Autism

Autistic people have different ways of making sense of the world. 

Autistic people will communicate, interact, behave and learn in ways that are different from people who are not autistic As a result, for autistic people everyday situations that non-autistic people may find straightforward can be difficult to make sense of.

Some autistic people may have higher support needs than others, which may include learning disabilities, while others may be highly skilled academically. Some may present with significant difficulties with social communication, while others may present with social difficulties that are more subtle, and therefore not recognised until later on in life (if at all). This is because the way that autistic people and non-autistic people communicate is different, rather than because autistic people communicate in a way that is 'wrong'. For example, autistic people may find it easier to communicate with other autistic people, because they have a more similar way of sharing information and expressing themselves.

Because there is such diversity in the way that autistic traits present, the term “spectrum” has been adopted, and traits can be thought of as falling somewhere on the spectrum. Some also refer to the "Autism Wheel", which depicts different traits being experienced to varying degrees. 

For example, an autistic person may be very sensitive to sensory input, but not struggle with social communication. 

Some autistic people need a lot of help in their daily lives and a high level of appropriate support. Others may benefit simply from understanding their condition and identifying their strengths and what situations may cause challenges.

Experiences of autism can vary widely from one person to another. There is no single feature that defines autism. An overall picture or pattern of behaviour needs to be built, because a child who is autistic may sometimes behave just like a non-autistic child. 

Likewise, both children and adults who are autistic have often learnt to mask their discomfort and do things they are “supposed to”, such as make eye contact. It’s important to understand what happens most of the time, not what happens occasionally, and to be aware of when the person is enduring discomfort in order to behave in a certain way.

Key areas of difference for those who are autistic are in the ways they communicate and interact with others, and, for children, the way they play and engage in make believe.

An autistic child will have some or all of the following behaviours:

• prefer not to be held or cuddled, or cuddle only very occasionally
• appear to be unaware when people talk to them, but respond to other sounds
• have delayed language skills for their age and use language in unusual ways, such as speaking very formally or repeating words
• have an incredible memory for words and phrases they have heard
• not look at objects when another person points to them
• prefer to play alone, and not be drawn to playing with others
• not make eye contact
• ignore greetings, such as hello or goodbye
• not respond to children’s games such as peek-a-boo or hide and seek
• not play “pretend” games (for example, pretending to “feed” a doll)
• display intense interest in certain things – these may be age-appropriate (e.g. dinosaurs, toy cars) or unusual for their age (e.g. the mechanics of toys or cars, or seemingly random topics)
• react strongly to loud noises or dislike intensely some tastes, textures or smells
• have difficulties with fine motor skills or coordination.

Autistic teenagers or adults may:

• repeat actions over and over again
• find direct eye contact uncomfortable
• have difficulty displaying emotions through appropriate facial expressions
• prefer to be alone and find social situations draining or, alternatively, want to engage in social relationships but find it difficult to do so, or find that friendships often end unexpectedly
• have trouble understanding other people’s feelings or responding to their expressions or emotions – this often means that they will respond inappropriately, apparently missing the “tone” of a conversation
• have a very set routine and feel significant distress at any changes to their routine 
• prefer things to be done or placed in a very particular way
• appear to get stuck doing the same thing over and over, and find it difficult to switch focus to something else
• have some intense, particular interests – sometimes this is in specific, unusual topics, and other times it is an age-typical topic but the interest is more intense than it is for others
• do movement patterns (intentionally or unintentionally) such as hand flapping or walking on toes – this is known as “stimming” and is a more noticeable version of the behaviours that all people do at times to stimulate their senses, such as foot-tapping or hair-twirling 
• have trouble expressing their needs using typical words or motions
• not respond to or appear to understand requests
• have “meltdowns” when in a situation where there are a lot of social demands, or sensory input, or at the end of the day when they feel that their energy has been drained
• find it difficult to understand or follow instructions and guidelines of assessments, or to organise themselves effectively to work on a task – as a result, their marks at school may not reflect their level of intelligence.

Autism in women, girls and those assigned female at birth

Historically, it was thought that girls, women and those assigned female at birth were less likely to be autistic. However, recent research has highlighted the challenges in identifying autistic traits in women, girls and those assigned female at birth. It is often said that the differences that these people experience are more subtle, or may appear so to others. Some autistic women, girls and those assigned female at birth feel they are “masking” their autism to try and hide the fact they feel different. This can result in misdiagnosis, late diagnosis, or some people not being diagnosed at all.

It is not unusual for autistic girls or those assigned female at birth to be diagnosed during the high school years, when social and academic demands make it difficult to cope. “Masking” works for a limited time but becomes too effortful, and even simple tasks can feel completely overwhelming and lead to increased anxiety and “meltdowns”. 

Strengths you may notice in an autistic person 

There are a number of strengths associated with autism that are important to recognise. Autistic people often have subjects they are extremely interested in, will learn as much information as they can about, and can dedicate lots of time to without getting tired or bored. They may then become an expert or highly skilled in that area. Some have a remarkable memory for numbers or dates as well as other things related to their special interests. 

Furthermore, autistic people are often detail-oriented, honest and fair. Autistic people often also have an excellent sense of humour and are sensitive and compassionate.

Autism is not something to be “cured”. Instead, increasing understanding about autism for those who have been diagnosed and those close to the person (such as whānau and teachers) is one of the most helpful ways to support someone. Furthermore, being aware of and supporting any difficulties that may arise related to autism can have a significant positive effect on an autistic person. For that reason, it’s important that autistic children get support early in life so they can develop the skills and confidence they will need to lead a happy and fulfilling adult life.

However, if autism is not identified early in life, there is support and help available for those who are diagnosed later in life so they too can flourish. A team of specialists, under the guidance of a mental health professional with experience in autism, can develop a plan for you or your child which may contain the following components.

Therapy, such as talking therapies

Therapies that provide structure, direction and organisation are very helpful for an autistic person, and can also help families develop strategies to best support a young person. Social skills training can also be a helpful form of talking therapy to support those who want to improve their confidence in social situations.

Talking therapies can also help to address other mental health symptoms that may occur alongside autism, such as anxiety, OCD or mood difficulties. Your specialist will explain what is available locally and which type of talking treatment is most suitable 

Education

Education about autism can be extremely important to help you, your family/whānau and your supporters. There are websites listed in the resources section below, and your health specialist will provide information to you as well.

There are numerous well-designed programmes for children and families that can help. These can be found through your local branches of Autism NZ and the Children’s Autism Foundation.

At school

If your child is autistic, it’s best to keep up with their school programme and inform teachers of any changes in behaviour or treatment. Following an assessment, the person who conducted the assessment or who is supporting the intervention may be able to guide suggestions and support for the school. 

Talk to the school about getting assistance from the Ministry of Education’s Learning Support Service for help with your child's classroom behaviour and learning needs.

In secondary school, special assessment conditions may be useful, such as allowing extra time, allowing assessments to be completed on a computer, or holding the exam in a space with fewer sensory stimuli that may otherwise cause distress. The learning coordinator at school can assist in this process. 

Medication

Some medications may assist in improving difficulties that exist alongside autism. These may help you or your child concentrate better, be less impulsive, feel calmer and be able to learn and practise new skills.

It’s important that the progress of a child on medication is checked and the treatment reviewed regularly with your doctor.

If you or your child is prescribed medication, you are entitled to know:

• the names of the medicines 
• what symptoms they are supposed to treat 
• how long it will be before they take effect
• how long they will have to be taken for and what their side effects are (short and long term).