Identification of autism and distinctions with the condition of sensory integration
When it comes to identifying autism, there are many factors that need to be considered. This is because conditions in the range of autism have a wide variety of potential signs and no two situations are alike.
Therefore, it is very easy to confuse autism with another problem. One of the most common mistakes in identifying autism is not understanding the difference between graduation and the condition of sensory integration.
This leads to the question of whether the rank condition of autism and the condition of sensory integration (also known as the condition of sensory processing) coincide or, at least, belong.
Does one omit the others? They are considered totally separate conditions to begin with, but to better understand them, Dr. Lucy Jane Miller conducted a research study “Quantitative Psychophysiological Assessment of Sensory Processing in Children with Autistic Range Conditions,” which includes 40 autism or AD disorder.
high functioning of Asperger’s. children who were evaluated for sensory integration condition.
Dr. Miller’s results revealed that 78% of the children who participated also showed notable indications of the condition of sensory integration.
Whereas, 22 percent of people were disappointed with the indications. However, a further study by the same scientists, Connections Between Subtypes of Sensory Inflection Disorder, looked at children identified as having a sensory integration condition and tested them to see how many also had autism.
Within that experiment, no percentage of the people had autism. The interesting thing is that while children with autism may live without having a sensory integration condition, most show symptoms of the problem.
On the other hand, there is no predisposition to autism in children who only have a condition of sensory integration.
Children with both conditions exhibit challenges with high-level work that involves integrating various places in the mind.
This can consist of both psychological politics and complex sensory functions. However, the key to identifying autism rather than a sensory integration condition generally lies in the fact that children with autism experience greater problems in the areas of language, social skills and compassion.
Children with sensory integration do not experience the same connective breaks for managing psychological social communication and compassion.
In both conditions, children have problems in jobs that require their mind to establish long-distance connections, for example, between the frontal lobes (which coordinate the tasks of the mind) and with the cerebellum (which controls understanding and responses. within the mind). of the brain). mind).
If you think your child may have one or both of these conditions, it is important to speak with your child’s doctor to identify autism or recognize the sensory integration condition alone or in combination with autism.
If the medical diagnosis is autism or autism along with the sensory integration condition, then you will be able to begin discussing the possible therapies available.
These therapies can consist of multiple drugs and alternative treatments and can overlap in addressing aspects of both problems at the same time. For example, many children with autism benefit from sensory integration treatments that also work well for children with a sensory integration condition.
Identify autism at home
People with autism often have problems with social development, a key feature that sets autism apart from other developing conditions on the planet today.
Social interaction is one of the key points to keep in mind when trying to detect autism in the home and making sure your child receives treatment very early before it becomes a serious problem that remains in the cortex as he becomes young.
Social deficiencies actually appear quite early in their youth and it is up to you to use the powers of daily monitoring and communication to make sure your child does not have any type of autism.
One of the best ways to watch (especially if your child is a toddler) is to try social arousal techniques with them. A typical child without a developing condition will react to stimuli quite normally, especially when he reacts to his own name and recognizes people close to him.
Children with autism focus much less on these aspects, smile much less, look away and sometimes don’t even react to their name.
They also avoid eye contact a lot and often hide their face in a blanket or pillow to hide from the balloon. These are just some of the relationship history tips to look for to make sure your child doesn’t have autism.
As they get older, there are other things to consider. A typical child of that age is usually quite spontaneous, affable, full of energy, and will try to make friends when introduced to several other children of the same age group.
Children ages 2 to 5 who have autism will be more shy and much more attached to their guardians, moms and dads. They would surely form an intense and solid bond with loved ones and attract a circle of safety that doesn’t allow other people to follow him.
They cannot understand social circumstances, have no idea about the aspects of social understanding, and would certainly limit their interaction to non-verbal activities such as touching equipment.
Also, if you notice that your child is not developing natural language or any language skills to support interaction, it is very likely that your child is autistic.
Their addiction to unspoken interaction is a sign that they are autistic and have not developed their oral interaction skills adequately.
Of course, when it comes to autism, repeated normal behavior, illogical insistence on points, addiction after a particular object, stereotypes and self-harm are indications from the informed story that something is wrong and that it should be corrected, do something quickly.
Other symptoms can include poor nutrition due to unusual eating habits and poor psychomotor development.
If you are concerned that your child may be autistic, it is a good idea to have him evaluated by a child psychotherapist so that therapy and treatment can begin very early to prevent further important signs from appearing.