Beats the **** out of me.
You guys what's in the know on this stuff, lead us to the light.
So you can't back your claim?
Sigh, you made it not me.
If you wish to discuss the pressures that lead to misdiagnosis in children I will gladly discuss them in another thread, the main one being the desperation of parents and inaccurate reporting. the second one being the 'shot in the dark' nature of diagnosis in mental health treatment, where with inaccurate information the doctor is making a guesstimate, the third being palliative treatment of symptoms when an accurate diagnosis does not lead to resolving treatment.
Now in autism, starting with the heavy duty side not the 'asperger's' side, there is a cluster of traits.
[The following is from Diagnostic and Statistical Manual of Mental Disorders: DSM IV]
(I) A total of six (or more) items from (A), (B), and (C), with at least two from (A), and one each from (B) and (C)
(A) qualitative impairment in social interaction, as manifested by at least two of the following:
Now there are metrics that are used despite the use of the word qualitative, which is a poor choice that I disagree with. It is important to note that these are pervasive behaviors, and that they should manifest in all areas, setting and people. They are not better accounted for by something like social anxiety.
1. marked impairments in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body posture, and gestures to regulate social interaction
As in that they don’t, they do not use postures , facial expressions and eye to eye contact. Marked means that it is VERY noticeable. One area where people who do not understand the DSM misunderstand, this mean VERY noticeable
all the thime
2. failure to develop peer relationships appropriate to developmental level
As in not just that they do not have a friend, but that they do NOT develop those skills at all. As in this is not social anxiety.
3. a lack of spontaneous seeking to share enjoyment, interests, or achievements with other people, (e.g., by a lack of showing, bringing, or pointing out objects of interest to other people)
very odd behavior, they often appear flat and do not share joy or reflect the joy of others. You can tell them that you just one the lotto, they don’t care. They could have won the lotto, they do not express it. No happy birthday.
4. lack of social or emotional reciprocity ( note: in the description, it gives the following as examples: not actively participating in simple social play or games, preferring solitary activities, or involving others in activities only as tools or "mechanical" aids )
Now that one I know is often misinterpreted by people who do not know what it is. There is no social reciprocity, so it shows in some strange ways, social distance, laughing when really not appropriate.
When it talks about the solitary thing, imagine them playing a with a block, the same block every day, over and over. “Fire”, play with the block, time to eat, play with the block. “here is another block”, nope it HAS to be that one.
It is like they bond with objects rather than humans.
(B) qualitative impairments in communication as manifested by at least one of the following:
1. delay in, or total lack of, the development of spoken language (not accompanied by an attempt to compensate through alternative modes of communication such as gesture or mime)
This one is really marked, in that they do not learn to communicate unless there is intervention, and delay means way outside the mormal range of acquisition.
2. in individuals with adequate speech, marked impairment in the ability to initiate or sustain a conversation with others
Imagine that, in a kindergarten, again not social shyness, not a desire not to talk, but lacking the ability to make and sustain conversation, it is hard to describe without citing paragraphs and paragraphs, they lack the ability, it is not a will issue.
3. stereotyped and repetitive use of language or idiosyncratic language
As in perseveration, repeating the word ‘buzz’ for hours and hours and hours, especially if when they hum it, day after day. Idiosyncratic not like most children, they only refer to something by that special word.
4. lack of varied, spontaneous make-believe play or social imitative play appropriate to developmental level
As playing with a spoon. Only a spoon. Having to say the exact same phrases in all ‘play’.
Not like OCD.
(C) restricted repetitive and stereotyped patterns of behavior, interests and activities, as manifested by at least two of the following:
1. encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus
As in they ONLY talk about it, “That dog just got ran over”, baseball, “please to meet the president”, baseball, “Your pants are on fire”, baseball. All the time, nothing else. Not about food, the weather, their pants being on fire.
2. apparently inflexible adherence to specific, nonfunctional routines or rituals
3. stereotyped and repetitive motor mannerisms (e.g hand or finger flapping or twisting, or complex whole-body movements)
4. persistent preoccupation with parts of objects
A truly strange one, like they have to touch your feet, they don’t look at e your face, just your feet, for every one and everything.
(II) Delays or abnormal functioning in at least one of the following areas, with onset prior to age 3 years:
(A) social interaction
(B) language as used in social communication
(C) symbolic or imaginative play
(III) The disturbance is not better accounted for by Rett's Disorder or Childhood Disintegrative Disorder
So suggest alternative causes and we can discuss how they would hopefully have been ruled out. Granted many people do 'assesment' who are in no way qualified , like teachers.
