Autism spectrum test teacher professional#

May not respond consistently to their name, or may tend to refer to themselves as ‘you’ or by their name, rather than ‘I’.

Noticing the body’s internal sensations (interoception) and understanding and communicating the related emotions can be challenging.

Requires additional support to follow instructions that contain more than one or two steps.Showing a preference for following visual instructions.Preferring to make little or no eye contact.Displaying a select range of facial expressions or using facial expressions that are different in the context of what the person is communicating.Differences in natural communication styles, preferring more literal language use rather than the use of non-literal language like sarcasm or metaphor, which may be more challenging to understand in context.

Differently using and responding to tone of voice or non-verbal social cues such as facial expressions and body language in social interactions.

Using little or no speech to communicate with others or relying on others to interpret their sounds, body and facial expressions.

very formally or very informally, in a monotone, in an accent, etc.

Speaking in a way that is not expected in the context of the conversation e.g.

Intense conversational focus on subjects that interest them, combined with a minimal interest to engage in conversations on other topics.

A tendency to lead conversations in which they are taking part, or not regularly taking turns.

Some examples of these characteristics may include: Checklist Social communication signsĬhildren on the spectrum will often communicate and interact with others around them in a unique way.

Autism spectrum test teacher professional#

It is unlikely that a child will display all of these characteristics, and it’s important to remember, only a qualified professional can carry out an assessment for autism. Note that the information below is just a list of some of the common characteristics of autism. These characteristics cover a range of human behaviour, from social communication and social interaction, to restricted, repetitive and sensory processing. There are a number of characteristics that may make you question if your child is on the spectrum. These questions, either continue from observations or new ones, are about behaviours you are noticing or have been pointed out by other parents or teachers.īut how do you know what ‘typical’ development is, or development that might indicate your child is autistic? Some children on the spectrum are often diagnosed during their primary school years, when it becomes more obvious that their communication, social interaction and behavioural characteristics are unique to those of their peers.Ĭhildren on the spectrum may find it challenging to make friendships, take part in conversations or find common interests with other children.Ī few questions relating to your child’s development in their pre-school years, may have been raised. There are generally long, unstructured days, lots of verbal information to process, other children to navigate interactions with, boisterous playground activity to negotiate and different sights, sounds, smells and noises to process.įor some children – particularly those on the autism spectrum – these experiences can be challenging and sometimes overwhelming.

School can be a busy environment for children.