default base_article Confidentialitate Autism []

Tulburarea pervazivă de dezvoltare (tulburarea de spectru autist), se poate recunoaște dupa o afectare calitativă, de ordin diferit, a trei arii importante: interacțiunea socială, comunicarea și un repertoriu restrâns și repetitiv de interese, activități, cu un debut precoce, sub trei ani.

Elementul comun al tuturor tulburărilor din spectru îl constituie deteriorarea calitativă în interacțiunea socială reciprocă.

Autismul este prezent încă de la naștere și se păstrează pe durata întregii vieți. Poate avea două tipuri de debut: autismul poate fi observat încă din primul an de viață sau semnele clinice se instalează în jurul vârstei de 2-3 ani, iar copilul, care până la această vârsta a avut o evoluție cvasinormală, pierde anumite achiziții (cognitive, de socializare, comunicare) și începe să manifeste comportamente repetitive, autostimulări.

 Pervasive developmental disorders (autism spectrum disorder) can be recognized by impairment in three major areas: social interaction, communication and restricted and repetitive interests and activities, with an early onset (under 3 years).

 

Autism is present at birth and kept throughout life. Two types of onset: autism can be observed in the first year of life, clinical signs are installed around the age of 2-3 years. 

The common element is failure in developing peer relationships and abnormal social play.

 

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Manifestări clinice care atrag atenția părintelui că ar putea exista o problemă:

Deficit în interacțiunea socială

Deficit calitativ al comunicării:

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Comportament

 

 Clinical manifestations that indicate autism:

Diagnostic Criteria

A.      Persistent difficulties in the social use of verbal and nonverbal communication as manifested by all of the following:

1.       Deficits in using communication for social purposes, such as greeting and sharing information, in a manner that is appropriate for the social context.

2.       Impairment of the ability to change communication to match context or the needs of the listener, such as speaking differently in a classroom than on the playground, talking differently to a child than to an adult, and avoiding use of overly formal language.

3.       Difficulties following rules for conversation and storytelling, such as taking turns in conversation, rephrasing when misunderstood, and knowing how to use verbal and nonverbal signals to regulate interaction.

4.       Difficulties understanding what is not explicitly stated (e.g., making inferences) and nonliteral or ambiguous meanings of language (e.g., idioms, humor, metaphors, multiple meanings that depend on the context for interpretation).

B.      The deficits result in functional limitations in effective communication, social participation, social relationships, academic achievement, or occupational performance, individually or in combination.

C.      The onset of the symptoms is in the early developmental period (but deficits may not become fully manifest until social communication demands exceed limited capacities).

D.      The symptoms are not attributable to another medical or neurological condition or to low abilities in the domains or word structure and grammar, and are not better explained by autism spectrum disorder, intellectual disability (intellectual developmental disorder), global developmental delay, or another mental disorder.

 

Social Communication Disorder

A. Persistent difficulties in the social use of verbal and nonverbal communication as manifest by deficits in the following:

1) Using communication for social purposes, such as greeting and sharing information, in a manner that is appropriate for the social context;

2) Changing communication to match context or the needs of the listener, such as speaking differently in a classroom than on a playground, communicating differently to a child than to an adult, and avoiding use of overly formal language.

3) Following rules for conversation and storytelling, such as taking turns in conversation, rephrasing when misunderstood, and knowing how to use verbal and nonverbal signals to regulate interaction;

4) Understanding what is not explicitly stated (e.g. inferencing) and nonliteral or ambiguous meanings of language, for example, idioms, jokes, metaphors and multiple meanings that depend on the context for interpretation.

B. Deficits result in functional limitations in effective communication, social participation, social relationships, academic achievement, or occupational performance.

C. Onset in the early developmental period (but deficits may not become fully manifest until social communication demands exceed limited capacities).

D. Deficits are not better explained by low abilities in the domains of word structure and grammar, or by intellectual disability, global developmental delay, Autism Spectrum  Disorder, or another mental or neurologic disorder.

 

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