Psychosocial Conditions

Autism
Let’s Review! 
Typical Teenage
Transformations
 Early Adolescence
Between ages eleven and fourteen,
adolescents tend to:
• Worry and be conscious about their developing
bodies
• Experience general moodiness due to hormonal
changes
• Assert their independence
• Hang around in gangs (for boys)
• Have one or two important best friends (for
girls)
 Middle Adolescence
At ages fifteen to sixteen, adolescents tend to:
• Become more secure about their bodies and
less self-conscious
• Start to take risks and push boundaries
• Develop a better capacity to compromise
• Make their own decisions
• Develop deeper, more lasting friendships
• Become more sexually aware, and start dating
 Late Adolescence
At ages seventeen to eighteen, adolescents tend to:
• Feel that they are adults and want to be treated equally
• Want to leave home, either to get ready for university or
to find a place of their own
• Have formed a stable relationship and have a serious
boyfriend/girlfriend
• Be more involved with friends rather than family
• Be working towards financial independence
DSM-IV TR Diagnostic Criteria
Autistic Disorder
 A. Qualitative impairment in social
interaction, as manifested by at least two
of the following:
1. Marked impairments in the use of multiple nonverbal behaviors
such as eye-to-eye gaze, facial expression, body posture, and
gestures to regulate social interaction

2. Failure to develop peer relationships appropriate to

developmental level

3. A lack of spontaneous seeking to share enjoyment, interests, or

achievements with other people, (e.g., by a lack of showing,
bringing, or pointing out objects of interest to other people)

4. Lack of social or emotional reciprocity ( note: in the description,

it gives the following as examples: not actively participating in
simple social play or games, preferring solitary activities, or
involving others in activities only as tools or "mechanical" aids )
 B. Qualitative impairments in
communication as manifested by at least
one of the following:
1. Delay in, or total lack of, the development of spoken
language (not accompanied by an attempt to
compensate through alternative modes of
communication such as gesture or mime)

2. In individuals with adequate speech, marked

impairment in the ability to initiate or sustain a
conversation with others

3. Stereotyped and repetitive use of language or

idiosyncratic language

4. Lack of varied, spontaneous make-believe play or

social imitative play appropriate to developmental level
 C. Restricted repetitive and stereotyped
patterns of behavior, interests and
activities, as manifested by at least two of
the following:
1. Encompassing preoccupation with one or more
stereotyped and restricted patterns of interest
that is abnormal either in intensity or focus

2. Apparently inflexible adherence to specific,

nonfunctional routines or rituals

3. Stereotyped and repetitive motor mannerisms

(e.g hand or finger flapping or twisting, or
complex whole-body movements)

4. Persistent preoccupation with parts of objects

 Delays or abnormal functioning in at least
one of the following areas, with onset prior
to age 3 years:

1. Social interaction

2. Language as used in social

communication

3. Symbolic or imaginative play

Now, what’s the
problem?
As the child with autism spectrum disorder (ASD) develops from child
to teenager to adult, the symptoms of autism may change over time
(e.g., parallel play as a child may be acceptable, but the teenager is
expected to have more direct social interaction)
Normal stages of life (e.g., puberty) may impact how
the symptoms of autism affect interactions
All of these issues affect the tasks ahead of youngsters with ASDs as they
experience changes and higher expectations during adolescence, including
• Leisure time/socialization
• Employment
• Friendships and socialization
• Independence
• Educational transition
• Quality of family life
As the young person with ASD ages, the number,
effect, or intensity of behavioral and medical
disorders may increase (see Table).
Developmental and Behavioral Issues to
Monitor in Adolescents with ASD
Developmental Disorders Psychiatric Disorders
Slow development (mental Anxiety
retardation)
Language disorders Depression
Learning disorders Obsessive-compulsive disorder
Associated Medical Conditions Behavior Difficulties
Gastrointestinal disorders Sleep disruption
Growth nutritional disorders Self-injurious behavior
Feeding difficulties Hyperactivity, short attention,
distractibility
Seizures Obsessions, perseveration
Growth abnormalities Stereotypies
Early onset puberty Aggression, disruption, tantrums
Genetic disorders Irritability or withdrawal
 Transition to
Community Life
 A developmental process of meeting and going through maturational
expectations enabling the special person to achieve the most of what he has
given his abilities, capabilities and levels of interest and motivation – so he can
lead his life and pursue a career he can be responsible for.
 Requires, in addition to a good
career participation, the
following:
• The special person’s aspiration
• The inspiration and support of the family
• The inspiration and support of significant others
• The provision of social and work opportunities
by a community deeply committed to the
welfare of the disabled and the handicapped
• A government that amply provides sustained
structural, manpower, and financial support as
mandated by law.
 Focuses on the following
imperatives:
• The provision of career preparation from school to
entry to exit
• Dynamic home-school partnership
• The provision of sheltered workshops and
apprenticeship programs
• Advocacy for the employment of special persons
• Employment of special persons
• Education of the public about special persons’
abilities, capabilities and other qualities
• A workable blueprint at the national level on
employment of special persons to be prepared by
concerned sectors
 Results in a crisis if the special
person consistently:
• Complains about normal peers who oftentimes pick on him
• Refuses to attend school as he is unable to cope
• Prefers staying at home to going out to malls, parks and other public
places
• Lags behind in practically all area of development despite his potential
• Relies on adults to do things for him
• Experiences failure/rejection whenever he attempts learning/doing well
in a competitive job
• Excuses himself from learning/acquiring job skills
• Undervalues his skills and underestimates his looks and other qualities
• Hears of and encounters scarce/inadequate resources for his
education/training
• Finds himself in the community which does not care to accept and help
him achieve his potential
Hinges on the special person’s career preparation
covering the following skills areas and the essential
component under each area (Davide, 1996):
 A. Daily Living Skills
• Managing and maintaining a home
• Caring for personal needs
• Buying, preparing, and eating food
• Practicing family safety precautions
in the house
• Practicing safety precautions outside
the home
• Utilizing recreation and leisure
 B. Literacy Skills

• Reading skills
• Writing skills
• Speaking skills
• Mathematical skills
 C. Social Skills

• Achieving self-confidence
• Achieving socially-responsible
behaviors
• Maintaining good interpersonal
skills
• Achieving independence
 D. Occupational Skills
• Knowing and exploring occupational
possibilities
• Selecting and planning occupational choices
• Exhibiting appropriate work habits and
behaviors
• Exhibiting actual work skills
• Seeking, securing, and maintaining
employment
Career Education
Stages
Career Education Theme Sample
Stages Lesson/Skill

A. Career Awareness 1. Understanding self  Learning basic

information about
(Approximately Grades 2. Acquisition of daily
self
1-3) living skills
 Specific lessons in
3. Acquisition of
eating, dressing,
academic-related
grooming
skills
 Writing, reading,
4. Physical and
simple computation
psychomotor
training  Fine and gross-
motor training
5. Workers in the
community  Simple tasks
 Knowing workers in
the community
Career Education Theme Sample
Stages Lesson/Skill

B. Career 1. Understanding the  Why people work,

Exploration world of work what workers do
(Approximately Grades 2. Development of  Sharing, accepting
4-6) values and attitudes suggestions
3. Increasing  Observing rules,
psychosocial and cooperating
work-related skills
 Reading labels,
4. Increasing filling up forms,
academic-related money computation
skills
 Performing routine
5. Refining chores
psychomotor skills
Career Education Theme Sample
Stages Lesson/Skill

C. Career 1. Work analysis and  Knowing nature of

Preparation analysis of work
occupations
(Approximately Grades  Finishing work till
7-10) 2. Work values, completion
attitudes and habits
 Consulting others
3. Human
 Accepting
relationships in the
suggestions for self-
workplace
improvement
4. Getting a job
 Readying
application letter,
submitting oneself
for interview,
apprenticeship
Career Education Theme Sample
Stages Lesson/Skill

D. Career 1. Job performance  Work efficiency and

Assimilation productivity
2. Safety matters
(Post-Secondary Level)  Traveling,
3. Rights and benefits
protecting oneself
of workers
from dangers
4. Handling finances
 Work
5. Leisure and human compensation,
relationships protecting oneself
6. Work ethics from harassment
 Budgeting and
saving
 Recreation
 Observing time
schedule for work
 References
Jackson, Jacqui. (2004). Multicoloured mayhem: Parenting the
many shades of adolescents and children with Autism,
Asperger Syndrome and AD/HD. New York: Jessica Kingsley
Publishers.

American Academy of Pediatrics. (n.d.). Autism: Adolescence

and transition to adulthood. Retrieved December 25, 2009,
from http://www.pediatricenter.com/peditric
%20handouts/Autism%20and%20adolescents.pdf

Dizon, E.I., Baldo, T.C., & Camara, E.F. (2000). Teaching

Filipino children with autism. Philippines: DeskPublisher Inc.