Early intervention crucial for children with autism spectrum disorder
30 Apr 2024
bySaras Ramiya
Every child with autism spectrum disorder is unique.Children with autism spectrum disorder (ASD) usually present with difficulties or delayed development of communication and social skills. The neurodevelopmental disorder may be seen in children as young as 2 years old and can range in severity from mild to severe.
Misinterpreting social cues, inability in forming complete sentences and following instructions, exhibiting repetitive behaviour and being resistant to change are some examples of ASD features. More children are being diagnosed with ASD: 589 were diagnosed in 2021 compared to 99 in 2010. [https://www.nst.com.my/lifestyle/heal/2024/04/1033304/child-acute-need-autism-services-malaysia]
“While [ASD] does affect some aspects of learning, we must remember that autism is a spectrum, and every individual is different. Most importantly, every child is teachable and not every child with ASD will need special education. Many of them are able to continue in normal schools, with some support, and some even go on to complete higher education and hold regular jobs,” said Dr Chow Suet Yin, Family Medicine Specialist with a special interest in child development and community child health.
The Modified Checklist for Autism in Toddlers (M-CHAT)* can be used for screening children as young as 18 months old. However, diagnosis should be confirmed by a qualified healthcare professional using formal developmental assessments. Additional tests may be conducted to rule out other causes that mimic autism such as certain genetic disorders or neurological conditions. Chow emphasized that early intervention is crucial, especially for children who have missed any important developmental milestones.
Children with ASD are eligible for an OKU (Orang Kelainan Upaya) card, which can help with admission into special integrated classes in government schools, assistance for educational aids, enrolment in community rehabilitation centers and job placement programs. “Parents will need to be more involved with their child’s education and work closely with teachers as well as a therapist. Teachers will also need to be aware of the child’s triggers and develop a personalised education plan,” said Chow.
She noted that digital tools and applications such as JABtalk, Card Talk, and Proloquo2Go, may be used with the therapist’s approval to fulfil the learning and developmental goals of children with ASD. However, parents should be advised to set clear boundaries to manage their child’s expectations and reduce resistance so that they use digital tools and applications properly. Online educational tools such as the WHO eLearning Caregiver Skills Training for Families of Children with Developmental Delays or Disabilities, can also be helpful for parents. [https://openwho.org/courses/caregiver-skills-training]
Chow pointed out that it is important for parents, educators and the community at large to acknowledge the different needs of children with ASD and to appreciate their strengths, as part of an inclusive and diverse society. Therapy will help them and their parents progress through different developmental stages so they can be more independent and lead fulfilling lives as they grow older.