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Symptoms of autism in the fifth version of DSM fall into two areas:
Difficulty communicating and interacting with others
Repetitive behaviors and sensory and abnormal movements
Communicate with others:
The child's inability to communicate with others bothers the child's parents more than any of the symptoms of autism. Parents often say that their child is in their own world. A child who does not participate in social and emotional bargaining. Debts that require communication with others.
Communicating with a child with autism is like trying to pick up a radio device, a device that is sometimes completely transparent and sometimes full of noise. An autistic child may also have moments of good eye contact and then move into his own world.
Communication and social problems can include the following:
They do not react to the name
Avoid eye contact
Avoids physical contact
She has inappropriate pink facial expressions or does not show her feelings at all with facial expressions
He has difficulty understanding other people's feelings or talking about his own feelings.
People with autism do not have enough natural speech skills to meet communication needs
They have Echolalia or recurrence
They cannot use hints to communicate
They have difficulty in imaginative games and the use of symbols in language.
Repetitive behaviors:
Repetition is not inherently wrong. Repetition increases a person's skills. Repetitive behaviors in children with autism are excessive and sometimes excessive, and indicate cognitive inflexibility.
Children with autism fall into the trap of repetitive behaviors for a variety of reasons. Sometimes a behavior is repeated over and over again as if their needle is stuck and they can't stop repeating it. This symptom is called congestion. In the case of children with autism, it is in conjunction with its contradictory behavior, that is, the pairing of the pair. One moment he is involved in the end and a few moments later he shows a shocking behavior and this is a real challenge.
Repetitive behaviors Which are divided into two categories of repetitive mental behaviors and physical repetitive behaviors?
Repetitive mental behaviors
Stubborn insistence on going home the other way around, shifting the order of his duties in class
Problems transferring from one activity to another or preventing new activities
Cliché games, for example, instead of playing with a car, playing with a car tire, or playing with a telephone wire instead of playing with a telephone.
Repetitive physical behaviors
Like fluttering wings
Shaking your fingers in front of your eyes
Walk on your toes
Rotate around or spin around the rest
Back to front
Other diagnostic criteria
Sensory-motor processing
Children with autism process sensory data differently than others. The child's reaction to sensory stimuli will be more or less.
Includes auditory, visual, visual, tactile, depth, and balance senses
The pain
The threshold for pain in children with autism may increase or decrease sharply.
Food selection
Sometimes the food pattern is quite objective and tangible, that is, it is based on the sensory nature of the food. One may reject anything cold or crispy. Sometimes it can be very difficult to determine the reason for choosing a food, for example, fried potatoes can be eaten in one restaurant but not in another.
The fear
Some children are not afraid of autism; they jump carelessly in the middle of the street or climb tall structures. On the other hand, they have severe and unusual fears, such as falling leaves.
Movement sluggishness
Many children with autism have sluggishness. Children with mild autism are often cumbersome and poorly tested. They are not able to perform their homework correctly.
Theory of mind
We know how others feel and what they think. Is he smiling or frowning? Recognizing that others have their own thoughts and feelings, along with the ability to guess what our audience is thinking or feeling, is called mind theory. It is described in detail in the speech therapy section
Central cohesion
Central cohesion refers to the ability to see the overall picture, the ability to put together thousands of small details to get a whole central coherence. The brain is designed to have central coherence. Most of the times we make no conscious effort to achieve this coherence. People with autism have difficulty concentrating and see the world in pieces. They focus on the myriad details of the scene, but lose the overall picture.