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Characteristics of Autism in Early Childhood 

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Characteristics of Autism in Early Childhood 

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Social and Communication skills

Avoids or does not keep eye contact

Does not respond to name by 9 months of age

Does not show facial expressions like happy, sad, angry, and surprised by 9 months of age

Restrictive or repetitive behaviors

Repeats words or phrases over and over (called echolalia)

Plays with toys the same way every time

Gets upset by minor changes

Must follow certain routines

Flaps hands, rocks body, or spins self in circles

Has unusual reactions to the way things sound, smell, taste, look, or feel

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Educational treatments are given in a classroom setting.

One type of educational approach is the Treatment and Education of Autistic and Related Communication-Handicapped Children (TEACCH) approach.

TEACCH is based on the idea that people with autism thrive on consistency and visual learning.

It provides teachers with ways to adjust the classroom structure and improve academic and other outcomes.

For example, daily routines can be written or drawn and placed in clear sight. Boundaries can be set around learning stations. Verbal instructions can be complimented with visual instructions or physical demonstrations.

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There is not just one cause of Autism. There are many different factors that may make a child more likely to have Autism, including environmental, biologic, and genetic factors.

Studies have found that these increases the likelihood a child will have Autism :

Having a sibling with ASD

Having certain genetic or chromosomal conditions, such as fragile X syndrome or tuberous sclerosis

Experiencing complications at birth

Being born to older parents

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Treatments can be given in education, health, community, or home settings, or a combination of settings. It is important that providers communicate with each other and the person with Autism and their family to ensure that treatment goals and progress are meeting expectations.

Types of Treatments :

Behavioral

Behavioral approaches focus on changing behaviors by understanding what happens before and after the behavior.

Behavioral approaches have the most evidence for treating symptoms of ASD.

They have become widely accepted among educators and healthcare professionals and are used in many schools and treatment clinics.

Developmental

Developmental approaches focus on improving specific developmental skills, such as language skills or physical skills, or a broader range of interconnected developmental abilities.

Developmental approaches are often combined with behavioral approaches.

Other Types of Treatments

Social-Relational

Pharmacological

Psychological

Complementary and Alternative

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When I become an instructor and I have a student with Autism in my class, I would follow the TEACCH method. This method offers ways to help my student that has Autism and it is the most effective in a classroom setting. I want my student to succeed, therefore, I will be using the TEACCH method. Using this method were make it easier for the student to learn and it will make it easier for teaching said student.

I think that a student with Autism can bring diversity to my classroom and help bring exposure. Often times we think about racial and gender diversity in a classroom and we tend to forget disorder diversity. It’s important to have disorder diversity because it helps to destigmatize people’s negative feelings towards disorders such as Autism.

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Delayed language skills

Delayed movement skills

Delayed cognitive or learning skills

Hyperactive, impulsive, and/or inattentive behavior

Epilepsy or seizure disorder

Unusual eating and sleeping habits

Gastrointestinal issues (for example, constipation)

Unusual mood or emotional reactions

Anxiety, stress, or excessive worry

Lack of fear or more fear than expected

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https://www.autismspeaks.org/what-autism

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Centers for Disease Control and Prevention

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Info for Educators | Autism Spectrum Disorder (ASD) | NCBDDD | CDC

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Tools and information about autism spectrum disorder (ASD) for educators.