may stop using language entirely, or a child may stop playing social games he or she used to enjoy such as peek-a-boo, patty cake, or waving“ bye-bye.” Any loss of speech, babbling, gestures, or social skills should be taken very seriously, as regression is a major red flag for autism.
High functioning and low functioning Autism
People with autism are often described as being“ high functioning” or“ low functioning.” But there is actually no such diagnoses in the diagnostic manual. In general, the terms are used by people who are not autistic. And they are used to describe the degree to which someone on the spectrum is( or appears to be) and how much support they need. In other words, autistic people who are or appear to be closer to“ normal” are considered to be high functioning and less likely to require constant support.
High functioning people use spoken language to communicate. Low functioning people are more likely to use technology or picture boards, and may have limited or no spoken language.
High functioning people are more likely to be able to manage the expectations of an academic setting and are usually more aware of social conventions. For example, they are more likely to use tools and utensils typically, greet others appropriately, etc.
Low functioning people generally look and sound very different from their typical peers. In other words, their disability is more visually and aurally obvious to the casual observer. High functioning people are more likely to appear typical( until some event or conversation makes their autism more obvious).
Low functioning people are less likely to be included in typical classes or activities, and are more likely to be in a“ substantially separate” academic settings. High functioning people are more likely to be included – with or without support – in general classrooms and out-of-school programs.
These distinctions, however, are artificial and they are by no means absolute. That’ s because autistic children and adults behave differently in different situations and every individual has a range of strengths and challenges.
Asperger Syndrome( AS)
Asperger Syndrome and high functioning autism( HFA) are often referred to as the same diagnosis. While they currently exist as two separate diagnoses, there is an ongoing debate about whether that is necessary. It is possible that, in the future, they may be combined into one category. Individuals with high functioning autism and Asperger’ s have average or above average intelligence but may struggle with issues related to social interaction and communication. The diagnosis of either High Functioning Autism or Asperger Syndrome can oftentimes feel frustrating to a parent and the child as it may seem that the terms are not clearly defined. It is essential to remember that both AS and HFA do present themselves largely the same way, and as a result may be treated in a similar way. The primary difference is that a diagnosis of HFA requires that, early in development, the child had delayed language whereas in AS, the child did not show a significant delay in language development.
What does it mean to have Asperger’ s?
Like other autism profiles, Asperger syndrome is a lifelong developmental disability that affects how people perceive the world and interact with others.
People with Asperger syndrome see, hear and feel the world differently to other people. It is a lifelong condition and it is not an illness or disease and cannot be‘ cured’. Often people feel that Asperger syndrome is a fundamental aspect of their identity.
People with Asperger syndrome are of average or above average intelligence. They do not usually have the learning disabilities that many autistic people have, but they may have specific learning difficulties. They have fewer problems with speech but may still have difficulties with understanding and processing language.
According to the National Institute of Neurological Disorders and Stroke( NINDS), children with Asperger Syndrome find it difficult to identify and express their feelings, just like those with high functioning autism. They find it challenging to connect with others, often don’ t hold eye contact and have trouble reading other people’ s faces and gestures. Many children with AS flap their hands, a behaviour often associated with classic autism; speak without much emotion( or have otherwise unusual speech patterns), need to follow schedules rigidly, and are intensely, even obsessively, interested in one specific subject, so much that they become veritable experts in that field. They also exhibit sensitivities to various stimuli, from sounds to clothing to food items.
Support for ASD and AS
There are countless ways to support a child who falls into the Autism spectrum or has Asperger syndrome. Based on the areas in which they struggle, there are strategies that parents, teachers and practitioners can apply to support them better and help them function more independently in society. Whether it is by using visual aids in classrooms or comic strip conversations to teach social skills, offering weighted blankets for children who struggle to stay still or using sand timers for an autistic child to comprehend the start and finish times of a particular activity, there are countless techniques and strategies available to adults working with autistic children based on their particular need and area of weakness.
Applied Behavioural Analysis( ABA) Therapy is often recommended for children on the spectrum or with Asperger’ s. ABA is a scientific based learning program, which teaches a learner to learn through repetition and reward. When a behaviour is rewarded through praise, added attention or something tangible, the learner will associate that behaviour with something good, causing learner to want to repeat that learned behaviour more frequently. Speech therapy is often recommended too along with physical therapy in some cases. All these therapies are great for children that are closer to the low functioning end of the spectrum.
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