I am thrilled to feature this guest post by Megan Myatt, M.S., CCC-SLP, speech-language pathologist and owner of a speech-language pathologist and owner of Growing Together: Speech-Language Therapy. She provides speech-language evaluations and therapeutic supports for young children and their families in Carroll County, Maryland. www.growtogetherslp.com
In honor of Autism Acceptance Month, and in anticipation of Better Language and Communication Month, I’d like to talk about the benefits of early identification (and resulting therapeutic supports) of autism. But first, let’s go over a few definitions...
What is autism?
The DSM-5 defines autism as “persistent deficits in social communication and social interaction” paired with “restricted, repetitive patterns of behavior, interests, or activities” that cannot be better explained by other disorders/disabilities (e.g., intellectual disability).
While this definition provides specific insight into the social and behavioral presentation of autism, I find it to be somewhat negative. It implies that autistic individuals have “deficits” or “atypical behaviors,” when really, they’re just wired differently.
Over the years, I’ve noticed that some parents (definitely not all) avoid early identification, or quickly seek to change their child’s “deficits,” in fear of what they perceive autism to be.
As a parent of an autistic child, I completely understand this fear. Our society has long supported the notion that autism is a bad thing. The media presents only the best and worst parts of autism. Parents want the best for their children- whether that be love, acceptance, happiness, you name it, and autism may be viewed as a barrier to those experiences.
So let’s talk about another definition:
What is ableism?
Ableism is defined as the “discrimination and social prejudice against people with disabilities and/or people who are perceived to be disabled. Ableism characterizes people who are defined by their disabilities as inferior to the non-disabled.”
The diagnostic criteria for autism is clearly written from an ableist perspective. And it’s time to shift our language and views to celebrate and embrace the differences that autistic individuals have to offer. This change is not going to happen overnight, but I believe it starts with the early identification/diagnostic process.
I propose the idea of using different, strengths-based language to talk about autism. Limiting words like “deficits,” “impairments,” “atypical,” or “odd.” As professionals and/or parents, we can still acknowledge our child’s social, communication, and behavioral challenges, and leave out the ableist terminology.
So- back to the main topic: are you concerned about your child’s development? Do you notice differences in their communication, social interaction, play, and behavior? Here are some early characteristics or traits of autism (Please note- this is not an all-inclusive list, and not all traits are necessary for an autism diagnosis):
Differences in language and communication
May demonstrate challenges with verbal communication (e.g., may not use words, or may repeat phrases)
May prefers physical communication (e.g., pulling/guiding)
May use fewer communicative gestures (e.g., pointing)
May not always respond to their name
Differences in social communication
May prefer to be the leader in their own play (i.e., may play next to other children rather than with them)
May show differences in social reciprocity (e.g., may not understand the social expectation of responding to hello/goodbye)
May demonstrate differences in gaze/eye contact and facial expressions (e.g., may not give everyone eye contact)
May not show and share interests as expected (e.g., pointing out interesting toys, sharing objects for play)
Differences in play and behavior
May find different ways to play/use objects (e.g., aligning toys)
May be detail-oriented (e.g., notices blemishes on preferred toys)
May prefer repetition and routine
May demonstrate special interests in certain topics or objects
May have different sensory experiences (e.g., sensitive to lights or loud noises)
May express emotions in physical ways (e.g., flapping hands)
So, what’s the benefit of early identification/diagnosis?
Early identification leads to early intervention, which can provide your child with the opportunity to build engagement and connections with others, grow their communication skills to advocate for their wants, needs, and interests, and begin to learn how to regulate their emotions and sensory experiences in this world.
It also provides answers- for parents, families, etc. Early identification may lead to a greater understanding of autism- helping parents to understand their child, communicate with them, understand their behaviors and meet their sensory/emotional needs, and connect on a deeper level.
The risk of “wait and see” and/or the fear of diagnosis plays into the ableist perspective. It may also prolong communication challenges for autistic children- particularly in a world that wasn’t designed for them (at present time). Autism does not have to be negative, and it does not need to be “fixed.” Early interventionists can identify and foster your child’s strengths, and support your family in meaningful ways.
If you’ve noticed any of the above signs/traits of autism, reach out to your local early intervention program or related professionals. And remember, acceptance starts with you. Neurodiversity is beautiful.