Learning About Autism

Autism spectrum disorder (ASD) is a complex developmental disorder that can impact social interactions, communication, interests or behaviour. ASD affects each individual differently. Children and youth can exhibit a wide variety of characteristics. It is not caused by parents or the way a child is raised. 

Children and people with ASD can have have different ways of learning, moving, or paying attention. Some individuals can be highly sensitive to changes in their environment. Early interventions based on an individual's needs and abilities can help children and youth learn to navigate their world effectively, enjoy family life and attain success at school and throughout life.

Communication styles of children and people with ASD can have a range of responses. Some just need more processing time before making a verbal response, others may respond with sign language, and some may not respond verbally or make eye contact. Even when there is no visible response they are still observing, listening and processing. Patience and understanding by others that are part of the situation is needed and appreciated by individuals, their parents and family members.

How to approach a child with autism spectrum disorder.

Each child with autism spectrum disorder is different. This means the approach to and support of each child is not a one method suits all.

Follow basic greetings when saying “hi” to the child.  Smile, look at the child, and say their name, just like you would any other person.  They are understanding more than it may appear. 

When greeting the child use one or two short statements rather than asking a question. Comments that don't need a response are more relaxing for the child. On first meeting the child may not look at you, or may not respond verbally. They are still processing, observing and listening.

Over time the child may feel more comfortable and may respond with eye contact or a response.

Eye contact can be difficult for children on the autism spectrum. Repeating a simple hello again, and again at each meeting is appreciated each time you see the child.  They thrive on routine and repetition. Use short greetings such as,  “I'm happy to see you today. It's a nice sunny day.”

Some children on the spectrum can be sensitive to touch, noise, smells and sounds. The best policy is simply don’t touch a child or ask the parent first. Some children may like doing “high five” after meeting someone several times and once a person becomes familiar to them.

Include a child with autism spectrum disorder wherever they can be included with other children.  Like all children they need opportunities to interact with same age peers. Some may wander about the room when in a new environment. Moving around can be a way for the child to self regulate and cope with the new environment. When a child becomes dysregulated and starts to struggle in the setting they may benefit from moving to a quieter area for a sensory break or quiet time . Then returning when the child is ready. Other community members can help and show their support by understanding and accepting the child's need to wander or come and go. This acceptance is appreciated. .

Note: Folks from the special needs community were consulted for their input. Many thanks to them for their time and assistance.