Definition

Autism, also called autism spectrum disorder (ASD), is a complicated condition that
includes problems with communication and behavior. It can involve a wide range of
symptoms and skills. ASD can be a minor problem or a disability that needs full-time care
in a special facility.

People with autism have trouble with communication. They have trouble understanding
what other people think and feel. This makes it hard for them to express themselves, either
with words or through gestures, facial expressions, and touch.

Learners with autism may have problems with learning, but be unusually good in art,
music, math, drawing or memorisation.

Causes of autism
There is no known single cause for autism spectrum disorder, but it is generally accepted
that it is caused by abnormalities in brain structure or function.
Brain scans show differences in the shape and structure of the brain in children with
autism compared to neurotypical children.

However, given the complexity of the disorder, and the fact that symptoms and severity
vary, there are probably many causes which could be both genetical and environmental
causes. Among them include;

1). fragile X syndrome, an inherited disorder that causes intellectual problems.

2). tuberous sclerosis, a condition in which benign tumors develop in the brain

Benign refers to a condition, tumor, or growth that is not cancerous. Grows slowly , not
harmful and does not spread to other parts of the body.

3). Rett syndrome, a genetic condition occurring almost exclusively in girls, which causes
slowing of head growth, intellectual disability and loss of purposeful hand use.

4). Extremely preterm babies. Babies born before 26 weeks of gestation may have a
greater risk of autism spectrum disorder.Z but
5).Family history. Families who have one child with autism spectrum disorder have an
increased risk of having another child with the disorder.

6). Child's sex. Boys are about four times more likely to develop autism spectrum disorder
than girls

7). Parents' ages. There may be a connection between children born to older parents and
autism spectrum disorder.
8).medications or complications during pregnancy, or air pollutants play a role in triggering
autism spectrum disorder.

Characteristics of children with autism

1). Delayed Milestones:
Every child starts cooing, rolling over, babbling, smiling, pointing, and sitting up at an
expected age. These are called milestones. Though every child grows at their own pace,
you must visit the pediatrician if:

The child does not smile by the age of 6 months

The child has no facial expressions by the age of 9 months
The child does not make cooing noises or babble by the age of 12 months
No pointing or waving by the age of 12 months
The child does not speak by the age of 16 months

2). Signs of social awkwardness:

a) Avoids eye contact when face him.
b). prefers to play alone BBC ppp
c). Does not respond to their name
d).Does not like being touched
e). Prefers fixed routines and even a minor change may upset them greatly
f). Has trouble understanding feelings or talking about them

3). Language problems.

a). The child has verbal and nonverbal communication problms

b). Repeating words or phrases they hear someone say over and over again a condition
called Echolalia.
c). They talk in a flat tone, devoid of expressions.
d). They do not understand emotions (anguish or sarcasm) in a conversation
e). Have difficulty communicating what they want

4). Regression of milestones:

If your child develops the milestones as expected age but loses them by the age of 12-18
months and stops smiling, cooing, pointing, etc., could be an indication of autism.

5). Stimming
If a child shows certain repetitive behaviors like Rocking, head flapping, twitching of the
eyelid, twirling, flapping arms, spin in circles and running back and forth

6). Abnormal eating behavior:

Pica (an abnormal desire to eat something that is not regarded as food, such as dirt, clay,
ice, or hair), eating only certain food types like sweet or salty food or only ‘yellow’ or a
particular colored food.

7). Temper tantrums:

The child may be overly agitated, bang their head against the floor. They may have unusual
reactions to harmless smells and voices

8). They have trouble understanding and responding to other people’s feelings or talking
about their own.

9). A narrow range of interests in certain topics

10 ),High sensitivity or unusual reaction to sounds, touches, smells, or sights that seem
ordinary to other people.

11). Problems understanding or using speech, gestures, facial expressions, or tone of

voice.

12). Have attention deficit hyperactivity disorder (ADHD) or dyslexia.

13). lining objects, like toys, up in strict order and getting upset when that order is
disturbed.

14). Attachment to strict routines, like those around bedtime or getting to school.

15). Getting upset over minor changes

16). focusing intently on parts of objects, like the wheel of a toy truck or the hair of a doll

17). Exceptional abilities, like musical talent or memory capabilities

TYPES OF AUTISM
1). Asperger's syndrome.
don't have a problem with language; in fact, they tend to score in the average or above-
average range on intelligence tests.
But they have social problems and a narrow scope of interests.
2. Autistic disorder. This is what most people think of when they hear the word "autism."
It refers to problems with social interactions, communication, and play in children younger
than 3 years.
3). Childhood disintegrative disorder. These children have typical development for at least
2 years and then lose some or most of their communication and social skills.
4). Pervasive developmental disorder (PDD or atypical autism). Your doctor might use this
term if your child has some autistic behavior, like delays in social and communications
skills, but doesn’t fit into another category.

EDUCATIONAL INTERVENTION FOR LEARNERS WITH AUTISM

Reducing unnecessary environmental stimuli by monitoring learner’s sensory issues and

make environmental adjustments as needed.
Maintaining structure and routine.

Be predictable. An established routine on a set schedule helps autistic students feel less
anxious in the classroom.

Use concrete language. . Autistic learners will benefit from clear and concrete instruction
in the classroom.

Teach social skills directly by modeling and discussing appropriate behavior in easy-to-
understand ways.

Treat students as individuals. Focus on each student’s strengths and successes as you
model patience and respect in the classroom.

Be calm and positive when handling learners with ASD by creating a friendly and
welcoming environment.

Be aware of the typical characteristics of autism.

Create opportunities for all learners to practice their social skills.

Teach understanding and acceptance.

Pair learners with ASD with peers who are good role models, whether they are autistic
peers or neurotypical peers. Neurotypical learners also benefit from being paired with
autistic students.

Pay attention to the level of socialization for autistic learners. They are at risk of becoming
isolated.

Create opportunities for them to interact with other students.

If a student with ASD behaves or reacts inappropriately to a situation, consider their social
and communication challenges before placing blame or judgment on the student.

Ensure that appropriate classroom accommodations are in place. Remember that autistic
students have different needs than their neurotypical peers.

Notify an autistic learner ahead of time of any changes on daily routine, such as staff or
scheduling changes.

Use descriptive praise to reinforce the development of positive behaviors.