Autism and GUA / GUU can be thought of as degrees of the same developmental disorder in which the main symptom is that the child has difficulties with social interaction and empathy (empathy) compared to other people. GUA stands for pervasive developmental disorder Other and GUU stands for pervasive developmental disorder Unspecified. Autism, GUA and GUU thus belong to any group of pervasive developmental disorders.
Collect The term ‘Profound developmental disorder (GU)’, however, is on the way out, because in the next version of the diagnostic systems (WHO ICD and the American DSM) will change it to the more informative term autism spectrum disorders (ASD).
One can say that GUA and GUU is the “rest” that remains when one has found that a child has an autism spectrum disorder (GU / ASF), but thus does not fall under any of the known forms (autism, Asperger’s syndrome , Atypical autism and the rare variant Disintegrativ disorder). GUU is mostly used as a temporary diagnosis when this report is unfinished.
Children who are GUA diagnosis often have more anxiety and chaos in their behavior than common in autism spectrum disorders. They have at least as much as other children with ASD need the structured education and training, as described below.
What symptoms, children with autism, GUA and GUU?
The key symptom is mentioned problems with social interaction, in addition to communication difficulties and stereotypical, unilateral action patterns. A child with autism, GUA or GUU may have one or more of the following three basic symptoms:
- Interaction disturbance shown by the fact that the child is pretty good at being alone or play next in peace for other people. It seems as if it does not miss being together – at least while the child is younger. Eye contact is almost always different, either almost glassy, so it is clear that the child is different at the point or just more than usually shy and elusive and more focused on things than on people. These traits usually begins to show itself in the second year of life.
- The second distinguishing feature is communication disabilities, in terms of both linguistic and non-linguistic communication. Autistic children are usually slow to speak and have very specific language differences, where for example, they say you / he about himself; “You may well get chips, you may well get chips …”. The kind of sentences they can repeat out of context, possibly echoing language. They may have an amazingly good memory for phrases they have heard long ago, so one can overestimate their ability to understand and use language, if you do not notice it’s clichéd and phrases can be misplaced in the context.
- The last reason symptom is restricted, stereotyped activities and interests.An autistic child typically use toys on a strange mechanical manner in which such a strong feeling for cars to be made up in a specific order again and again. The child can not understand to be with, if another child wants to play chase. The child has little ability to find imaginative play and experiment with switching between reality and fantasy. It can not follow that a block at one moment is a building block and the next a fire truck that a banana can be used as a phone and that Camilla is Princess morning and lion in the afternoon.
How many have autism, GUA and GUU?
Most places in the world have found that autism is present in a 1-2 per thousand among children and adolescents. Approximately half of these also have a degree of general intellectual disabilities/mental retardation. There are fewer adults who are familiar with the diagnosis, the figure is likely to increase in the coming years.
The inclusion of other forms of pervasive developmental disorders (Asperger syndrome, GUA / GUU m. Fl.), A total of up to one percent of the world population who have an ASD. This corresponds to approximately 600 newly diagnosed per year, or 40 to 50,000 in total.
What causes autism, GUA and GUU?
Autism is largely hereditary, sometimes complicated by brain damage, for example by infection in pregnancy. There are as many boys / men (about four boys for every girl) who is diagnosed with a developmental disorder that generally regard. Genetic risk and neurobiological developmental disorders are the “weaker” sex, which one has no sure explanation.
Twin studies is the strongest argument for the case of biological inheritance. In identical twins with the same genes, the incidence of disease in twin B when twin A have the disease, 70 to 90 percent, while that of toæggede who share 50 percent of their genes is about 3 percent – the same frequency as in ordinary siblings. There is no other mental illness in which this difference is so significant.
In the case of interactions of multiple genes, may be 5 – 10 or more. There perishes intensive worldwide research into heredity conditions in these years, but because of the genes complicated interaction is more difficult to uncover than you first thought.
What is the typical behavior exhibits individuals with autism, GUA and GUU?
We know little about the biological processes that occur between the different genes and autistic behavior. By contrast, we know very little about what is special about autistic people’s way of thinking – the psychological processes that may explain part of the behavior.
First, autistic people through better act embossed and visual than to linguistic duties, sometimes better to act embossed tasks than normal people. They are especially good at copying patterns without immediate meaning, for example, so-called block pattern in an intelligence test. The autistic children can be good to analyze a character who seems meaningless to others. Many children with autism are tough to puzzle because they can photograph the pieces form without being distracted by the image or content.
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When it comes to tasks of human relationships and wisely manage autistic children the right bad. When the psychologist asks: “What would you do if you cut your finger?” The child may respond technically correct (“soft”), but the child has not got hold of the whole idea that the psychologist asks that question.
The autistic child’s basic handicap is the reduced ability to empathize with other people have other thoughts and feelings than they have, and especially the thoughts and feeling things of others. The sixth sense tells most people that when comrade start to look absent ago, it is time to pause and check whether he is still interested in long-term investigation, we are engaged in is weakened.
“I know they are talking to the eyes, but I do not understand what they say – I do not mind reading,” said a gifted boy with autism. This ability to sense the unspoken in socializing, is something very small children intuitively finds out without us having to learn them.
These problems with “mind reading” is also called impaired empathy (empathy disorder) or decreased mentaliseringsevne (“theory of mind”).
How does one diagnosed with autism, GUA or GUU?
The parents feel that the child is different, typically leads to referral by their GP or PPR for child psychiatric assessment at 3-5 years of age. The report includes thorough interview about child development (history), observation of the child and special structured surveys and observations, for example ADOS (Autism Diagnostic Observation Schedule).
Neurobiological studies such as scanning only makes sense in exceptional cases.
What treatment do you give children with autism, GUA or GUU?
There are many methods that can better the lives of people with autism and their families:
Information on disability causation, symptom pattern, future prospects and so on are central. It is often both a grief and a relief for parents to get an explanation for their child’s behavior. The condition is known, and there are many parents and professionals who can help.
Knowledge Centre for Autism has the primary task to help with information.
Social Pedagogy is to organize the child’s daily life, so the development potential is released in the best possible way. It concerns both special education and specialized social pedagogy.
Special social education is all the methods of conflict prevention, conflict resolution and social training, the child can enjoy. It requires as a basis consistent structuring of the child’s life so that it becomes predictable and understandable. Repetitions, schedules, rewards and visibility (for example, pictures, icons) is good at this stage. It should be based on the child’s strengths, for example, it is often good visual talent.
The children typically have the pleasure of performing their rituals. It may be a good idea to allow the child to grow rituals some time – after they have worked with traditional learning, which they find boring and do not understand the meaning of. This can also help the environment to have a relaxed relationship to the child’s quirks and find out whether you can use some constructive.
Some children may be “single integrated” in normal classes, but it requires great special pedagogical skills of teachers, something which is very difficult for an individual municipality to organize so that it is stable and professionally throughout the school career.
The trick is, when there is created a secure basis, to challenge and develop the child as far as its capable of. This can be done through play, training, role play and ultimately so close contact with ordinary life as possible, still under protective forms.
Parents and gradually the whole family needs ongoing help for the upbringing and the problems that arise along the way. The instructions must be given by professionals who have special experience with this handicap group, preferably the same for a long time when there is created a relationship of trust.
Medical treatment is rarely considered. It will only arise on the psychological complications – for example, depression.
Conversation therapy individually or in group
Conversational therapy has gained new importance in recent years, where one has been better at adapting conversation mold to person communication disabilities. It can be good in contact with a person who understands one’s difficulties and uncertainty by being different and can help with constructive self-awareness. This could eventually take place in groups, for example with an experienced special education teacher as a facilitator. It is especially in adolescence, conversations can make sense.
The ideal is to establish a stable “group responsibility” of parents and professionals, parents gain confidence. Handicapped is lifelong and requires constant adjustment to changing requirements – and there should always be someone around the child, which is soberly look forward with this perspective.
What is the prospect for the future?
With the help of family and experts can have a good life with autism – even if you can not directly deal with the biological and psychological processes behind autism.
The outlook has developed favorably in recent years with more knowledge and more resources from society. Most remain longer at home than average, and some moves for example via specialized schools as adults in group homes or sheltered housing.
Talent level, especially the linguistic abilities, of great importance for how well it’s going to go. Another important factor is how turbulent and violent behavior becomes. Behavioural problems are crucial to how special and restrictive an environment the child to be in. A calm and sociable person with autism may for example be included in special educational environment where you can work with learning, communication and social training.
Some manage to use the res special talents in sheltered employment or legitimate occupation, for example in IT.