Factsheet 12: Autism and Asperger's syndrome: for parents
and teachers
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Self-help:
About this leaflet
This is one in a series of leaflets for parents, teachers and
young people entitled Mental Health and Growing Up. The
aims of these leaflets are to provide practical, up-to-date
information about mental health problems (emotional, behavioural
and psychiatric disorders) that can affect children and young
people. This leaflet gives details about the causes and effects of
autism and Asperger syndrome, as well as offering practical advice
about how to get help if you think your child has one of these
disorders.
Introduction
What are autism and Asperger syndrome?
Autism and Asperger syndrome
are developmental disorders that are due to abnormalities in the
way the brain develops and works.
Autism shows itself in the first 3 years of life. Asperger
syndrome is a less well-defined condition and may not be recognised
until after a child starts school.
What are the signs?
Children with autism or Asperger syndrome have difficulties in
three main areas:
- socialising
- communication
- behaviour
Sometimes these problems are noticed soon after birth, but
more often they become apparent after a year or two of apparently
normal development.
Socialising difficulties
These depend upon the child's age, developmental level and how
severely they are affected. Children with autism tend to ignore
other people or appear insensitive to others' needs, thoughts or
feelings. They do not make the usual eye contact or use facial
expression in social situations. They are less likely to use
gestures such as pointing to communicate. They tend to find it
difficult to cooperate, share or take turns with others. They
prefer to play alone, and show no interest in imaginative play.
They get on best with understanding adults. Socialising with other
children and forming friendships is hard for them. Children with
Asperger syndrome have similar but less obvious problems.
Communication difficulties
Not being able to communicate properly is a particularly
handicapping aspect of autism, and often the one that first causes
concern. Nearly all affected children have language problems - both
in understanding and in speaking. More severely affected children
might never learn to speak or to communicate in other ways. If they
do begin to talk, children may simply echo what they have just
heard or speak in an odd way.
Children with Asperger syndrome are not slow to learn to
speak. However, their language may be somewhat formal and sound
rather adult.
Unusual behaviour
Children with autism or Asperger syndrome prefer familiar
routine and tend to resist change, which they find difficult and
unpleasant. They may also have unusual interests, such as in maps
or electronic gadgets. They may be very sensitive to tastes, smells
and sounds. They may also have odd body movements such as
hand-flapping or finger-twiddling.
Any attempt to stop these activities and interests can cause
furious protest and distress. When upset, these children may have
tantrums, be hyperactive or injure themselves. Some children have
special talents or gifts for drawing, music or calculation.
What are the causes?
Little is known about the causes of autism and Asperger
syndrome. They appear to be genetic conditions.
Where can I get help?
The first step is to find out the reason for a child's social
and communication difficulties. Your general practitioner will be
able to advise you and to make a referral to your local child
psychiatrist or developmental paediatrician. An educational
psychologist, speech therapist or occupational therapist may also
be needed.
Making the correct diagnosis requires a detailed developmental
history, medical and psychological reports, and assessment of the
child's social and communication skills and intellectual abilities.
A physical examination and simple blood tests can also be
helpful.
Coping with daily life
Most parents find that obtaining a correct diagnosis is an
important first step. A child's puzzling behaviours become more
understandable and it is easier to work out what help they need,
now and in the future. It will also help identify what type of
skills need to be worked on, e.g. how to play, share and
communicate.
Education, with speech and language therapy, offers the most
effective way of making sure that a child with autism reaches their
full potential. The type of education needed should be decided
after a detailed assessment has taken account of the child's
strengths, difficulties and needs. Depending on what resources are
needed, a child may do best in a mainstream school that provides
support for children with communication difficulties, or in a
special school for children with autism.
Children with Asperger syndrome often also require individual
help, usually in a mainstream setting. They have to learn about the
social `rules' that most of us pick up without thinking. They need
guidance on how to manage conflict and upset feelings. They need
feedback on how they are getting on with other people. Unstructured
situations, such as break and lunch-times, can be particularly
difficult times for these children. They can be vulnerable to
bullying, particularly in mainstream secondary schools.
Parents have a very important part to play in providing the
love, understanding and consistency that their child needs. Many
find that life at home goes more smoothly for everyone if they use
similar strategies or approaches to those used by teachers or other
professionals. However, a child's behaviour can vary enormously in
different environments. Advice from a clinical psychologist or
child psychiatrist (see
leaflet 31 about
child and adolescent psychiatrists) might be needed if
behavioural problems become severe. Occasionally, medication can
help as part of a care plan.
Social services may have a role to play in providing practical
support and help for the child and family. They can provide help in
the home, respite care, and advice on attendance and disability
allowances. Many families also value support from their local
Mencap or autism society.
References
- Carr, A. (ed.) (2000) 'What Works with Children and
Adolescents?' - A Critical Review of Psychological Interventions
with Children, Adolescents and their Families. London:
Brunner-Routledge.
- Rutter, M. & Taylor, E. (eds) (2002) 'Child and
Adolescent Psychiatry' (4th edn). London: Blackwell.
- Scott, A., Shaw, M. & Joughin, C. (2001) 'Finding the
Evidence' - A Gateway to the Literature in Child and Adolescent
Mental Health (2nd edn). London: Gaskell.
Sources of further information
- The National Autistic
Society champions the rights and interests of all
people with autism and aim to provide individuals with autism and
their families with help, support and services that they can
access, trust and rely upon and which can make a positive
difference to their lives.
- MENCAP is the voice of
learning disability. Everything we do is about valuing and
supporting people with a learning disability and their families and
carers.
- SIGN guideline on Autism
Spectrum Disorder in children and young people aimed
at parents, carers and young people.
- The Mental Health and Growing Up series contains 36
leaflets on a range of common mental health problems. To order the
pack, contact Book Sales at the Royal College of Psychiatrists, 17
Belgrave Square, London SW1X 8PG; tel: 020 7235 2351, ext. 146;
fax: 020 7245 1231; e-mail: booksales@rcpsych.ac.uk, or
you can download them from this website.
© [2004]
Royal College of Psychiatrists.
Reviewed March 2009.
This leaflet may be downloaded, printed out, photocopied and
distributed free of charge as long as the Royal College of
Psychiatrists is properly credited and no profit is gained from its
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Please note that we are unable to offer advice on individual cases. Please see our FAQ for advice on getting help.
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