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Terms in this set (98)

Irritability, poor bonding and a disinterest in cuddling as an infant
Lack of interest and engagement with peers as a toddler
Avoids eye contact with peers and adults
Avoids play groups
They lack the ability to understand the emotional needs of their peers
Incapable of expressing emotion to a peer's predicament
Prefer interactions with adults - these interactions usually consist of questions or ritualized behaviors
Poor boundaries and appear unable to understand concepts of personal space
They appear unable to understand or follow social morays
They tend to make blunt observational statements, they are unaware how their comments may have an emotional impact on the listener
They crave routine and may become aggressive or have outbursts when their routine is broken
They use tools or objects to get a task done versus using relationships
Significantly impaired speech development or may use speech in abnormal ways
Poorly developed non-verbal communication skills
For children who do develop speech often pragmatic speech remains poorly developed (the language used in social context)
Children may not use personal pronouns
Children's speech may pedantic in nature and not reciprocal
Children may have sensory processing issues that get incorporated into stereotypic behaviors or rituals
Children may engage in self-injurious behaviors: head banging, biting, scratching, slapping, or pinching
Children may have difficulty transitioning from one activity to another - they are unable to understand the rationale for moving on from one task to another so to the transitions appear irrelevant and unnecessary - transitions can be characterized by tantrums and aggressive behaviors
Children may become overly fascinated by parts of an object and appear unable or uninterested in using the whole object in the context for which it was designed
Imaginative play is usually impaired or not present - for children with a higher level of functioning it may be stereotypic and may consist of imitations of movie characters they have seen
Children may lack an understanding of object permanence and this can disrupt their play or they performance at functional tasks