Frequently Asked Questions

Autism is referred to as a spectrum disorder – meaning the symptoms can occur in any combination and with varying degrees of severity.

What Causes Autism?
The cause of autism is yet to be determined. As with many other disorders, we believe that autism has no single cause but rather a combination of many factors may play a role in the development of it. The current Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (DSM IV) places autism in category of Pervasive Developmental Disorders (also known as Autism Spectrum Disorders). Scientists know that in addition to environmental factors, several genes can be responsible for this condition. Research funded by the U.S. government and many other organizations is underway.

What is a Spectrum Disorder?
Autism is referred to as a spectrum disorder - meaning the symptoms can occur in any combination and with varying degrees of severity. It is also a lifelong disability. However, in Threshold we know that, like people with other disabilities, autistic children can be helped to adapt to the environment and to conquer many everyday tasks on their own.

Why Is Early Intervention So Important?
While a child is still young (birth to 36 month) the brain functions can still be shaped by intensive interventions by trained professionals. If diagnosis and treatment are delayed, the possibility of worsening the developmental disability in one or more areas increases drastically with each year. Do not wait. Seek answers early if you notice something unusual happening to your child.

What Are the First Signs of Autism?
Observe your child for lack of response to own name, lack of appropriate eye contact, lack of joyful expressions or lack of interest or enjoyment. You may notice that the child expresses repetitive movements of body, arms, hand or fingers. Some children may not tolerate touch well and will not react properly toward affection shown by a parent.

Can Later Intervention Be Successful?
Yes it can. At Threshold we believe there is always hope! Each case is evaluated individually and a decision about treatment options is made upon recommendation of several professionals. Collaborative intensive therapy brings out results in children, teenagers and adults with autism.

Will Medications Help?
We use a combination of therapeutic approaches to treat autism. Medications can help. One-on-one work with the child, behavioral analysis, occupational training, holistic therapy including horticultural, music, and play therapies, can work better with the prescribed medications.

Where Can I Get Appropriate Information, Materials and Training to Become a Better Caregiver for an Autistic Child?
Threshold’s goal is to provide one stop for your questions. Threshold started with one family in need and now we have over 30 years of experience dealing with this condition. We can provide early diagnosis, early intervention, necessary training and information to help you make better choices for your child. Threshold can be your key to hope, health and happiness. You can request an information packet by calling (407) 671-7060.

Clinical Definition – Diagnostic criteria for Autistic Disorder

A.	A total of six (or more) items from (1), (2), and (3), with at least two from (1), and one each from (2) and (3):
(1) qualitative impairment in social interaction, as manifested by at least two of the following:
(a)	marked impairment in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body postures, and gestures to regulate social interaction
(b)	failure to develop peer relationships appropriate to developmental level
(c)	a lack of spontaneous seeking to share enjoyment, interests or achievements with other people (e.g. lack of showing, bringing, or pointing out objects of interest)
(d)	lack of social or emotional reciprocity
(2) qualitative impairments in communication as manifested by at least one of the following:
(a)	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)
(b)	in individuals with adequate speech, marked impairment in the ability to initiate or sustain a conversation with others
(c)	stereotyped and repetitive use of language or idiosyncratic language
(d)	lack of varied, spontaneous make-believe play or social imitative play appropriate to developmental level
(3) restricted repetitive and stereotyped patterns of behavior, interests, and activities, as manifested by at least one of the following:
(a)	encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus
(b)	apparently inflexible adherence to specific, nonfunctional routines or rituals
(c)	stereotyped and repetitive motor mannerisms (e.g. hand or finger flapping or twisting, or complex whole-body movements)
(d)	persistent preoccupation with parts of objects
B.	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, or (3) symbolic or imaginative play.
C.	The disturbance is not better accounted for by Rett’s Disorder or Childhood Disintegrative Disorder.