New professional update by the Observatory on Autism and ADHD
New professional update by the’Observatory on Autism and ADHD
Also this year, the ASL RM F’s Autism and ADHD Observatory, on Oct. 27 and 28 at the Foundation’s Ca.RI.CIV., promotes a professional refresher course, with the generous contribution of the Ca Foundation.RI.CIV., Dedicated this time, to objective diagnostic tools, in this case to the’Autism Diagnostic Observation Schedule (ADOS), a specific diagnostic test for autism.
The ADOS test, in fact, is an observational tool composed of various activities that allow the examiner to observe social and communicative behaviors for the purpose of the diagnosis of Autism Spectrum Disorder or the frank picture of Autism.
These activities are organized in standard settings to facilitate interaction with the subject.
The ADOS is divided into 4 modules, through which, the subject is assessed through a given module only, based on the level of verbal communication and age.
The examiner can choose from the following modules:
Module 1: For children who lack coherent phraseology
Module 2: For children who possess phraseology but are not fluent in it
Module 3: For children with language fluency
Module 4: For adolescents and adults who speak fluently
The ADOS (toddlers) for children aged 1 to 2 years is currently being adapted.
Early diagnosis of the disorder is essential, both to foster the development of skills present in the child and to reduce the’evolution of the problem.
In addition, within an assessment involving a multidimensional diagnostic approach, in which many professionals are involved (child neuropsychiatrists, psychologists, pedagogists …), it is essential to use scientific tools of objective diagnosis, which allow a more accurate assessment of the disorder.
This assessment will allow, in addition to an intake by the territorial services Protection of Mental Health and Rehabilitation in the Age of Development (TSMREE), appropriate therapeutic treatment and, alongside it, also a rehabilitative course aimed at social inclusion, with the involvement also of professional figures who carry out helping professions outside the social-health landscape, as is the case, for example, in the world of schooling and, in particular, through the not insignificant role played by the’support teacher.
Indeed, it is important to organize a networked, synergistic, inter-agency work to promote, in an assertive way, social social inclusion from early childhood, since, dealing with the autistic problem within which, social withdrawal and closure in interpersonal relationship are an integral part of the pathology, this could create further damage that would require later, great efforts in the field of rehabilitation.