Social Impairment In Autistic Children

Toddlers typically socialize easily and willingly with their peers. Socializing does not have to be solely verbal, children can socialize by quietly playing alongside a peer. Autistic children often lack social and communication skills. Ava often plays alone, but she may just be the shy child, right? Occasionally I witness her play with others, but the children are younger than her and cannot speak much due to their age. According to a doctor, social impairments of ASD include, “[An] impairment in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body postures, and gestures to regulate social interaction. [The] failure to develop peer relationships appropriate to [their] developmental level. [A] lack of social
In individuals with adequate speech, [there is] marked impairment in the ability to initiate or sustain a conversation with others. [There is a] lack of varied, spontaneous make-believe play or social imitative play appropriate to [their] developmental level” (Andersson). Communication and social impairments are similar and can equally affect a child. Make-believe play is common in toddlers, but Ava lacks this type of play. Personally, I notice a major difference between children with an imagination and those without. Children with an imagination tend to think about alternatives in any situation, and interact with their peers more. When Ava speaks, she can only use two or three words at a time—she clearly says the words “No,” “Yes,” and “Mommy.” Moreover, Ava’s lack of communication and social skills creates a barrier between her and me, as well as her and the classroom. Without verbal communication, I am unaware of her needs, but I have begun to read her body language. With continued early intervention, Ava will be able to clearly speak her needs and thoughts. At this point in the school year, I have noticed that therapy has enhanced Ava’s
An IEP states the ways in which a child must learn; therefore, the teacher is legally forced to follow the plan. Currently, Ava does not have an IEP due to her age, but she does undergo early intervention. The Individuals with Disabilities Education Act (IDEA) provide early intervention services to children from birth to three-years-old (Stuart). Students with a developmental delay are eligible for this intervention. The developmental delay must be obvious and the child must be far behind their peers. As compared to her peers, Ava is clearly underdeveloped; therefore, Ava receives early intervention for occupational therapy. These services help with the development of communication, cognitive, social, physical, and adaptive skills (Stuart). Ava’s intervention focuses on her current delays to create strategies and activities to help her develop, or strengthen, these skills. When Ava becomes four-years-old, a doctor will evaluate her for autism. Then, Ava will be diagnosed with autism if her parents want the diagnosis. If the parents wish to not diagnose Ava due to her age, she may receive special education services in elementary school. If eligible, she will then receive an IEP. Without observing Ava’s lack of behavior, communication, and social skills, I would not have known to change the classroom environment to fit her needs. Because of Ava, I am now a supporter of early intervention