Identification Guidelines Autistic Children

A disturbance in verbal communication and non-verbal,Autistic ChildrenNo effort was too late to talk to communicate Babbling in a language that is not understood by othersNot being able to capture the speech of others experiencing difficulties in expressing feelings When he uttered the words he would begin to understand the meaning Many mimic or imitate (echolalia) Some children are very good at imitating chants, tones and words, without understanding a When you want something he pulled the hand nearest person and expect it to do something for her hand A disturbance in the interaction socialAvoiding or refusing eye contact is like turning if called No attempt to interact with other people, more fun to play alone are able to feel empathy often refuse to cuddle When approached to play with it instead awayBehavioral disturbance In children with autism see the excessive behavior anddeficiency.  

Examples of excessive behavior is the presence of motor hyperactivity, such as can not be silent, pacing the way with no clear purpose, jumping, spinning, banging doors or tables, repeating a certain movement. Examples of behavior that the shortage is sitting still, staring at the empty eye contact, do the same game / monotonous and less varied repeatedly, often sat mesmerized by something, such as shadows and rotating objects. Sometimes there is attachment to a particular object, such as a piece of rope, cards, paper, drawing, rubber bands or anything that kept held and taken everywhere ritualistic behavior 

A disturbance in the feelings / emotionsNot able to feel what others feel, for example, saw the child crying but he did not feel sorry for being disturbed and the crying child may attend and beaten• Sometimes it yourself laughing, crying or angry for no apparent.• Often raging out of control, especially whendid not get what he wants, he canbecome aggressive and destructive.A disturbance in sensory perception

Sniffing or chewing toys or any object When you hear a certain sound directly cover the earsDo not like a grope or a hug Feeling very uncomfortable when wearing clothes made from roughThere is disruption in the pattern of play 

Not playing like children in generalLess / not creative and imaginative play are in accordance with the function of toys, such as bikes and wheels rotated-reversed Glad will play rotating objects, such asfan or attached to a bicycle wheel to certain objects and can not escape sometimes carried everywhereThe Childhood Autism Rating Scale (CARS)consisting of 15 itemsRelationships (relationships) with other people is how childreninteract with others in various situations. For exampleavoid staring adults, do not respond to other children's parents. Imitation (imitate) is how kids imitate sounds and words or behavior, whether to the encouragement, coercion or equaldid not ever want to repeat. Emotional response that is how the kids react to the situation pleasant and unpleasant, such as whenhugged-kissed, praised, tickled, given a toy / her favorite food. The use of agency / body coordination and movement both movements the other according to circumstances, such as the accuracy of posture and body movements, tiptoe, turning, clapping, dancing, playing, drawing, cutting etc..The use of objects (object) that the child's interests the toy or other object, and how the childuse it. Notice how the child interact with toys and other objects, especially the unstructured activities. Note the carefully how children use toys dangle or round, apakh occur preoccupations andexcessive repetition.• Adaptation to changes in the adaptation to change the things that have been patterned and routine ordifficulty of changing an activity to another. For example, how children react to changesarrangement of furniture, go with a different route, replacement caregivers / teachers and so on.• the visual response patterns of visual attention that tidal prevalent, such as avoiding eye contact wheninteracting with parents or seeing objects / toys from an unusual angle that behavioral responses listen listenwhich is not usual or unusual response the sounds including the child's reaction tovoice and other sound types. For example: children as if not hearing a loud noise,but at other times overreact to sound normal.• Response soy sauce (taste), smell (smell a rat) and conjecture, for example, how children respond toexcitatory ketchup, smell and touch. For example, rejection or excessive interest in the smell, taste and certain forms of a particular food or toy form.• Fear and anxiety is the fear of the reasonable and should not, for example, fearcontinues to object normally not scary or not afraid of anything the dreaded normal children.• Verbal communication (words), consider the child to use the words and ways of speaking, observe vocabulary, sentence structure, volume and rhythm sounds. Is showing oddities, inaccurate or incoherent.• Communication is non-verbal communication usingexpression / facial expressions, posture and gestures and responseschild against the non verbal communication from others. Whether the child can point and reach something they want, whether the child is only using gestures and strange handkerchief. Is the child showed no attention to cues from parents / other children.• The degree of activity ie how much child moves either in a limited or otherwise restricted. WhetherExcessive activity or appear lethargic. Note the child's level of activity that is organized and diligent. If flagging is that children can be encouraged to indulge and how much parents should give encouragement and encouragement so that children would indulge. If the activity is excessive can be told to be quiet or sit still. This needs to be considered in the assessment of fatigue and medical effects and the degree of concentration of intellectual response. Notice how children understand and use language, numbers and concepts, how the ability to remember the things he had seen or heard and how children explore their environment.• The general impression is subjective observer impression on children