Camp MakeBelieve Kids

A Social and Emotional Learning Program that Builds Emotional Competence in Children. The place where youth learn to believe in themselves.

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Autism Defined

Autism is a complex disorder of the central nervous system that affects many different expressions of brain development. Most people with autism have problems communicating, interacting socially, interpreting and responding to the external world, and often suffer from limited imagination and exhibit restricted, repetitive patterns of behavior. In 1943, Dr. Leo Kanner of the Johns Hopkins Hospital introduced the term early infantile autism into the English language. At around the same time a German scientist, Dr. Hans Asperger, described a milder form of the disorder that became known as Asperger’s Syndrome.  

* Social interaction: Children with autism have difficulty with social relationships.  They may appear indifferent or aloof. 

* Social communication: They may have problems with both verbal and non-verbal communication. They may not fully grasp the underlying meaning of common phrases, gestures, facial expressions or vocal tone. They might interpret sarcasm such as "Oh, right!" as meaning they really are right. Their body language is also hard to understand. Their non-verbal cues may not match what they are saying or, their tone may not convey the emotion their trying to impart.  A high-pitched, sing-song, or flat, robot-like voice is common. Others with relatively good language skills speak like little adults, missing the "kid-speak" commonly spoken by peers. 

* Imagination: Play may be hampered by limited imagination.  They may mimic or engage in rigid, repetitive behaviors. 

* Repetitive behavior: Some children may repeatedly flapp their arms, walk on their toes or freeze in position. They might spend hours lining up blocks or toys instead of using them for pretend play. Repetitive behavior may look like persistent, intense preoccupation. 

* Obsessions: The child might be obsessed with learning all about bus schedules, ships or rockets and talk about it incessantly. Often there is great interest in numbers, symbols, or science. If they are interrupted, the child may show great upset. 

* Resistance to change: They may resist changes in routine and demand absolute consistency in their environment. Even slight deviations in any routine—wake-up, meals, clothes, bathing, routes can be extremely disturbing. It’s been suggested that sameness and order offers stability in their confused world. 

*Unusual responses to sensory experiences:  Many are highly sensitive to certain sounds, textures, tastes, and smells. For example, the feel of clothes, car horn, lightening, a cell phone ring —may cause these children to react strongly, even scream. On the other hand, there are children who may be unresponsive to extreme temperatures or pain.  

It is crucial to know that autism is not a one-size-fits-all diagnosis.  

Although the elements above are common to most, each child is unique. The differences among them may be as great as the similarities, in terms of functioning, intelligence and behavior.  Indeed, professionals now refer to autism as Autism Spectrum Disorder (ASD), as the symptoms can present in a wide variety of combinations, running the gamut from mild to severe.  One child may have little trouble learning to read but have poor social skills. Some may show only slight language delays or even display precocious language with large vocabularies, but have trouble sustaining a give and take conversation.

Misunderstandings about Autism

Without meaningful gestures or the language to ask for things, children with ASD often have trouble expressing their needs. Anxious or frustrated, they may yell, or grab, until they’re taught more appropriate ways to make themselves understood. When undiagnosed, their behavior may be misinterpreted as “naughty,” when in fact, their behavior is disorder-related. 

A person with autism reports, “Reality to an autistic person is a confusing, interacting mass of events, people, places, sounds and sights. There seem to be no clear boundaries, order or meaning to anything. A large part of my life is spent just trying to work out the pattern behind everything.”  

Frequency Autism Occurs

Autism Spectrum Disorder appears to affect an estimated one of every ninety children and is four times more likely to affect males than females.

Is it my fault?

While there may be a genetic component, parents do not and cannot cause ASD. Although the multiple causes of the disorder are unknown, we do know that it is not caused by “bad” parenting or lack of love and is not cured by punishment. Parents need support to manage difficult behaviors with structure and consistency.  Parents will commonly say, “Well my child is like this because I spoiled him.”  Parents will then give examples of how they always did everything for their child: dressing him, organizing his day, speaking for him, giving him what he wanted without requiring him to use his words when asking, etc.  What parents need to understand is that they have a natural sense of knowing what their child can and cannot do.  Parents instinctively step in and assist in these situations.  Instead of thinking that it was the parents’ behavior that caused their child’s delays, they need to realize that it was their child’s delays that caused the parents to respond as they did.  Once parents understand this, they start to realize that deep down, they instinctively knew something was not typical about their child.

Onset of ASD

ASD can often be detected by age three, and sometimes as early as 18 months. The baby may have seemed "different" from birth, failing to respond to people or focusing intently on one item for long periods. However, ASD can also appear in children who seemed to be developing normally. When a babbling toddler suddenly becomes withdrawn, silent, self-abusive, or indifferent to social cues, that’s a red flag. 

Children who are higher on the Autism Spectrum are often not identified until later.  They are often first identified by teachers who notice them struggling to make and maintain friendships.  Teachers also often notice that these children struggle when they go from learning to read to having to read to learn.  Abstract concepts, comprehension questions requiring making inferences, and written expression are all academic concepts that are typically difficult for these children.  Therefore, the children at the higher end of the spectrum often are not identified until social and academic demands at school highlight their deficiencies.

Research has shown that parents have the best radar when it comes to noticing developmental problems in their own child -- even if they don’t know the degree or specific problem.  

FAQ: 

What specific behaviors in my baby, toddler or pre-schooler should alert me? 

Generalizations about people with autism are rarely appropriate. That said, certain traits and behaviors are common to many people with autism. Possible indicators of Autism Spectrum Disorders include: 

• Does not babble, point, or make meaningful gestures by age one

• Does not speak even one word by 16 months

• Does not combine two words by 2 years

• Does not respond to his or her name

• Loses language or social skills

• Makes poor eye contact

• Doesn't seem to know how to play with toys

• Intently lines up toys or other objects

• Is firmly attached to one particular toy or object

• Doesn't smile

• May seem to be hearing impaired    Possible indicators of Autism Spectrum Disorders continued:

• Has difficulty engaging in the give and take when interacting with others

• Has problems understanding the speech of others

• Appears indifferent to others, often seeming to prefer being alone

• May resist attention or passively accept hugs and cuddling. 

• Seems distant or oblivious to his or her surroundings

• Has uncontrollable temper tantrums, is aggressive or self-injurious 

• may include hair pulling, biting, head banging)

• Insists on sameness and routine

• Extreme under activity or over activity

• Uneven gross and/or fine motor skills 

• Difficulty expressing needs and wants, verbally and/or nonverbally

• Repeats words or phrases back rather than responding appropriately to conversation.

• Laughs or cries for no apparent reason

•  Plays in odd or unusual ways

• Expresses over or under sensitivity to pain

• Shows no apparent fear of dangerous situations

• Difficulty regulating emotions

Should your baby, toddler or pre-schooler exhibit any of these characteristics, especially over time, a prompt visit to your pediatrician is warranted to start a thorough evaluation. Resist the temptation to "just wait and see." Problems of this type may signal some type of disability, even if it is not autism. The earlier you’re able to rule out or establish a diagnosis, the faster you’ll be able to give your child the effective help he or she needs. Early intervention in ASD can make all the difference. 

Early Developmental Stages of ASD:

Toddlers:  By age 3, most children are well on their way to learning language. The earliest verbal communication is babbling. Usually by the age of one, a typical toddler says words, turns when he hears his name, points when he wants a toy, and when offered something unpleasant is clear about “no." Children with ASD are slower in learning to interpret what others are thinking and feeling. Subtle cues—whether a smile, a wink, or a grimace—may have little meaning. For example: "Come here" always means the same thing, whether the speaker is laughing and extending her arms for a hug or frowning, hands on hips. 

Pre-school and early elementary: By age 5, most children understand that other people have different information, feelings, and goals than they have. An ASD child may lack this understanding, leaving them confused and bewildered. Their inability to view things from another’s point of view and seeming emotional immaturity, makes peer interaction very difficult, causing more frustration and problems in the group setting.  They may cry in class or have verbal outbursts that seem “off” to those around them. 

 Testimony

"The study really shines a light on something many parents look for, but seems to elude them. Validation that the program works --RESULTS. Isn't that the biggest question you get, "What will the program give my son or daughter...what can I expect...how long will it take to see results?" I'm very proud Jake is attending the Camp MakeBelieve Kids program. The changes he's made are priceless!"

Lauren Alvaraz