In all children, the rate of development is fastest between birth until seven years old. This is what we consider the ‘window of opportunity’ when the brain is capable of astounding changes manifested in the achievement of motor, language, socio-emotional and cognitive milestones.

Although children with autism exhibit atypical development having an impairment particularly in the areas of language and socio-emotional development, they too have the greatest potential for development from birth until seven years old.

NATURE VS. NURTURE

A “plateau” in development at nine years old is not unusual and can be contributed to many factors, including the natural slowing down of learning in all children as a result of normal maturation.

Nonetheless, the child’s environment also plays a part in the optimal achievement of skills and in facilitating development. Studies of children with autism would show that those who receive limited help in the form of early intervention would show poor outcomes with little progress and continuing handicaps preventing them from achieving optimal independence in later years (Howlin et al, 2004).

To simplify, whenever progress in children is being evaluated, there are two basic things to consider – nature vs. nurture. Nature would refer to the child’s innate abilities, strengths and weaknesses; Nurture would refer to environmental factors that would facilitate learning and development in children.

NATURAL PREDICTORS OF DEVELOPMENT IN CHILDREN WITH ASD

The manifestation of Autism Spectrum Disorder (ASD) in children varies widely with respect to cognitive, language and social abilities.

Some children would overtly exhibit the hallmarks of autism, while others would have very few symptoms which would not even be obvious to many.

He/she would not stand-out except in specific situations that would require interacting with others – a core deficit which usually remains even in high-functioning individuals with autism.

Therefore, in evaluating whether the child with autism is progressing optimally in the school where she is in, it would be important to consider the child’s actual potential for learning whether she is low- or high-functioning, to have an accurate assessment of potential progress.

A study done in the University of Pennsylvania School of Medicine by Coplan & Jawad (2005) showed that development in children with ASD is based on three important predictors:

• Age. As mentioned earlier, the younger the child, the faster is her rate of development.
As children get older, their rate of development naturally slows down.
• Degree of symptoms of ASD. The greater the manifestation of symptoms of ASD (the more stereotypic behaviors and greater impairment in language and socialization skills), the less improvement can be expected at a shorter span of time.
• Level of intelligence. The mental ability or IQ of children with autism can range from profound mental retardation to superior! This would greatly affect the child’s potential for development.

Nevertheless, even if there is little that can be done about the natural predictors for development, a nurturing environment can help optimize the potential of children with autism. Exposing them to appropriate early learning experiences and engaging them in the type of education suited to their needs would give them better chances of living as normally as possible and contributing to society as well as anybody else.

OPTIMIZING POTENTIAL THROUGH EDUCATION

Finding the right school and the most appropriate program for your niece with autism is not an easy task. This is the reason why I started out by explaining the common course of development of children with autism so you would understand that progress is not just attributed to the education your child receives, but also to the unique biological make-up of the child with autism.

Before you decide to transfer your niece to another school because of the “plateau” in development you have observed, you have to consider first whether there are other natural factors (such as age, severity of autism and IQ) that could account for the slowing down of progress & acquisition of skills in your niece with autism.

However, regardless of innate abilities, we also want to make sure that your niece is receiving the best education possible appropriate to her needs.

The Individualized Educational Plan, commonly referred to as the I.E.P., is simply a communication tool that is collaboratively accomplished by all members of the interdisciplinary team which would consist of the parents/guardian of the child, the special educator, school administrator, psychologist, and allied health professionals (occupational & speech therapists). This would ensure that appropriate education that has been individually-designed along with related support services are given to the child with special needs.

Ideally, the I.E.P. should be periodically reviewed at least twice a year with all members of the interdisciplinary team. This is done to guarantee that all educational and developmental goals are aligned considering the child’s present capacity for learning, potential for further learning, and the parents’ long-term goals for their child with special needs.

It would help to openly express your concerns to the school in an atmosphere of mutual respect and in the spirit of collaboration. After all, parents and teachers of children with special needs have the same goal and the same vision – to see the child with special needs “bloom” to full potential in a world that accepts diversity as the norm.