Intervening Early: Nurturing Development in Children with Autism

Figure: Collage showing child being made attentive at grade three through customized visual-verbal micro-learning material

Intervening Early: Nurturing Development in Children with Autism

The term 'Autism Spectrum Disorders' has been defined as follows by Autism Speaks Canada, "Autism is an umbrella term for a wide spectrum of disorders referred to as Pervasive Developmental Disorders (PDD) or Autism Spectrum Disorders (ASD). The terms PDD and ASD are used interchangeably. They are a group of neurobiological disorders that affect a child's ability to interact, communicate, relate, play, imagine, and learn much. These disorders not only affect how the brain develops and works, but may also be related to immunological, gastrointestinal, and metabolic problems."

It is further added that that the signs and symptoms are seen in early childhood, if we aware about ASD issues. It needs to be understood that the term 'spectrum' is important because of the wide range of intensity, symptoms and behaviors, types of disorders, and considerable individual variation among people with autism. Children with ASD may have a striking lack of interest and ability to interact, limited ability to communicate, and show repetitive behaviors and distress over changes, as in the case of many with classic autism, or Autistic Disorder. On the other end of the spectrum are children with a high-functioning form of autism who may have unusual social, language, and play skills, as in Asperger Syndrome.

The research on autism informs that, autism spectrum consists of the following disorders: Autistic Disorder or Classic Autism, Rett's Disorder or Rett Syndrome, Childhood Disintegrative Disorder, Asperger's Disorder or Asperger Syndrome, and Pervasive Developmental Disorder.

Here is an ABC poem on ASD and special education’s role in development of autistic children as culled out from my experience as educator and researcher.

A: Avoidance of eye contact is permanent in autism spectrum but it not hindrance to learning like blind who do not have the eyes but still learn

B: Behavioural or kinesthetic interventions and occupational therapy interventions in form of simple, small, discrete and intensive tasks is the way to develop the child with autism

C: Cognitive development through verbal skills and functional play is the goal and teacher is required to work by the side of the autistic child

D: Defining characteristic lack of eye contact is autism spectrum disorder and is a neurological problem which is beyond the scope of teacher to remove it

E: Eye contact or not looking straight isn't just weird, it is stressful, uncomfortable, aversive, and negative for a child with autism, hence never force it

Note: This write-up is contribution on WAAD 2026 with some parts reproduced from an earlier blog