Signs of Autism Spectrum Disorder (ASD)
In children aged 1 to 2, early signs that may prompt an assessment include :
- Absence of babbling, pointing or communicative gestures
- Rare or poorly modulated eye contact
- Rare smiles
- Lack of response to first name or reaction when spoken to
- Failure to share interests (e.g., does not show objects) or ask for help
- Difficulty relating to others, indifference to others
- Lack of imitative, symbolic or imaginative play
- Unconventional games (e.g. alignment, repetitive actions)
- Angry outbursts for no apparent reason
- Difficulty being consoled
In school-age children, for example, we can observe that :
- Does not initiate, respond to or enter into interaction in an atypical manner
- Interacts more in response to requests or own interests than to seek social exchange
- Little sharing of interests or emotions
- Has difficulty initiating or sustaining a conversation
- Little understanding of jokes or second-degree humor
- Specific language (e.g., repetitive or "plated" language, formal language, monotonous intonation)
- Evasive eye contact
- Little use of gestures to accompany speech
- Shows little facial expression
- Prefers solitary activities
- Has difficulty making friends and understanding the implicit rules of relationships
- Little adaptation to different social situations
- Little fantasy play, alone or with a friend
- Has interests that stand out for their intensity or theme
- Repetitive movements of the body or parts of the body
- Demonstrates behavioral rigidity, having difficulty adapting to change and novelty
- Presents sensory sensitivities
In adolescents and adults, the signs of ASD are often more subtle, as people have learned various strategies and behaviors. However, social relationships often remain complex to manage. Indeed, the lack of social reciprocity, as well as difficulties in understanding the implicit aspects that govern exchanges and social relationships, often persist.
Assessment
At CERC, theevaluation of ASD is carried out in several sessions. First, we conduct an in-depth interview with the parents to retrace the person's developmental history and identify particularities in social communication, social interaction, behavior and play. During the second meeting, an assessment of intellectual potential is carried out. The person is then placed in social situations to assess reciprocal social interactions, understanding of social relationships and emotions, as well as certain aspects of play and creativity. At CERC, we use standardized and recognized tools (ADI-R, ADOS-2), which are international references for the diagnosis of ASD.