Autistic traits, what exactly does that mean with regards to dx

[Blossomhill]

Dd been recently re-assessed and as you all know (from the multitude of posts we have had) she has always been complex and hard to pin down.

Recently the dx came back as speech and language disorder with autistic traits and adhd. She is being monitored very closely as things may become more obvious as she gets older.

Now what I am wondering really is what does autistic traits mean? Does it mean you have lots of symptoms but not full blown asd? Also when applying for things such as dla, etc do I it down as dx? I did try googling and found nothing that explained.

I did speak to dd's teacher who said it was useful for staff working with dd as they know she needs structure, routine, visual learning etc. etc.

I just feel her dx is a bit of a mixed bag really.

Thanks xx

I have googled and not come up with anything.

[jenk1]

The ASD specialist who dx,d DS told me that if there are "autistic traits" then there is ASD.

He said that based on Lorna Wing,s advice "if it walks like a duck,talks like a duck and acts like a duck-then its a duck"
DS first dx from CAMHS was OCD,need for rigid routines,social and communication problems etc and Autistic Traits.

Ive also spoken to the NAS re this and they say that a lot of health authorities use this instead of a dx.
Because its such a wide spectrum autistic traits are considered to be part of autism, thats the way its been explained to me, and certainly from my point of view being on the spectrum myself i know that somedays my "traits" are more easier to see than other days the same with DS.

HTH

[PinkKerPlink]

my daughter has "autistic traits" and all I seem to know is that it is common in most children with developmental disabilities

[mythumbelinas]

blossamhill
\link{http://www.nas.org.uk\trythis

[coppertop]

"Autistic traits" was the official dx given to ds2 while the Paed was adopting a wait-and-see approach. It meant that ds2 was still treated as though he had ASD but without the Paed committing to anything. Ds2's official dx is now AS.

I think a lot seems to depend on the individual Paed.

[OldieMum]

I read this review at the weekend. You might find the article, and the books reviewed, useful. Don't be put off by the pessimistic beginning - he goes on to talk about an autistic spectrum.

\link{http://www.lrb.co.uk/\here}

[Saker]

Ds2 doesn't have a diagnosis but would be described as having "autistic traits". The clinical pyschologist described this to me as meaning that at the current time he has some behaviours that could be described as autistic but not enough to tick enough boxes for a diagnosis. Obviously this depends on what diagnostic criteria are being used. I wouldn't write this down as a diagnosis of autism as it is not as yet at least.

BH, I have followed your posts over the last couple of years and everybody who has assessed your dd at different times has come to the conclusion that she is not autistic so I would hestitate in your position to write that down as a definite diagnosis.

We are beginning an RDI program for Ds2. They define autism slightly differently from the standard diagnostic criteria and I have found this quite helpful in how I think about Ds2's autistic traits. They ask the following questions:

1. Can your child share experiences with you either verbally or by smiling and laughing with you?
   
2. Can your child borrow your perspective? For example, do they look to you to help them resolve uncertain situations or are they soothed by a reassuring look on your face?
   
3. Can they "dance" with you? e.g. can they play their part in co-ordinating peekaboo with you or walking side-by-side, conversing with you?
   
4. Can they reflect on past experiences and anticipate future ones? Can they use an experience they had yesterday to avoid a negative result or repeat a positive one? Do they seem to understand consequences?
   
5. Can they go with the flow? Can they adapt easily to new conditions, see things in shades of grey, come up with multiple right answers?
   

Sorry this is really long but that is a lot more meaningful to me, in terms of understanding autism and the problems Ds2 has than whether he covers his ears at a loud sound, lines up toys or has echolalia. Not that those things aren't a part of autism for some children but the above are the core deficits - the bits that are really missing and without which it is hard for a child to develop socially or interact.

[sphil]

I really don't get this 'autistic traits' thing. Surely if a spectrum is a spectrum, then autistic traits mean that you are on it, iyswim. I like Saker's RDI definition - DS2 has an ASD dx but many people who work with him describe him as having a language disorder with autistic traits. He can do 1) and 2) in Saker's list, sometimes 3)but not 4) or 5) at all. From my limited experience so far, I think that you just have to look at the individual child and decide on an approach which best fits his/her strengths and difficulties. Getting some professionals to do this seems to be harder! I've lost count of the number of times we've received reports with some variation on:'DS2 will find transitions/change difficult and should be helped with a visual timetable' written on it, when he doesn't at all!

[Blossomhill]

Thanks all for this :)

Rang NAS today and they were great.

Oldie mum - article was v. interesting.

Saker your RDI section was really helpful.

Dd must be very similar to sphil's ds as she can do 1,2, sometimes 3, but not 4 or 5!

[SamsMIL]

I have a son with Asperger Syndrome which is on the Autistic Spectrum. It is very mild but he displayed enough 'autistic traits' for a diagnosis. My advice is don't get hung up on the label just read everything, pick out the bits that you recognise about your child, learn about how they think and it'll help you to understand their needs and support them. Example - my son could never get ready for school (he was 8) this would end up with a shouting match out of sheer frustration every morning. He was diagnosed on a Friday and the psychologist explained that one of the 'traits' he showed was that he had difficulty organising himself and too many verbal commands may confuse him. She suggested using a visual chart ie. ordered pictures of what he needed to do next and he folded them up when he'd done them. Voila! On Monday morning he got himself ready - I cried!! It was so simple. His behaviour became easier to cope with because I understood 'why'. Your child is an individual -aren't we all? Find out how they think - don't worry about what it means!! (& for god sake please start to train teachers - no disrespect!!)

[Blossomhill]

samsMIL - thank you, your post speaks so much truth, especially as we have trouble in the mornings too.

I just found keeping up the visual timetable a chore but know it does make life easier. I must did it out again ......

[Blossomhill]

dig it out....