"Is there a list of symptoms or traits associated with high functioning autism in children? We currently have suspicions that our 6 y.o. son may be on the autism spectrum and are wondering if we should take the next step and have him assessed." Below is a list of common traits among children and teens with High-Functioning Autism and Asperger's. However, no child will exhibit all of these traits. Also, the degree (i.e., mild to severe) to which any particular trait is experienced will vary from child to child. Emotions and Sensitivities: An emotional incident can determine the mood for the day. Becomes overwhelmed with too much verbal direction. Calmed by external stimulation (e.g., soothing sound, brushing, rotating object, constant pressure). Desires comfort items (e.g., blankets, teddy, rock, string). Difficulty with loud or sudden sounds. Emotions can pass very suddenly or are drawn out for a long period of time. Inappropriate touching o...
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Jane's dad said he would pick her up at 3:00, but he actually arrives at 2:59. Jane is very upset that her dad did not come to pick her up at the exact time he said he would, and lets him know how upset she is. Jane is on the Autism Spectrum. Like many people on the spectrum, Jane's thinking is very literal and concrete. When Jane's dad said he would pick her up at 3:00, she expected that he would pick her up at EXACTLY 3:00.
Cody notices that his teacher gives a classmate a detention for coming to class late one day. But another student comes to class late one day (on either the same day or a different day) and the same teacher seems completely cool with it. Cody tells the teacher that s/he is being unfair by giving one classmate a detention for showing up late, but another classmate gets off scot free for doing the same thing (showing up late to class). Other people might think Cody is just trying to be mean to this teacher, but Cody most certainly is NOT trying to be mean AT ALL! Cody is on the Autism Spectrum. He does not easily understand when certain rules don't need to be followed. He remembers how adults and older kids have taught him that he needs to be fair, and that fairness means everyone gets the exact same snack. Or the exact same number of turns on the monkey bars at recess. He also doesn't understand how what he does or says makes other people feel. Cody may even be thinking, "how could what I said have hurt this teacher's feelings? All I did was tell him/her like it is."
Shaniqua overhears a peer saying "move over," instead of, "excuse me." She tells this peer. "you should know by now that you're supposed to say 'excuse me.'" Others might think Shaniqua is just trying to make the other kid feel bad about saying "move over," but that most certainly is NOT Shaniqua's intention. Shaniqua has a very mild form of Autism. The adults and older kids in her life have always taught her to say "excuse me," instead of, "move over," and she likely does not realize that this peer has not been taught this.
Ryan is at the park, and a kid he doesn't recognize asks him if he wants to play. Ryan says, "NO!" The other kid might be thinking, "why doesn't he want to play with me?" Ryan isn't saying, "NO," because he really doesn't want to play with that kid. Ryan is on the Autism Spectrum. Like many people on the Autism Spectrum, he is very rigid and concrete in his thinking, and doesn't understand that there are times when certain rules don't need to be followed. Adults and older kids have always taught him to say no to strangers, and he doesn't understand that this is a situation where this rule doesn't need to be followed.