The first thing most people read when searching for definitions of ASC are the general ones. They often describe male children with "Classic Autism" …not the entire spectrum, and not much on the milder presentations. Not much on the other type of presentations which we may be seeing…or in some situations not seeing!
I am always struck by how I am regularly trying to help adjust the definition of the condition in others' minds. For the families I work with the realization of these variations in presentations, and learning more about the condition, is a process that they need to undertake. Stephen Shore said that if you know one child with Autism, then you know only one child with Autism……..not the many other children who will have the same condition, but entirely different presentations.
Without an idea of how the condition can vary it is harder for families to completely accept the diagnosis, as their child doesn’t seem to ‘fit’ the criteria as described in the diagnostic manuals or textbooks.
Also, support that is subsequently provided may be impacted adversely as we intervene when we needn’t, intervene inappropriately, or make assumptions about (in)ability.
PART I: EYE CONTACT
This is probably one of the most misunderstood aspects of ASC. It is often understood as an absolute…as a complete lack of ‘looking’ by the child all of the time.
A lot of children with ASC do look at others, some fleetingly, some for prolonged periods of time. So eye ‘contact’ is not necessarily an issue. What is an issue is that of eye gaze co-ordination.What that means is, it is not always done appropriately, such as ‘looking’ when someone is talking to them or showing them something, and/or, it is not maintained as required, and both of these need to be encouraged correctly.
However, the difficulties in making and maintaining eye ‘contact’ for those with ASC because of sensory processing issues, are also important to note.Understanding what is being said, while looking at the person speaking, can be hard for those with ASC. It is the coordination of the two senses that is difficult. It can be an overwhelming amount of stimulus through the eyes, or a particular thing, that is distracting. The individual with ASC is unable to filter out what is relevant and focus on what is being said. How and when we go about encouraging ‘looking’, therefore, is of the utmost importance.
Children with ASC do not always look directly at the person when they are being spoken to, but are often listening, and using their peripheral vision.We know this by the fact that they respond appropriately to what is being presented…they pick the right card, answer correctly to what is being asked, go to the place indicated.
Improving eye ‘contact’ or ‘looking’ is a priority when working with those with ASC, but it should have a purpose. To understand better, and to respond better. If we find an individual is listening better without looking, and that is not affecting understanding or responding, we need to consider not forcing it at that moment.