Possible Autism

By Susan Louise Peterson

Parents have so many practical issues and concerns for their children that they have trouble getting through much of the information on autism, delays and disorders. Susan Louise Peterson, award winning autism author and school psychologist helps parents look at a number of practical parent issues from a school psycholo

• Language: English
• Publisher: Susan Louise Peterson
• Release date: Aug 23, 2015
• ISBN: 9780991404636

Book preview

PREFACE

Having written two previous books on autism (Questionable Autism and Is My Cbild Autistic or Delayed?) I felt there was a need to explore some other possibilities of autism. When big increases in autism are reported by various agencies and organizations it makes me think about the possibilities that a child may have autism or possibly another delay, disorder or condition. I have always ruled on the side of ‘caution’ when anything related to children involves a hard and fast rule or decision. Children develop at different times and some are ‘slower’ to bloom, while other children take off at an earlier age. If we quickly determine a child’s eligibility or even suggest that a child definitely has ‘this or that’ delay, disorder, syndrome or condition that child may prove us totally wrong in a few years when changes are made in his or her development and learning starts to come together for the child. The book Possible Autism emphasizes that we need to examine more possibilities related to autism and other types of conditions.

I once heard a developmental psychologist at a workshop mention that his clinic never made any determination on a child’s condition or made a treatment recommendation until the staff had seen the child for several months. The reasoning behind this thinking was to take more time to get to know the child and have a greater understanding of the child’s symptoms as well as environmental and family issues and how the child interacts in home and school settings. In the book, Possible Autism I look at a number of parent issues where parents are concerned about certain ways their children behave or react to various situations. I try to look at these parent issues from a school psychologist’s point of view. As a school psychologist, I see that there are many ‘other issues’ that impact a child’s life and how he or she is behaving or reacting to a situation. A child’s behaviors or actions can resemble one condition or be part of a bigger more complicated picture that needs more observation and discussion before a school eligibility and planning decision is made for the child.

PROLOGUE

Working as a school psychologist for years I have heard a number of teachers and parents suggest that mistakes were made related to eligibility and placement of children in school special education programs. Many of their frustrations and concerns came from observations that the child acts differently than others with the same disorder or presents with different issues than the original school eligibility indicates in reports. Perhaps it was how professionals originally viewed the signs and symptoms of the child and then progress was made and the child responded well to interventions or no longer displays the symptoms first noticed by the team looking at the really young child. This is readily seen in young children who will not talk at all and then a few years later their vocabulary and language used to communicate greatly increases. Delays in children can be temporary or last for long periods of time so the possibility of a particular eligibility may be even more difficult to determine.

Possible Autism is meant to look at the likelihood that a child may have autism or possibly there could be an alternative disorder or delay that impacts or describes the child’s condition. Possibilities can surround the particular attributes or characteristics of a child, but these possibilities can also be impacted by factors such as ineffective preschools programs, parents who lack parenting skills and strategies and the general community situation of the child. Sometimes a child’s cues are misinterpreted by the professionals working with the child. A professional lacking experience with young children may misjudge a child’s symptom as being autism or another disorder when it may actually be a delay in the areas of socialization or communication. When parents and professionals misinterpret information it can cause the child to be placed in an inappropriate classroom or a program that stifles the child rather than placing a child in a program where he or she can reach his or her full potential.

ACKNOWLEDGEMENTS

I cannot help but thank the countless education and clinic professionals who have taught me so much about autism and other conditions that impact children. Sometimes just a brief comment, a different angle in looking at a child and an encouraging word has helped clarify so many things about a child. These professional friendships are something I will always value as I reflect on my career as a school psychologist and educator.

I want to thank my wonderful husband and beautiful twin daughters for their ongoing support in my writing career. As my daughters are finishing high school and preparing for college, I hope they will continue to understand the importance of self expression through writing and the many avenues of whatever creative outlet they discover in life’s path. My family is precious to me and continues to be a supportive part of my writing process.

INTRODUCTION

Parents will sometimes walk into an early childhood development clinic with three perspectives. One perspective is that the parent had no clue about autism-and hasn’t really noticed any signs or characteristics of autism in the child. The second perspective is the parent who interprets everything the child does as autistic. For instance, if the child doesn’t make eye contact or talk it must be autism and no other possibilities are even looked at when describing the child to the professionals. The third perspective is that of parents who are really confused by the different things professionals have told them. These parents may have been given some information that just does not jive with what they see in the child. Often these parents will start reading information on various websites and most of these parents are sincerely trying to make sense of the information on autism and developmental delays and how these things present in their own children.

The book, Possible Autism hopes to help parents, college students and professionals explore some common parent issues and concerns from a school psychologist’s point of view. I think as an author and a school psychologist that I always like to note ‘caution’ before jumping to immediate conclusions about children. Sometimes I need to make an additional observation of the child or interview a parent or preschool to gain a better picture of how the child behaves at home or in a preschool setting. There are times I want to consider other possible delays or conditions with my multidisciplinary assessment team before the team considers autism as the educational eligibility. Team members are great to explore if other avenues should be considered in developing the child’s educational plan.

Possible Autism is just the beginning point to consider matters that may be at play when a parent issue is brought up during the assessment process.

C H A P T E R  1

POSSIBLE AUTISM ATTRIBUTES

Chapter one takes a look at possible autism attributes in children. I try to focus on some traits and characteristics that are sometimes ‘clear cut,’ but at other times are somewhat questionable in relationship to autism and other disorders. Even an attribute as simple as a smile can be misinterpreted by professionals who may or may not understand a child’s ‘social smile.’ By the same token, the attribute of humor in the child can easily be interpreted in more than one way when the child is observed in the school or home setting. The eyes are another attribute that really opens up discussions related to autism and other delays. How the child uses his or her eyes to explore a room, make eye contact with others and stare at various objects are certainly topics for discussion. The topic of ‘control’ is looked at in relation to autism attributes in two ways. First, self control is examined with a look at how the child controls him or her self in relation to different situations. Second, control is looked at in connection with the child’s ‘intent’ or understanding of a situation. The chapter continues to explore a variety of autism attributes related to change and flexibility and how children can have sporadic behavior in different situations and difficulties with transitions. There is a look at rote skills and how a child memorizes information versus how a child uses information in more useful and practical ways with other people. The chapter also examines preferred activities, sensory issues, tendency of being alone or withdrawn, as well as discussions related to empathy and atypicality.

Possible Social Smile

Parent Issue

My daughter smiles when she gets a new toy. Her developmental specialist thinks there are autism concerns, but I’m not sure about it.

A School Psychologist’s Point of View

A smile can be interpreted in many ways. Smiling at a toy, may