| Autistic children often have a preoccupation with | | | | the same way. If you use the main stairs going to his |
| repetitive or stereotypical behaviours and mannerisms. | | | | classroom, then taking a different route like the |
| Their behaviours may appear strange or odd to those | | | | elevator would definitely agitate him, make him angry |
| who do not understand autism and the characteristics | | | | and have tantrums. The child may also have repetitive |
| of autism. | | | | behaviours or mannerisms. Hand flapping, finger |
| One such way this manifests itself is that the child | | | | twisting, and complex body movements are examples |
| may have a preoccupation with one or more | | | | of these. Lastly, he can also be preoccupied with |
| restricted and stereotyped patterns of interests that | | | | object parts like buttons, screws and other small |
| may seem abnormal in respect to focus and intensity. | | | | details, he may seem to neglect the forest for the |
| For example the child can sit and look at the ceiling fan | | | | trees in everyday objects. |
| for the whole day, and doesn't care what is happening | | | | Autistic children often view the world very differently |
| in his environment, all that matters is the fan. The child | | | | than those around them. What may seem strange and |
| may also have to have certain routines and rituals. He | | | | unusual to you is simply life from the perspective of an |
| becomes very distressed over little changes in routine. | | | | autistic child. Their introverted worlds can be very |
| If he passes by a certain way to school, it has to be | | | | different in all realms of senses, and all perceptions. |