule or adjustments in plans based on |
| Autism Society | | | | how we explain by talking. These words can create |
| - Insistence on sameness; resists change | | | | more confusion and frustration as they may not be |
| - Difficulty in mixing with others | | | | processed at the speed expected. This lag in |
| - Unresponsive to teaching methods | | | | processing time can create resistance, immature |
| - Sustained odd play | | | | behavior, odd play, tantrums or reluctance to |
| - Tantrums ODE Language Handbook | | | | participate. As a result the normal teaching methods |
| - Can't alter behavior to the needs of situation. | | | | that are based on processing incoming language can |
| Perseverates, resists change. | | | | fail. |
| - Relates poorly to peers, reluctant to participate, has | | | | Having a communication disorder can result in a very |
| few friends. | | | | complex life, socially, academically and vocationally. |
| - Unresponsive to normal teaching methods. | | | | Having worked with children and adults who have |
| - Behaves immaturely - engages in odd play. | | | | trouble processing and producing language for nearly |
| - Behavior problems. | | | | 40 years, I understand how many symptoms can |
| You will note that these symptoms can look alike but | | | | emerge from the frustration, anxiety, tension and |
| for different reasons. The cause of the symptoms can | | | | disappointment that can occur every day. The first |
| be very important in how we plan an intervention. If the | | | | step in helping your child is to assess the root of the |
| cause is that the language system is under working or | | | | disorder. This then enables you to employ the most |
| working erratically because of a hyper-visual system, | | | | suitable intervention. |
| then we need to harness the visual system first | | | | |