Some Wishes and Facts about People With Autism - You Must Know

1) Respect them!
People with Autism do not have the ability to understand that others have beliefs, desires and intentions and that they are different from one’s own. They have to learn how to deal with. Everybody wants to be accepted and appreciated for what we are as a whole, not a bundle of traits and quirk to be cherry-picked at will by others. We must guide them and love them with the same acceptance of whole self we want for ourselves.

2) Be patient!
Please, treat them like as they have different ability rather than they have disability. It may be truth that they are not good at eye contact or at having conversation, but it is a fact that they are honest people, they do not lie and they do not pass judgment on other people. With your patience, help and support, the possibilities of their successful adulthood are broader than you might think. P-A-T-I-E-N-C-E

3) Speak directly to them!
When you call their name and at the same time tries to explain what you want an if you do this from across the room, they are not able to know what is going on and that this is assigned to them. It is not that they are choosing not to understand, they are just not able to know. So try to speak directly to them and use plain words and if necessary show them by using hands.

4) Social interaction - not self-evidently
It is normal that people who do not have problems with Autism know how to read facial expressions, body language or emotions of others. But for People with Autism it is not self-evidently. They do not know the proper social response and they have to learn it. So if somebody falls off the slide, it’s not that he or she thinks it’s funny.
Usually people with Autism just do not know how to start to play with other people or start conversation or enter a play situation; it is not that they do not want to.

5) People with Autism are sensory overloaded?
People with Autism are sensory disordered. It means that the ordinary sights, smells, sounds, touches and tastes can be downright painful for them. Here are some alarms if any of these occur, you must stop the activity immediately and try to consult a therapist of a Pearson with Autism:
- Loss of balance or orientation
- Person with Autism is verbalizing »Stop!«
- Person with Autism steadfastly refuses activity
- Skin flushes, or suddenly goes pale
- Hysteria, crying
- Racing heartbeat, or, sudden drop in pulse
- Stomach distress (cramps, vomiting)
- Profuse sweating
- Person with Autism becomes agitated or angry
- Person with Autism begins stimming (repetitive, self-calming behaviors)
- Person with Autism hits or bites (lashes out)
- Person with Autism begins repeating echolalia phrases, or some familiar non-relevant phrase over and over again (self-calming behavior)

Autism Symptoms

There are also secondary symptoms such as the tendency to perseverate for example, lining up objects repetitively), flap hands or self-stimulate (for example, staring at a fan, rubbing a particular spot on the floor, and so forth). Similarly, repeating words in a scripted way or reciting whole books that have been read to the child or whole TV shows she has seen are examples of the disorder’s secondary components. Because such symptoms are seen in a number of other kids of developmental disorder and thus are not specific to autism, they should not be used as primary criteria for making a diagnosis.
Children who have sensory processing problems, such as being overreactive to touch or sounds, but who otherwise have excellent language and relationship skills and can read and respond to emotional signaling, may be self-stimulatory or preservative because they get overloaded; they may be trying to regulate themselves. These secondary phenomena can also be seen in children with sever motor planning problems. Sometimes children with language deficits or very circumscribed cognitive or learning difficulties may also show some of these symptoms.Some children, for example, lack the ability to engage in what we call “shared social problem-solving” with their toys and to play with them in a flexible way with parents or peers. They are unable to show their toy to a caregiver, flash a big smile, and gesture for a reaction. Rather, they tend to just line up their toys. Thus, the symptoms reflect and result from a lack of mastering the core abilities. Having a narrow range of interest is another such symptoms. Because children expand their range of interest through communication with others, when they do not use gestures in continuing interaction to indicate their wishes and needs, their range of interests remains narrow

Autism and wide Range of Problems

Autism and ASDs involve difficulties in relating and forming relationships, communicating (whether with gestures, words, or symbols), and thinking. These complex developmental problems can express themselves differently and can appear in different combinations. Not every child under the same general diagnostic label has all of these problems to the same degree. For example, children with Asperger`s Syndrome often have large vocabularies and may be early readers but have trouble using words meaningfully, in an emotional relevant way. Instead, they may simply repeat words or understand only the dictionary definition of the word. They may also have problems in relating with others in communicating with gestures and emotion.
Another variation is seen in children with severe motor planning problems. Some children have oral-motor problems that make it hard for them to their tongue and muscles in their mouth in order to speak. Some children with both sever oral-motor problems and general motor problems may appear to have cognitive disabilities and to lack social skills when they are limited in expressing abilities and skills by their motor impairments. When we help children with oral motor problems communicate through sign language or other augmentative modes such as computer keyboards, we often find that they understand their world to a much more developed degree than we realized.

Many Paths to Autism

The cause of the increase, like the cause of autism in general is unknown. A great deal of research supports genetic factors (for example, identical twins are more likely both to have a disorder than are non-identical twins). Historically, the notion has been that these genetic (or more broadly, biological) influences tend to produce the cluster of symptoms, and ASD. Immunological, metabolic, and environmental factors are also believed to produce the disorder. Therefore, I believe the most useful framework for exploring the underlying model, which recognizes the many factors interact to cause disorder. Genetic or prenatal factors, for example, may make a child vulnerable to subsequent challenges including physical stress, infectious illness, and exposure to toxic substances. This newer way of thinking about causation recognizes genetic influences but sees a developmental pathway with many steps, a gradual emergence of the associated problems over time, many variations in the problems, and varying degrees of severity.

What is Autism?

Autism is complex developmental disorder involving delays in and problems with social interaction, language, and a range of emotional, cognitive, motor, and sensory abilities. Specific behavior-such as bodily spinning, lining up toys, or repeating words without apparent purpose or meaning-is often observed as well, but as we will show later, these symptoms arise from more fundamental problems in relating, communicating, and thinking. They are not specific to autism. Language, thinking, and social skills for a child with autism or autistic spectrum disorders (ASDs) vary according to where he or she falls on a spectrum.
Basic facts about the disorder such as causes and rates of occurrence are still poorly understood. As we said earlier, some studies estimate the incidence of ASD to be as high as 1 out of 166. Most also suggest a dramatic increase over the rate estimated a decade ago. While some investigators attribute the higher rate to better identification and diagnosis, many believe there has been an increase in autism and ASD.