We continue with the second part about what autism implies in my child and how I can live with it. To understand it, it is essential that you read the first part, please.

In this article we have delved into the most theoretical part of the syndrome to be able to understand many of the things that can happen to us at home. So let's go with it.

Because? ETIOLOGY

The search for the origin and possible causes of autism has been a constant concern among syndrome researchers.

Theories at the moment indicate:

Autism is not caused by “bad” parenting.

PHARMACOLOGICAL TREATMENT OF ASD

Psychopharmacological treatment is that which is used to facilitate behavioral, emotional or cognitive changes. There is no treatment specifically aimed at improving the symptoms of deficits in communication and social interaction characteristic of autism. However, psychotropic drugs can be effective in certain symptoms, which are very common in ASD, and which can interfere with both the socialization and educational progress, safety and quality of life of the person with autism. Although you must always be guided by a professional because all psychotropic drugs can have side effects.

TYPES OF AUTISM SPECTRUM DISORDER

The group of disorders that encompasses the concept of ASD is characterized by having in common some symptoms such as alterations in social interaction and communication and repetitive behaviors . But there is a great variety of clinical presentations that depend on the severity of the main symptomatology, and also on the different associated symptoms that may appear. For example, regarding intellectual capacity and verbal communication capacity, there is a great variety of presentations in people with ASD:

1. Up to 40% of people with ASD have an average intellectual capacity equal to or above average (that is, they do not associate any degree of intellectual disability).
2. Other people with autism have a very significant disability and are not able to live independently.
3. Many people on the autism spectrum have exceptional abilities in visuals, music, and some academic skills (calculus).
4. About a third of people with ASD are non-verbal, but they can learn to communicate through other means . Each person with autism must be treated individually to establish the most appropriate intervention, aimed at enhancing their abilities, improving the difficulties that interfere with functioning and providing them with the necessary degree of support.

GUYS

Autistic disorder or grade 1 _ It is also known as severe autism , and constitutes the deepest degree of the autism spectrum, this being the most recognized.

Autistic or grade 2 disorder_ Notable deficits in verbal and non-verbal social communication skills; apparent social problems even with help, on site; limited initiation of social interactions; and reduced response or non-normal responses to other people's social openness.

Autistic or grade 3 disorder_ Behavioral inflexibility, extreme difficulty coping with changes, and other restricted/repetitive behaviors noticeably interfere with functioning in all areas. Intense anxiety/difficulty changing focus of attention.

IS THERE A GENDER DIFFERENCE IN AUTISM?

Autism is four to five times more common among boys than girls . The difference in affectation is due to a protective effect at a neurobiological level associated with the female sex, such as exposure to different hormones during neurodevelopment. However, in recent years this difference has decreased because girls are underdiagnosed.

2. What would a person with Autism ask of us?

(by Angel Rivière, autism specialist and professor of cognitive psychology.)

1. Help me understand. Organize my world and make it easier for me to anticipate what is going to happen. Give me order, structure, and not chaos.

2. Do not be distressed with me, because I am distressed. Respect my rhythm. You can always relate to me if you understand my needs and my special way of understanding reality. Don't get depressed, the normal thing is that I advance and develop more and more.

3. Don't talk to me too much, or too fast. Words are “air” that is light for you, but can be a very heavy burden for me. Many times they are not the best way to relate to me.

4. Like other children, like other adults, I need to share pleasure and I like to do things well, even if I don't always succeed. Let me know, somehow, when I have done things right and help me do them without mistakes. When I have too many failures, what happens to you happens to me: I get irritated and end up refusing to do things.

5. I need more order than you need, more predictability in the environment than you require. We have to negotiate my rituals to live.

6. I find it difficult to understand the meaning of many of the things I am asked to do. Help me understand it. Try to ask me for things that can have a concrete and decipherable meaning for me. Don't let me get bored or be inactive.

7. Don't invade me excessively. Sometimes people are too unpredictable, too loud, too stimulating. Respect the distances I need, but without leaving me alone.

8. What I do is not against you. When I have a tantrum or hit myself, if I destroy something or move excessively, when it is difficult for me to attend or do what you ask of me, I am not trying to hurt you. Since I have a problem of intentions, don't attribute bad intentions to me!

9. My development is not absurd, although it is not easy to understand. It has its own logic and many of the behaviors that you call “altered” are ways of facing the world from my special way of being and perceiving. Make an effort to understand me.

10. Other people are too complicated. My world is not complex and closed, but simple! Although what I tell you may seem strange to you, my world is so open, so without concealments or lies, so naively exposed to others, that it is difficult to penetrate it. I do not live in an “empty fortress,” but on a plain so open that it may seem inaccessible. I have much fewer complications than people who consider themselves normal.

11. Don't always ask me for the same things or demand the same routines. You don't have to act autistic to help me. I am the autistic, not you!

12. I'm not just autistic. I am also a child, a teenager, or an adult. I share many things about the children, adolescents or adults you call “normal.” I like to play and have fun, I love my parents and the people close to me, I feel satisfied when I do things well. There is more what we share than what separates us.

13. It's worth living with me. I can give you as much satisfaction as other people, even if they are not the same. There may come a time in your life when I, who am autistic, will be your biggest and best company.

14. Don't chemically attack me. If you have been told that I have to take medication, make sure that it is reviewed periodically by the specialist.

15. Neither my parents nor I are to blame for what happens to me. The professionals that help me do not have it either. It's no use blaming each other. Sometimes my reactions and behaviors can be difficult to understand or cope with, but it's no one's fault. The idea of “guilt” produces nothing but suffering in relation to my problem.

16. Don't constantly ask me for things above what I am capable of doing. But ask me what I can do. Give me help to be more autonomous, to understand better, but don't give me too much help.

17. You don't have to completely change your life just because you live with an autistic person. It doesn't help me that you feel bad, that you lock yourself up and get depressed. I need stability and emotional well-being around me to be better. Think that your partner is not to blame for what happens to me either.

18. Help me naturally, without turning it into an obsession. In order to help me, you have to have your moments when you rest or dedicate yourself to your own activities. Come closer to me, don't leave, but don't feel like you're under an unbearable weight. In my life, I have had bad moments, but I can get better and better.

19. Accept me as I am. Don't condition your acceptance on him not being autistic. Be optimistic without getting into “novels.” My situation usually improves, although for now there is no cure.

20. Even if it is difficult for me to communicate or I do not understand social subtleties, I even have some advantages compared to those of you who call yourself “normal.” It's difficult for me to communicate, but I do not cheat. I do not understand social niceties, but neither do I participate in the double intentions or dangerous feelings so common in social life. My life can be satisfying if it is simple, orderly and calm. If I am not asked constantly and only what is most difficult for me. Being autistic is a way of being, even if it is not normal. My life as an autistic person can be as happy and fulfilling as your “normal” life. In those lives, we can meet and share many experiences.

3. Nutrition in autism spectrum disorders

Some children with autism only eat certain foods because of how they taste in their mouth. At other times, they may avoid eating foods because they associate them with stomach pain or discomfort. Some children are made to eat a restricted diet in hopes of reducing the symptoms of autism .

4. Sleep in autism spectrum disorders

They need to sleep about 9 hours a night but usually sleep 7 or less. They accumulate large sleep debts which significantly impacts their overall performance in academic and behavioral aspects. Sleep problems can affect 50 to 80% of children with ASD. Lack of sleep has repercussions on behavior, learning, general health and family life. In the case of children with ASD this can be emphasized even more considering that it is a population that already works with complex and more demanding family conditions, with problems in behavior and learning, etc.

• It increases difficulties in the family as parents do not have time for restful sleep. These are families that already face particular demands and on top of these are added those that difficulties with sleep cause.
• Behavior is affected as is learning.
• More stereotyped movements may appear.
• The social deficit may become more accentuated.
• In general it affects the quality of life more significantly.

5. Play in autism spectrum disorders

Young children with autism tend to have limited interests. His game tends to be repetitive and solitary . They may use toys inappropriately, lining up toys, spinning car wheels. This is because on many occasions there is a lack of imaginative play. Autistic people may not recognize things like tone of voice or facial expressions but these can change the meaning of what someone is saying. That's why they often take things literally and don't always catch sarcasm, metaphors, or unusual turns in a conversation. We know that many children with autism have a very focal way of looking, and the fact of lining up objects implies a way for the child to look at that linear progression; this is also observed in patterns related to water.

6. Language in autism spectrum disorders

A recent study that looked at speech delays in children with autism spectrum disorders found that 70 percent of children who were not stringing words together to form even the simplest sentences at age four were more or less able to do so. at eight years old, and in some cases, even.

Speaking problems are linked to many factors, and certainly impact communication, but also factors such as: sensory aspects, behavioral problems, social reciprocity, inflexibility and rigidity, are perhaps the most determining factors in the diagnosis of autism .

7. Schooling in autism spectrum disorders

Our children can attend school in 4 ways…

1 – Ordinary Center with supportive educational care, which has a teacher specialized in Therapeutic Pedagogy (PT) and/or teacher specialized in Hearing and Language (AL) and/or Educational Technical Assistant Caregiver (ATE). – For more information about the operation of the ATE, click here .

2- Ordinary Center with classrooms specialized in ASD , which has more intensive and specialized material and human resources for students with autism spectrum disorder. – For more information about the operation of the TEA classrooms, click here .

3- Ordinary Center with a specialized open classroom, is intended for certain students with serious and permanent special educational needs, who require extensive and generalized support in all areas of the curriculum but who can participate in socializing activities at the center. 52 These are classrooms that are located in an ordinary center, being a type of schooling for those students who require very significant curricular adaptations but who can participate in socializing activities at the center. Educational attention is provided within these classrooms, sharing other contexts and activities that promote inclusion with the center's students. – For more information about specialized open classrooms, click here .

4- Special Education Center for students who have special educational needs derived from permanent disabilities, which is why they need intensive and specialized support throughout the school day. The choice of one of these centers by families should be made following the guidelines recommended by technical education professionals (EAT, EOEP or Guidance Department).

We hope that this second part has been helpful to you to understand what autism implies in my child and how I can live with it and that we have clarified your doubts. First of all, we want to tell you families, that you are not alone. VICON Method is made up of a large community of families and professionals from all over the world. Therefore, we invite you to follow us on our social networks. Here we leave you the links.

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