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What are Autism Spectrum Disorders?
The term 'Autism Spectrum Disorders' (more commonly referred to as 'Autism') is used for a developmental disability that typically appears during the first three years of life. This umbrella term covers Autistic Disorder, Asperger's Disorder and Atypical Autism.
Autism is four times more prevalent in boys than girls and has no racial, ethnic or social boundaries. Current evaluation of international research identifies the prevalence as 65 per 10,000 population. Socio-economic, lifestyle and educational levels of the family do not affect the possibility of its occurrence.
Autism is a spectrum disorder as its symptoms and characteristics can present in a wide variety of combinations from mild to severe. It is important, therefore, to understand that e very person with autism is an individual and, like all individuals, has a unique personality and combination of characteristics.
Autism interferes with the normal development of the brain in areas of reasoning, social interaction and communication skills. Characteristics of autism include:
- impairment in the social use of language
- difficulties in understanding and using non-verbal communication
- impairment in imagination and play
- difficulties adapting to change
- reliance on predictable routines.
People with an Autistic Disorder can also have an intellectual disability. However, people at the more able end of the autistic spectrum, such as those with Asperger's Disorder, tend to have average or above average intelligence and generally have fewer problems with language, often speaking fluently, though their words can sometimes sound formal or stilted. People with Autism Spectrum Disorders do, however, have a tendency to interpret language literally. Therefore, ironic comments or sarcastic humour, gestures or jokes may be misinterpreted or not understood.
Some people with Autism or Asperger's Syndrome have exceptional skills in areas such as music, art, memory, mathematics and motor skills. However, these skills are not demonstrated by the majority of people with Autism Spectrum Disorders.
As a result of their impairments, people with Autism Spectrum Disorders often experience overwhelming anxiety, frustration and confusion when faced with the demands of everyday life.
Myths and Realities of Autism Spectrum Disorders
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Interacting with a person with a disability, including a person with Autism, should be characterised by respect for their rights to dignity, confidentiality and equity.
Social contact can be extremely stressful for people with autism as they often have difficulties understanding the reciprocal nature of social relationships.
To foster positive relations:
- treat the person as you would treat other people
- talk directly with the person and not to the person accompanying them
- show respect, as you would show other people; do not talk down or patronise
- enquire about their interests
- attempt to use plain English* when speaking with the person
- discuss age appropriate topics such as sport, television, theatre, music or news rather than child-like things
- ignore inappropriate behaviours such as repetitive speech or movements and redirect conversations on to more appropriate topics.
*For further information about plain English, refer to the website: Plain English Campaign, UK website
Adults in the autism spectrum can be valuable employees. They often demonstrate punctuality, attention to detail, and consistency. Some thrive on tasks that others see as repetitive and some respect rules. They may come up with simple and concrete solutions to problems that have baffled others.
People with Autism Spectrum Disorders may have the assistance of a Disability Employment Network service provider. The role of this service is to identify strategies for the employee to work effectively in the position, to work alongside the employee until they have acquired the necessary skills and to provide ongoing support.
An employee with autism will have individual needs, just like all employees. It is important to consult with the employee, and possibly a support person, to determine the level of assistance, support and modifications required in the workplace. Work adjustments may include the following:
- An employee with autism may be dependent on having clear routine structures. If these routines need to be changed, it is important to communicate this in advance to the employee.
- People with autism often learn in small steps through repetition. This means that their work activities may need to be reduced into smaller steps and learnt in stages using repetition. Developing effective routines will assist in this process, along with using a number of communication strategies such as pictures, tick lists and visual demonstration. It may be helpful to physically demonstrate the activity or break down the activity to create small achievable goals.
- Develop a 'work buddy' system whereby a co-worker is identified, based on their personal qualities and experience in the work environment, to provide learning support and guidance.
- Speak clearly using uncomplicated language and statements.
- Allow time to explain work requirements and information to the employee.
- Allow time for the employee to respond to your requests and also to ask questions.
- Avoid jargon.
- Check that the person has understood what has been said. Be prepared to repeat what you have said using different words.
- Use a variety of communication strategies (such as illustrations and pictorial systems) to explain concepts, requests or information.
It is important to understand that what may appear to be minor changes in routine or in the job specification may be a major hurdle for an employee with autism. Someone who has been performing very efficiently may be completely destabilised by such changes and may need assistance and support for a period of time to make the adjustment.
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