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Autistic/Developmental Disorder Services

Common Misconceptions About Autism

Misconception

All autistic individuals possess special skills and genius abilities (e.g., able to memorize license plates, complete complicated mental math, exceptional musical / art skills)

Truth

Although the autistic individual depicted in the movie "Rainman" possessed special abilities, the vast majority of autistic people do not. Autistic individuals who possess "genius" abilities are often called "savants" or "autistic savants". Approximately 50 percent of all savants have autism, while only about five-to-ten percent of autistic individuals possess extraordinary savant skills. However, most autistic individuals display uneven or scattered skill development (e.g., do better on nonverbal tasks, motor tasks and concrete tasks).

Misconception

All autistic individuals are withdrawn, avoid eye contact, engage in self injurious behavior, rock, spin objects and avoid affection.

Truth

Individuals with autism tend to be diverse. Therefore, it is difficult to use words such as "all" or "none" when describing this group. Some autistic individuals engage in eye contact while others enjoy tickles and hugs. However, not all engage in rocking, spinning or self abusive behavior. Individuals with autism share common behavioral characteristics, and it is on this basis that a diagnosis is made.

What is an Autistic Disorder?

Autism encompasses a broad range of disorders that may range from mild to severe. Autism Spectrum Disorders also known as ASD's include Asperger's Syndrome, Pervasive Developmental Disorder, Rett Syndrome (which affects only girls) and Autism. Children and Adolescents with autistic spectrum disorders manifest a wide range of behaviors in the areas of communication and speech, social communication, and social interaction.

Impaired communication skills
Approximately 50 percent of autistic individuals do not develop spoken language skills. Those that develop language skills have difficulty engaging in extended conversations. This is because autistic individuals often insist on talking about a very narrow range of topics. Echolalia (echoing words or phrases) and pitch / intonation difficulties are common in autistic individuals. Repetition of words (echolalia) may be used in place of normal verbal communication. Gestures such as pointing to requested objects or waving bye-bye might be absent. Entire lines of text from books, movies or computer games may be repeated out of context for no apparent reason.

Social difficulties
Individuals with autism frequently show little interest in others (eg., do not notice when someone enters a room, do not seek comfort when hurt, prefer to play alone). Those children who display social interest generally have difficulty initiating interactions and developing friendships. Many autistic children also display poor eye contact. There may be a lack of response to verbal requests, no response when the child's name is called, an absence or fleeting eye contact, difficulty transitioning from one activity to another, and not understanding facial expressions or emotions.

Specific behavioral patterns
Many autistic individuals find novelty and change to be distressing. They also develop unusual routine or rituals. Repetitive motor mannerisms (e.g., hand flapping, rocking, finger flicking) are also common. Repetitive activities are often engaged in for extended periods of time such as rewinding videos, stacking blocks, or lining up toys. The child may be aloof or indifferent to other people.

Intervention Philosophy
ATA provides therapeutic intervention and support to children with autism or a Pervasive Developmental Disorder and their families in recognition of their unique needs and strengths. We challenge and encourage each child to overcome autistic behaviors by utilizing a therapeutic, behavior modification approach in an activity-based, comprehensive curriculum. We encourage the development and generalization of age appropriate skills within the communication, socialization, cognitive, daily living and behavioral domains.

Services:

■Cognitive functioning/adaptive functioning assessments

■Communication assessments

■One on one support through EPSDT services

■Services provided in the Home, Daycare, or School

■Development of an individual program plan for each child in consultation with parents

■Family support

■Parent skill building sessions

■Parent volunteer program

■Written progress reports

■Program Integration into Daycare, Pre-school or School supported by an experienced childcare worker

Send mail to wrussell@dca.net with questions or comments about any of the services on this web site.
Last modified: 04/16/07