The conditions that overlap with autism generally fall into one of four groups: classic medical problems, such as epilepsy, gastrointestinal issues or sleep disorders; developmental diagnoses, such as intellectual disability or language delay; mental-health conditions, such as attention deficit hyperactivity disorder ( ...
People with ASD often have problems with social communication and interaction, and restricted or repetitive behaviors or interests. People with ASD may also have different ways of learning, moving, or paying attention. It is important to note that some people without ASD might also have some of these symptoms.
Stimming might include: hand and finger mannerisms – for example, finger-flicking and hand-flapping. unusual body movements – for example, rocking back and forth while sitting or standing. posturing – for example, holding hands or fingers out at an angle or arching the back while sitting.
Can a person be diagnosed with both ADHD and ASD? More than half of all individuals who have been diagnosed with ASD also have signs of ADHD. In fact, ADHD is the most common coexisting condition in children with ASD.
A subset of repetitive movements such as twirling, hand-flapping or vocalizations are sometimes called 'stimming. ' This is short for self-stimulatory behavior, a clinical term that some autistic people have adopted. They have also spoken out about the importance of their 'stims. '
Arm flapping is one of the stimming behaviors that involve the repetitive movement of the arms and hands. It's often used as a way to release excess energy or stimulate the senses. Arm flapping can also be a form of communication for autistic people who have difficulty expressing themselves verbally.
posturing – holding hands or fingers out at an angle or arching the back while sitting. visual stimulation – looking at something sideways, watching an object spin or fluttering fingers near the eyes. repetitive behaviour like opening and closing doors or flicking switches.
About 28 percent of people on the autism spectrum are left-handers compared to 10 percent in the general population. Genes involved in brain development may link left-handedness and neurodiversity.
It can include finger wiggling, clapping, moving arms, shaking, clenching fists, or any other variation of these characteristics. Often, it is part of a full physical display that might include body rocking or head shaking, or even pacing or jumping while making vocalizations.
Finger flicking may give the child something to concentrate on when they find the environment overwhelming, the rhythm of the repeated behavior may feel soothing, or they may use the behavior to address (or rebalance) an impaired sensory processing system.
Children with ASD may have physical symptoms that range from difficulty with coordinating muscle movement to low muscle tone. Children with autism spectrum disorder are also less likely to participate in physical activity than their age- related peers.
They are not aware of their own stimming behaviour and neither are they aware of others reactions to their stimming behaviour. Autism causes a lot of anxiety, fear, anger and other strong emotions in people, since they have high levels of sensory inputs in comparison to ordinary people.
Restricted and repetitive behaviors vary greatly across the autism spectrum. They can include: Repetitive body movements (e.g. rocking, flapping, spinning, running back and forth) Repetitive motions with objects (e.g. spinning wheels, shaking sticks, flipping levers)
Memorising and learning information quickly. Thinking and learning in a visual way. Logical thinking ability. May excel (if able) in academic areas such as science, engineering and mathematics as they are technical and logical subjects that do not heavily rely on social interaction.
In conclusion, there are many factors that can make autism worse. Sensory overload, changes in routine, social isolation, co-occurring conditions, and lack of support can all exacerbate the symptoms of autism.
Individuals with autism can also have an aversion to touch. Touch can cause a lack of emotional response or may even cause emotional stress and turmoil.
This study interviewed 9 autistic people and found that all had listening difficulties. The loudness of background noises, and the number of people talking, affected their ability to listen, as did other sights, smells, thoughts, and feelings.
Social interaction and communication
not consistently respond to their name being called. not consistently use gestures on their own – for example, they might not wave bye-bye or clap without being asked to, or they might not nod for yes or shake their head for no.
About 70% of autistic people have an intellectual disability, which means they have an IQ lower than 70. The remaining 30% have intelligence that ranges from average to gifted. Autism and intelligence are two separate characteristics. A person can be autistic with any level of intelligence.
To add to the confusion, autism is often found alongside other conditions like attention deficit hyperactivity disorder (ADHD), dyspraxia, anxiety, and sometimes dyslexia. Language difficulties form part of communication deficits which is considered a core autism feature.
The results show evidence of a trend towards elevated levels of atypical handedness when it comes to differences in left- and mixed-handedness (p = 0.09 and p = 0.07, respectively), but do show clear evidence of elevated levels of non-right-handedness between individuals with ADHD and controls (p = 0.02).
In the case of vocal stimming (or verbal stimming), the child might make noises such as groaning, grunting, high- pitched screeching, squealing, humming, or repeating random words, words to a familiar song, phrases, or lines from a movie.
Hand flapping can present itself as a stimming behavior in many ways, including: Moving fingers vigorously. Clicking fingers. Moving arms.
Common examples of stereotypy are hand flapping, body rocking, toe walking, spinning objects, sniffing, immediate and delayed echolalia, and running objects across one's peripheral vision (Schreibman, Heyser, & Stahmer, 1999).