Autism in Kindergarten: Identification & Support

Autism in Kindergarten: Communicating Concerns

Role of the Educator/Guardian

Communicating concerns about a child potentially on the autism spectrum requires great sensitivity. It is often better to initially discuss observations in terms of a communication or developmental difference rather than using specific diagnostic labels like PDD (Pervasive Developmental Disorder), especially before a formal diagnosis. School psychologists or other psychological care professionals can significantly assist the educator or guardian in communicating these observations to parents. The school should be prepared to provide access to a professional team that can support the child immediately.

Developing Educational Programs for Autism

Developing an educational program tailored to the needs of each child involves setting objective therapeutic and educational strategies. Diagnosis is crucial as it informs the evaluation needed to plan effective intervention. It helps define the necessary types of support and adaptations.

According to Lloente Martos and principles for educational programs, intervention must be flexible and adapted to the individual's profile. It should focus on the individual within the environment in which they operate, aiming to promote their welfare and quality of life.

Impact of Autism on Families

Autism Spectrum Disorder often has a significant impact on families. This is partly due to the challenges related to social-emotional reciprocity, forming emotional connections, and navigating social and communication difficulties. Diagnosis can be challenging due to the absence of clear biological markers or distinct physical characteristics.

For months, parents may believe they are raising a typically developing child. When concerns arise or a diagnosis is made, they may face a multitude of professional opinions and a complex journey.

Characteristics of Children with Autism

Characteristics may include differences in social interaction and communication, varied responses to people, and a restricted repertoire of activities and interests. Children may engage in self-stimulatory behaviors (stereotypies).

Challenges in processing internal feelings or sensory input can sometimes affect the development of reciprocal emotional relationships, impact sensory-motor development, symbolic play, and language development. There may be differences in intentionality and assigning meaning to actions, and difficulty understanding their own preferences or those of others.

A need for objects to be in a specific order or placement is common. They may process internal states or sensory input differently, sometimes appearing less responsive to external social cues like praise arising from interaction.

Components of Early Intervention Programs

Effective early intervention programs typically include several key components:

• Direct Assistance: Involves detection, diagnosis, monitoring, and evaluation of the child, family, and environment.
• Research: Combines actions directed towards studying, participating in, and monitoring scientific developments.
• Training: Includes activities such as information dissemination, training sessions, and advice/consultation.

Programs should plan and develop different types of actions:

• Preventive actions (addressing the individual, family, and social environment).
• Individualized attention.
• Adaptation of the environment.