Tips for Educating Children

Autism is a condition that regards a person from birth or during toddlerhood, which makes him unable to form normal social or communication relationships. As a result, the child is isolated from other humans and enters into a world of repetitive, obsessive activities and interests. (Baron-Cohen, 1993). According to Power (1989) the characteristics of children with autism are the presence of 6 disorders in the field:

* Social interaction,
* communication (language and speech),
* emotional-behavior,
* playing patterns,
Sensory and motor disorders
* Late or abnormal development.

These symptoms begin to appear from birth or as a child; Usually before the child is 3 years old.

Autism in the Diagnostic and Statistical Manual of Mental Disorder R-IV is one of the five types of disorders under the umbrella of PDD (Perpasive Development Disorder) outside of ADHD (Attention Deficit Hyperactivity Disorder) and ADD (Attention Deficit Disorder). Perpasiv developmental disorder (PDD) is a term used to describe several groups of developmental disorders under the (umbrella term) pdd, namely:

1. Autistic Disorder (Autism) Appears before the age of 3 years and is shown to be obstacles in social interaction, communication and imaginative play skills and the presence of stereotypical behaviors in interests and activities.
2. Asperger's Syndrome Barriers to the development of social interactions and limited interests and activities, generally show no delay in language and speech, and have an average to above average intelligence level.
3. Pervasive Developmental Disorder – Not Otherwise Specified (PDD-NOS) Refers to the term atypical autism, a diagnosis of PDD-NOS occurs when a child does not show the overall criteria at a particular diagnosis (Autism, Asperger's or Rett Syndrome).
4. Rett's Syndrome Is More common in girls and rare in boys. Had experienced normal development then there was a setback / loss of his ability; Loss of functional hand ability replaced by repeated hand movements in the age range of 1 - 4 years.
5. Childhood Disintegrative Disorder (CDD) Shows normal development during the first 2 years of developmental age then suddenly loses the abilities that have been achieved before.

Diagnosis of Perpasive Develompmental Disorder Not Otherwise Specified (PDD – NOS) is commonly used or used in the United States to explain the presence of some characteristics of autism in a person (Howlin, 1998: 79). The National Information Center for Children and Youth with Disabilities (NICHCY) in the United States states that Autism and PDD – NOS are developmental disorders that tend to have similar characteristics and symptoms appear before age 3. Both are neurological disorders that affect the ability to communicate, understand language, play and the ability to relate to others. Inability to adapt to changes and unnatural responses to sensory experiences are often also associated with autism symptoms.

A. Social Interaction (minimum 2):

1. Unable to establish non-verbal social interactions: eye contact, facial expressions, body position, less directed movements
2. Difficulty playing with peers
3. No empathy, pleasure/interest sharing behavior
4. Less able to have 2-way social and emotional relationships

B. Social Communication (minimum 1):

1. No/late to talk, not trying to communicate non-verbally
2. Can talk but not for communication/ initiation, egocentric
3. Strange language & repeated/stereotypical
4. How to play less varied / imaginative, less social imitation

C. Imagination, flexible thinking and imaginative play (minimum 1):

1. Maintain 1 or more interests in a very distinctive and exaggerated manner, both intensity and focus
2. Fixated on a ritualistic activity/useless routine
3. There are strange movements that are distinctive and repetitive. Often very impressed at certain parts of an object

Autism symptoms can be very mild, moderate to severe, so the public may not be aware of its entire existence. Severe or mild autism disorder is often then paralleled with function. Experts say that children with autism with low levels of intelligence and cognitive impairment, do not speak (nonverbal), have self-harm behavior, and show very limited interest and routine that they are classified as low functioning autism. Those who demonstrate cognitive function and high intelligence are able to use language and speech effectively and demonstrate the ability to follow a routine commonly classified as high functioning autism. Two dichotomys of the characteristics of the disorder will actually greatly affect the educational implications and treatment models given to people with autism. May through this medium the author appeal to experts and psychologists in the field of autism to further develop strategies and teaching techniques that are right for them. Especially considering the fact from the results of previous research that 80% of children with autism have low intelligence and do not speak or nonverbal. But again, whatever diagnosis or label given priority is immediately given the right intervention and really according to their needs.

The standard references used universally in recognizing the types of developmental disorders in children are icd (International Classification of Diseases) 10th revision in 1993 and DSM (Diagnostic and Statistical Manual) Revision IV which are both the same content. Specifically in the category of Perpasive Developmental Disorder (PDD): Autism is indicated when 6 or more of 12 symptoms are found that refer to 3 main areas of the disorder, namely: Social Interaction – Communication – Behavior.

Autism as a spectrum of disorders then the symptoms can be evidence of various combinations of developmental disorders. If behavioral or communication tests cannot detect the presence of autism, then some screening instruments that have now developed can be used to diagnose autism:

Childhood Autism Rating Scale (CARS): a childhood autism rating scale created by Eric Schopler in the early 1970s based on behavioral observations. Tools using scales up to 15; Children are evaluated based on their relationship with people, use of body movements, adaptation to change, ability to hear and verbal communication.
The Checklis for Autism in Toddlers (CHAT): a list of autism screenings in toddlerhood used to detect 18-month-olds, developed by Simon Baron Cohen in the early 1990s.
The Autism Screening Questionare: is a list of questions consisting of 40 scale items used on children over the age of 4 to evaluate their communication and social skills
The Screening Test for Autism in Two-Years Old: an autism screening test for 2-year-olds developed by Wendy Stone at Vanderbilt based on 3 areas of child ability, namely; play, imitation of the motor and concentration.

Accurate diagnosis of autism and other related developmental disorders requires thorough observation of the child's behavior, communication skills and other developmental abilities. It will be very difficult to diagnose because of the wide variety of visible disorders. Observations and interviews with parents are also very important in diagnosing. Evaluation of teams consisting of various disciplines allows for standardization in diagnosis. The team can consist of neurologists, psychologists, paedagogues, speech/language pathologists, occupational therapies, social workers and others as such.

Some or all of the following characteristics can be observed in people with autism and their spectrum both with the coldest to the heaviest conditions.

1. Barriers in communication, for example: speaking and understanding language.
2. Difficulty in connecting with others or objects around them and connecting the events that occur.
3. Play with toys or other objects unnaturally.
4. Difficult to accept changes to recognizable routines and environments.
5. Move the body over and over again or the presence of certain patterns of behavior