Everybody has heard of Autism Spectrum Disorder (ASD). In recent years, in our centers queries about symptoms consistent with a possible ASD have increased.
The TEA is known as a chronic neurological dysfunction with a strong genetic basis from early age that manifests itself in a number of symptoms, based on a number of di culties in social interaction, communication and lack of reasoning and behavior exibility (what is called "triad Wing"). The disorder is seen as a continuous spectrum or how those changes manifest themselves and can vary greatly from child to child, so the concept ranges from the most serious cases, more mild and good prognosis . Affecting four times more children than girls and occur in all ethnic groups and socio-economic. In most cases, children show a normal physical appearance and may have different changes in their behavior, so TEA signs can go unnoticed.
The importance of early intervention is essential. Experts agree that early detection and treatment of the symptoms improve prognosis. Indispendable is for this reason that both the family and other Gures environment of the child (pediatricians, educators) are alert to the emergence of some indicators that may indicate that the development of the child does not match what would be the appropriate age. The main indicators:
0-6 months: Lower use of eye contact. Greater attention to objects people.
6-12 months: (in addition to the above): Answer inconstant hearing, hypersensitivity to certain sounds. Do not respond to his name. No babbling at 12 months *. * No imitation gestures. * No points. Stereotypes.
12-24 months: (in addition to the above): No demands. No words propositional 16 months *. Scientific understanding of the language. No sentences of two to 24 months * elements. No symbolic play: does Lere stacks of objects. He prefers to play alone. It's your world. Abnormal responses to sensory stimuli. Hyperactive, oppositional, irritable. Resistance to environmental changes. Regression of language and the relationship at any age. *
After 24 months (in addition to the above): Language: Difficulties of understanding and communication. * * Regression. Kharga worthless communication *. Echolalia. Invented words. Language impoverished, literally repetitive. Prosodic disturbance. Value: Not interested children age *. * Lack of reciprocity. Tendency to loneliness. Using people to get what they want. * Game: Absence or lack of imaginative play. Paste certain unusual objects, toys or specific visual stimuli. Special interest objects or toys that turn. Align or classi ca toys. Games and activities persistent. Patterns of behavior and restricted interests and repetitive: a fascination with the physical characteristics of objects. Resistance to changes in routine. Stereotypes. Alterations sensory sounds, smells, tastes. Ritualistic behavior.
It is not known with certainty the causes of ASD, but we know that there is an important genetic factors possibly associated with environmental factors that interact with each other. In addition to genetic predisposition, there are studies that have found irregularities in different areas of the brain affected. Thus, in the case of families with affected ll between 5 and 20 percent risk of having a second ll with the disorder, a percentage higher than the general population.
It is important to make a diagnosis as soon as possible by clinical professionals with a good knowledge of child development. The diagnosis is established from the collection of the information provided by the parents in relation to their development, observation of behavior that presents the least and from tests that help in the validity of the diagnosis.
In our Intervention , which is why consultations have been increased in recent years. Currently 9% of children have attended this possible diagnostic hypothesis. Of these, 81% are male. The referral is made mainly from the medical and health, followed by education. The main reasons for referral consultation are: di culties of attention and behavior, speech and language delay, and di culties in relationships and communication. The age at the time of the inquiry stands at 25-36 months (46% of cases) in 13-24 months (27%) and in 36 to 48 months (22%).
The TEA is a reality in our schools. Therefore, it is crucial to start as early intervention and thus help in the prognosis. The information on the disorder, as well as advances in diagnostic screening have helped make this possible in earlier ages and from varied fields. Our goal is to meet as soon as cases progress referral of children that come from 36 months and thus quickly start working with them and their families.
* Items considered indicators of absolute reference / valuation.
