QUESTION: I have a twin – two six-year old girls – and they both have autism. They are the sweetest daughters one will ever have but I’m having problems with their development. They had early intervention and just as identical as they are, they were developing pretty much the same rate.

But lately they are developing differently. For example one of them is doing better in her speech/communication therapy than the other, who is doing better with behavioral therapy. I’m just concerned that they won’t be equally developed as time goes on. What should I do to level them up? Please help.

No two people are exactly alike! Even identical twins have different fingerprints, possibly opposite personalities, and unique gifts or talents however similar they look. It may be difficult not to compare twins with each other, but it is not fair to either one to always be compared with a twin sister or brother.

DIFFERENCES IN TWINS WITH AUTISM

The rate of autism in identical twins is about 13 times higher than that of the general population. Studies show that if one twin has autism, the other one has a 90 percent chance of having some autistic characteristics, and a 60 percent risk of having all aspects of the disorder (Lytel, 2008). Therefore, even if your twin daughters both have autism, the degree to which the characteristics of autism are manifested in each child would definitely vary.

Autism is a complex spectrum disorder that is characterized by impairments in social interaction, behavior and communication that encompasses a continuum of features ranging from mild to severe. It is possible that your daughters seemed to be developing at much the same rate early on since most children with autism develop typically until about a year and a half to two years old. After this time, they begin manifesting the symptoms of Autism Spectrum Disorder (ASD).

With early intervention, the brain’s capacity to develop is optimized at a critical time when it is most capable of absorbing information from the senses. This results to developmental gains that otherwise would not have been achieved, particularly for children with special needs. Nonetheless, the impact of early intervention varies in children, with some demonstrating significant milestones, while others, benefitting conservatively even with the best early intervention programs.

Although your daughters are identical and both have autism, they are still two distinct individuals. Each one of them has a unique biological make-up and would respond differently from any intervention given to them. As they grow into their tween years, adolescence, and eventually adulthood, expect to see more differences that would shape their identities as separate persons whose uniqueness we should celebrate!

SEEING THE GLASS HALF-FULL THAN HALF-EMPTY

There are always two ways to perceive any problem that we are faced with. Either we focus on what we do not have, what we missed, and what we lost, OR we decide to look at what we still have, learn from our experience, and focus on what we can still do given our present circumstances.

Instead of aiming to “level them up” which is a futile undertaking, try to appreciate and discover the exceptional abilities of each of your daughters. One has shown significant progress in her speech and communication skills, while the other twin has gained milestones in her behavior. Build on each child’s strengths and work on identified weaknesses.

You would soon realize that the effects of the interventions that you give, even if they are the same interventions, would vary from one twin to the other. Continue to experiment with existing options for intervention for children with autism, not giving up when there are setbacks, but trudging forward with every ounce of hope possible. See the glass half-full! In time, you will fill each one’s glass to the brim.

The author is the executive director of ALRES-PHILS. and the chairperson of the SPED Department of Miriam College. A pediatric physiotherapist and special educator, she is currently pursuing her doctorate studies majoring in Special Education at U.P. Diliman. She is a staunch advocate for children with special needs. If you have any questions, please feel free to ask our SPED specialists. Just send your queries to MByouthsection@gmail.com