DIAGNOSIS OF AUTISM SPECTRUM

Added: 2026-04-29

[00:00:02]Yes, good people. I can see it's another day and uh another day of uh checking out. Yesterday we had a topic which I answered questions in the evening. Here it was in the evening and um the questions were targeting mostly were targeting autism. The questions were targeting autism. So today we had programmed and said we will do um diagnosis of autism. Diagnosis of autism and we said yesterday we said uh we should understand where This picture starts from >> and we saw autism starts from the day conception starts. Many questions were asked yesterday and today we are going on to continue with what we were dealing with.

[00:01:25]We will we will deal with uh how to find out. Now you know how to find out means how to know that this is autism because we saw there are several types of spectrum of diseases like schizophrenia, bipolar and also all the other spectrums that we we saw yesterday. And as I was answering questions, some questions came up and um I I at least tried to uh to question I can see Jamaican uncle is already here.

[00:01:59]I tried as I can so that I could answer the the questions that were were there.

[00:02:05]So autism is a disease that starts from conception. the day that someone conceives and implantation happens. So when someone conceives and implantation happen, that is the day. Greetings Dr. Benjamin. Yes, welcome Jamaican uncle. I can see you. Welcome to the platform. So when the disease starts when you conceive and we say after conception there is that day of implantation brastois when the eggs are being implanted in the uterus. Yes that is where you start having complications migration of ectodom cells forming a something called the neural tube and then they are displayed. So, welcome everyone to the channel. Today is a good day. It's a day that uh we we we we waiting for the diagnosis. If you are a new in the channel, uh be free to subscribe and watch a bit. Look at what I'm doing and like the channel too and ask any question that you have. Pick up yourself. I can see F is in the chat.

[00:03:21]Big up yourself wherever you are. So you can subscribe and follow us and ask interact with the people that are texting chatting. You know when you interact is when you know many things.

[00:03:35]When you interact is when you know many things. So uh everyone who is in the channel.

[00:03:42]This is Benjamin the wise guy. We deal with issues concerning medical issues.

[00:03:48]So we had started autism. If you have a question the chat is open. You can always go to the chat and and text there and ask a question.

[00:04:00]Even a question that you feel is so just ask any question. We will answer. We will help. We interact and sensitize everyone in this channel. So welcome everyone. Welcome. New friends have just started. Yesterday we were dealing with autism and we knew what autism is. And you I said autism starts from we saw autism starts from the early ages of conception when the implantation is happening. When the implantation is happening that is where autism starts but through out the car of pregnancy you may not notice. So we diagnize autism after birth. We diagnize autism after birth. That is where we we start knowing. Oh, so our child has autism because you cannot know the cells that I think I I can go through some what you get them. Where did I put those papers?

[00:05:09]I was explaining using some uh some some pictures here like uh this is the sperm.

[00:05:16]This is the over. When they fuse, they form a ball that is called the morula.

[00:05:22]And then the ball itself, it turns into a mass of cells. A mass of cells is implanted to the uterus. Then after it is implanted, it forms the cells that were formed here. They start to do what?

[00:05:40]To align themselves. So the cells that are above are this is called the ectodom. The middle ones are called meodm. The down ones are called endodam.

[00:05:52]You see? So this is how when this is implanted here starts to align. Then these cells they start going inside from the top one starts going inside which is called which is called now they are forming. Hello MJ welcome to the platform. I'm just revising what we did yesterday. When these cells now are like this, they start forming something called the neural tube. Remember this process is inside the uterus. So inside the uterus as the cells are going down like this forming the neural tube. This is where the action starts. So we said what causes autism is when these cells are migrating. The cells are migrating going down to form the neural tube which will come up with the hand, heart, the brain, the nose, you know the formation. It it is whereby this now starts when it goes down starts forming the maybe you get genetically there are some factors like the pro protein that stimulate and and and give signals they are not working in in the genetic line.

[00:07:10]infections. We saw alcohol.

[00:07:13]We saw alcohol. We saw several things we saw yesterday that can make these cells when they are going down to form the neural tube to start having problems. So the displacement of these cells when they are implanted is what comes out with autism. And we said depending with the degree or percentage of destruction of these cells when they are forming they are going down is where you get autism is where you get autism. And now if the brain is injured if the brain is injured at what capacity were the cells injured you get that is where autism comes in.

[00:07:56]Now let's deal with diagnosis.

[00:07:58]the diagnosis of autism. So many things are used to diagnose autism. But uh we said uh the there is a group of psychologists a group of psychologist that came up that came up and sat together and they came up with something called diagnostic and statistical manual of mental disorders. It is called DSM5 diagnostic or and statistics manual of and it was a group of psychiatrist. So when they sat down they decided because this spectrum are big let's categorize this as autism this as bipolar and these characteristics under this investigation as schizophrenia. You see it's a it's a manual. It's not written it's not a book that is written with one person. It is written by American Psychiatric Association many psychiatrist sat down and they developed it. So according to DSM5 there are some things that diagnostic statistical manual of psychiatry.

[00:09:20]According to that ASD autism spectrum of disease is a neurode development disorder that is characterized by several characteristic and spectrum like persistent deficient in social beh communication and interaction. very important when you you're talking about autism. You should talk about that social communication and interaction is very important because most children that have autism first social interaction is a problem. Social interaction is a problem.

[00:09:56]Restrictive repetitive pattern of behaviors, interest or activity.

[00:10:03]you get restrictive, repetitive behavior, interest or activities is not there.

[00:10:11]Those are two main things that when you talk about autism, you come across communication and social interaction.

[00:10:22]You get communication and social interaction and then patterns of behaviors and activities are not normal.

[00:10:30]So the most common no the core things that are based when you are you are diagnosing autism are persisting deficit and communication and interaction and repetitive restricted repetitive pattern and behaviors pattern of behaviors. Now according to our the manual that people sat down and decided now this is the the the manual that we are going to use to diagonize autism and guys when you are new you like and interact you know some people go to a channel but they don't want to interact and they don't want to say that I'm here you get they just go to a channel and then they keep silent while watching. So you are if you are new my guys interact chat say something let us know that you are here and you are watching. Now according to the diagnosis it is very simple when you base you just say A B C D and E and we will see how these criterias go from A B C D and and E but the more the core units when it comes to this um spectrums that people are so interested to watch and listen I usually go slow. So today sit down and relax and listen. Put your earphones walk as you listen and let's get to know the core units that we have seen that this spectrum is diagnized with are how many? Two social interaction and behavior. Behavioral changes interest and activities. how this person behaves and the interesting activities you get those are the most important things that we we have now let's go and see I will go I will say all through I'll name all of them and then I come back and we start one by by one now listen to this me put this here persistent deficient in social communication. You see that is a core subject and a persistent deficient in co association. You have self emotional reciproc reciprocity nonverbal communication deficit difficult in relationships. difficult in relationships. Then we have the other one restrictive repetitive behavior.

[00:13:17]Restrictive repetitive behavior. Then we have symptoms present in the early development.

[00:13:24]Present in the early development we check about about them. And then we have clinical significance and impairment.

[00:13:34]Clinical how does it affect daily daily work? How does it affect daily work? We'll check on it. And then we have not better explained intellectual disability alone.

[00:13:49]If this child does not have a better explained interactive disability alone h you get. So the diagnostic process goes like that and then we have screening, we have comprehensive clinical assessment, we have detail in development, behavioral observation, step three standardized diagnostic tools that we use in hospitals, medical and neurological evaluations. Then we check on severity on severity of this child.

[00:14:23]I'm just going first on them. And then differential diagnosis what can be like autism that is confusing us you get and we'll before finish of course we'll do the the what causes now let's start from the uh the persistent deficient in social communication when diagnosing autism you should check all of this Before you say that this person is autistic, before you say that this person is autistic, you should make sure these are present and I want you to go step by step because diagnosis diagnosis is a very critical thing when it comes to managing a disease. When it comes to managing a disease, you get small. My friend has a son with autism. He's 22 years old now. Oh, he has grown with it and hope he he is on therapy.

[00:15:27]So let's talk about social and emotional reciprocity.

[00:15:33]What do we mean? What I'm saying is when you are diagnosing autism or when you are you want to know this is actually autism you should have the what I'm going through one social and emotional reciprocity under that you should look at abnormal social approach when this person is closer to people he's not reacting the normal way other kids or other people are reacting sometimes silent or sometimes overreactive or doesn't want to be around people. And then we have reduced sharing of emotional interest.

[00:16:14]Reduced sharing of emotional interest.

[00:16:21]Always alone. Sometimes he may not want to share to people. This is for the older children. Whatever this person is undergoing because when you have something that is undergoing in you, something that is hurting you, you may approach someone or when you feel someone is something even if it is children. When they are undergoing something, they tend to cry or they tend to go to talk to someone or if it's is not a child who is talking this child will react by crying or keeping silent.

[00:16:55]Now these ones they don't you get poor back and forth conversation. You cannot give them the normal conversation. So that is about self emotional reciprocity social reciprocity like giving back to what you are given. When I'm talking to you you reciprocate by answering. When I'm in the society, we talk and you reciprocate by telling me what is happening. You get nonverbal communication deficit, poor eye contact, poor eye contact, limited facial expression.

[00:17:37]When you are diagnosing autism, you should check on this. These things are very important when you are diagnosing autism. Limited facial expression, very important. difficulty difficulty in understanding gestures and body language.

[00:17:55]You know there are sometimes you cannot talk to a child. You just uh express gestures like uh move come you do this go that child will go. When you try to do these things this child does not reciprocate. come go. You get that is nonverbal and communication deficit. Though this if you are noting down note that before you diagnize or before you say this child is autistic or this person is autistic there are these three things that are important social respected by social reciprocating. I'm talking to you. You should answer back. We are around people when we are conversing.

[00:18:43]You should tell me what you think or react in a way that you are understanding what I'm saying. You get poor back and forth conversation reducing sharing of emotions and abnormal approach. Very important when it comes to when it comes to autism. The third one is difficult in relations. Difficult in relations. It is difficult for these children to be with good relationship with other children because or even adults the children does not understand this person the other group. So this this child will tend to withdraw from the other other children or this person will tend to withdraw. You'll always find them alone.

[00:19:33]always find them alone and um sometimes aggressive when they are approached or they withdraw silently when they are approached. Difficulty in relationships, difficulty adjusting behaviors to social context because when you go to visit uh some people, even a normal person, if you used to behaving in a certain way in your place, when you visit some people, you tend to adjust your behavior to a kind like how they are so that you can blend with the people that you've met you get he loved to jump and flip books pages. He jumps and accidentally pulled my chandelier down. He is all over 6 ft is over 6 ft tall. You see difficult in reciprocating social communication is a problem. That is what Dor is trying to to p to tell us. H reduced interest in peers always want to be alone. So when you are diagonizing or when you want to say that this person is autistic these are the core things all must be present social emotional reciprocating when people are talking to him when they are conversing when they are giving gestures this child should be knowing this is what I I mean nonverbal communication deficit nonverbal communication deficit deficit.

[00:21:16]Nonverbal communication deficit. You get how do we talk about nonverbal communication deficit?

[00:21:27]Sometimes we may sit somewhere and then I point on a I point on a cup I do this you know that person will understand oh I need that cup so that person will pull that cup and bring it to me. These children don't understand that sometimes you may tell someone by gesture go that one in autistic children they are not there. Hi Queen, welcome to the platform. Today we are talking how to diagnize autism. Difficulty in understanding ga that's what I'm saying.

[00:22:01]Limited facial expression. They are always there. Maybe they are always happy sometimes always sad or poor eye contact. Looking at you like this is a problem. Get. So you must make sure when your a doctor or someone tells you that your child or someone your relative or someone is autistic these are the things that this child should be having or this person should be having.

[00:22:29]Difficulty in relationships handling relationships is a problem. So those are the core they are the three core things that you should look at when you are diagnosing autism. And why do we say that? Because when we come to the DSM disability statistical book DSM 5 that we talked about we we see that we there are so many spectrum of diseases or complication because if you are told that this is a disease you know how It's a complication rather a disease. You get there are some many things that share the same that share the same kind of like the same spectrum that share the same characters that people bring out. you get. There are so many things that share the same characters that people put out and categorizing them needs small details to show that this is not schizophrenia, this is not bipolar, this is this one and this is what we are going through. So when these people sat down and they saw that we have we have schizophrenia, we have bipolar, we have Sometimes a person can have depression.

[00:24:07]We call it major depressive disorder and then it makes you feel that this person has come to to get the complication like autism because of brain injury at times.

[00:24:22]So these are the core values that they picked out and says if that's this person does not have this that one is not bipolar. is not autism. Social emotional recipro reciprocating nonverbal communication deficit and what difficulty in relationships. Those are three. But now we go and see there are some that are here restrictive repetitive behaviors.

[00:24:51]These ones they require for what I will I will go through they require at least more or two more or two from the ones that we have said you know maybe this person has the core ones are social reciprocating one of my grandson and also had problem too but he's very smart in school he even repeats ABCD backward without anyone teacher yes Jamaican an uncle.

[00:25:20]This is a question that I said I'll answer today. Someone asked uh yesterday and even some emails are asking why are some of the children that are autistic so bright? Their IQ is so high. I will answer that before the the end of the the session. I tried to answer it yesterday but I did not answer it fully.

[00:25:48]Now we we have difficulty in relationships and restrictive repetitive behavior. Now from the three that I've named difficulty in relationships, nonverbal communication deficit and social emotional reciprocating. You should have at least more than two or two of the following. More than two or two of the following. And listen repetitive movements, hand flapping and rocking. Sometimes flapping and rocking you get.

[00:26:28]That is one in instance of sameness. It is called rigid routine. H rigid routine.

[00:26:38]Some routines that this person does that are sameness that are same. You get you may find that this person likes which one can I use now.

[00:26:52]You may find someone always likes doing this.

[00:26:57]You get sameness some repetitive routine that are rigid.

[00:27:02]You get or highly restrictive fixed fixated interest.

[00:27:12]This one, this person has interest in something that he the person likes doing every time. Every time you'll find the person doing that thing.

[00:27:25]Every time you'll find the person doing it every time.

[00:27:34]Hyper or hyper reactivity to sensory output. You get my nephew also has autism and has a master's degree. Yes, we will know why these children some of them are intellect.

[00:27:49]And you see here we are saying hyper or hypo reactivity to sensory inputs. So when it comes to hyper or hypoactivities to sensory inputs, what do we mean?

[00:28:06]What do we mean? Sensory input means sometimes you'll see someone is reacting in a way when you you you ask something this person reacts hyper reactivity or sometimes when you ask something it'll take time before answering sensory sometimes when This person has is at a very hot you know when you are subjected to a very hot place you have to withdraw but these people don't sometimes they take time before they withdraw.

[00:28:53]Sometimes you'll find a person it's very cool shivering at maybe is outside being rained on but you will find that it takes time before that person moves away from. So a person shivers, shivers, shivers and then you find this person and you tell this person, hey it is raining. Can you come out of where you are?

[00:29:19]You see this is how it is sensitive to noise, pain and textures.

[00:29:29]Sometimes when this person is a place that noise is he reacts so aggressively aggressively or can be the opposite. So it can be either from the three we had the three social emotional and reciprocating to the social environment nonverbal deficit and difficulty in having relationships.

[00:29:54]You may have like two or more of this repetitive movements, instance of simness, rigid routines, highly restricted fixed interest on something or hyper or hypo sensitive to sensory inputs like noise, texture, pain. You get Dr. Ben, I think you are psychologist.

[00:30:22]Cut everything you said is 100% true.

[00:30:26]Oh. Oh, uncle.

[00:30:30]I think when I'm Yes, it's Joy. Welcome.

[00:30:32]Welcome to the platform. We talking about how to diagnose autism. How to diagnose autism.

[00:30:40]Yes, uncle.

[00:30:44]Even uncle is attesting what I'm saying may be 100% true. You see, so this is you may have this person having close to this two or close to this H. And then you go to the other part symptoms present in early developmental period before the age of 3 years because we said when this is this person is in the womb the brain starts to develop.

[00:31:16]So when the brain has developed and this person has is out to the world, the mother has given birth to this person.

[00:31:25]What happens now? You start noticing because the brain is injured. You start noticing the problems because you know the brain the brain is what does what?

[00:31:37]The brain is what?

[00:31:40]The brain is what does everything.

[00:31:45]Everything that we do is the brain. And I want to repeat something that I think it is important. We repeat and we repeat until we get it. You see autism spectrum is the injury of the brain from that day of conception.

[00:32:06]So the brain for you to innovate, to feel, for you to feel warmth, for you to smile, for you to swallow, for you to see, for you to smell. There are those nerves that are called the cranial nerves. Yes, I agree. The brain does a lot in human.

[00:32:28]Yes, there are those nerves that come out of the brain. And when those nerves that come out of the brain, they help us to smell, to see, to swallow, to smile.

[00:32:43]You get there are 12. And I said or I I I said there are 12. Without them, depending on where you are, depending on where you are damaged, that is where you bring the complication. you get. Listen to me carefully on this because some people may say why is my son autistic and is not behaving like yours.

[00:33:13]This is why when the neural tube is formed the cells are going down to form the brain. Then you get what happens. It depends with where the injury happened.

[00:33:28]If it is in front here, you will not smell because we start by the first cranial nerve. They are called cranial nerves.

[00:33:37]So where the cranial nerve comes from going to the nose, you will not have the sensation of smelling.

[00:33:49]Remember they are called alfactory optic. I alactory optic oculo triina. So these three they help the high eye you get.

[00:34:09]No these two they help the eye or factory for the nose. Oculi motor, optic, eye, vision, eye movement. Trigeminina they help eating it. Trimina comes here. It comes from the brain. Comes here and divides into two into three. One goes to the mandible. It help you to eat. The other one comes here around the face. It helps you to smile.

[00:34:51]You get? The other one goes to the eye.

[00:34:55]Opthalmic.

[00:34:57]You get? So you're saying olfactory optic oractory for the nose.

[00:35:05]Optic oculi motor eyes. Trimina eating facial expression.

[00:35:12]And then I and then abducates.

[00:35:19]Abdus that one is for facial expression again muscles. You get optical motor triinal oxen.

[00:35:33]We have the other one which is called let me get there is a message that is coming here just a minute as you I want people to understand why children behave differently from the other H you see so depending on where the injury is from the day of conception this is where we have a problem. H now if we go to abduenceense abduenceense which is the I'm still telling people which helps the eyes you see from tleia we have alactory optic oculi motor optic is for vision oculi motor is for muscle movement you get and then we go to the other which is called Triina. Triina.

[00:36:36]You get triinal. The fifth that one we have said eating and again chewing and facial expression. And then we have another one facial nerve. Now facial nerve comes and comes here down to something called cond. Good morning Dr. Ben and everyone here on live. Welcome. Welcome every everyone. If you are a new person, please hit the like button.

[00:37:08]And it divides itself, helps taste when you taste something and you feel it is sweet. That cranial nerve that has come from the brain has come up to the tongue is the one which helps you. You get it is the one which helps you. You get and tear production. You see fashion when it comes to tear production. So when it comes to that one when you injure your brain is injured and you see someone has some kind like you know this this side has gone like this it's called bell's pulsy you will know that nerve is the one which is injured. Number eight, vestibular coccleia. Hearing and balance. Remember I've said they are coming from the brain. Number eight, hearing and balance. You have seen some autistic children, they don't walk well. They walk while they are like this. Why?

[00:38:11]Because the place of the brain that was affected it is affecting the vestibular cia the cranial nerve number eight. You get the vestibular clay.

[00:38:26]You see? So these are the things that we look at and we differentiate autistic children or adults from other people.

[00:38:35]Glossopher angel. Number nine. H swallowing. Number nine. Swallowing.

[00:38:42]Glossopherel.

[00:38:43]If it comes from the and comes here and at that you know the other one that we said facial innovate states at the two/3 from here to down 2/3 so glossopharangial helps from the other third and swallowing so those are the things and you remember Vegas nerve that we talked when we were talking about the heart the heart mixed that innovates the heart goes to the stomach it does so many things hypoglossal tongue movement number 12 so those are those 12 nerves that I've said they come from the brain and they go and innovate everything hearing balance everything swallowing so when it comes to diagnosis according to where according to where the neural cells these cells you know that it starts the ball when it is implanted and then it starts to go down as this. So when it starts to go down this cell starts to migrate inside so that they can form a tube which is called the neural tube. What happens is where the differentiation starts for forming the brain the spinal cord. So this one comes in and starts to form the brain the spinal cord and everything.

[00:40:10]But if it is injured, something may happen to the brain. So that is how we we we we start to diagnize these things. So for an autistic child, you may get that some children are not behaving like other children. But you have said the core things that this child has must have is emotional reciprocating to others, abnormal social approach and so nonverbal and difficult in relationship.

[00:40:42]But you should have at least two or more of repetitive movements, highly restrictive interest and hyper or hyper reactivity.

[00:40:55]You get now let's deal about this symptoms present in early developmental age.

[00:41:05]Let's deal with some symptoms. Eh maybe clear or social demand increases usually before age three. Mostly you will get them before age three. You get welcome everyone. Welcome everyone in the platform. Judy, I see you today. I was in your live but I could not even chat. I was committed somewhere. It's here. Ephas is here. Alig is here. Hin Williams, I saw your text. Thank you so much. And I reciprocated and I I usually reciprocate with you text. So I reciprocated William and I can see uncle here. Jamaican uncle or emperor Maj all is ch everyone that is here be blessed thanks for listening and watching you can help someone so there are some things like uh how can we now get to stepbystep diagnosis you have seen even you now you can outstanding information Dr. Benjamin, thanks a lot, Queen.

[00:42:14]Thanks a lot. Thanks for your outstanding remarks.

[00:42:19]Outstanding remarks. Thanks a lot.

[00:42:22]Thanks for your outstanding remarks.

[00:42:26]Now, let's deal with important step by step.

[00:42:35]Let's deal with important stepbystep categories of these problems.

[00:42:47]Let's deal with steps by step categories of these problems.

[00:42:53]Step one, screening.

[00:42:57]How do we screen?

[00:42:59]There is something called the M chart or F chart checklist for autism in toddler to toddlers and they use the same criteria that I've told you about the the same criteria you take the three social emotional reason the criteria of diagnosis if you are coming in right now it's Dr. Then we are going through autism and how to diagnize autism. So if you have not liked, please give your like and ask a question. I I always answer every question. So you will see this stepby step chart for autism diagnosis.

[00:43:48]We have different categories. We have according to ages when you are going to take the child to the clinic and then the nas tells you go and visit a psychiatrist because I'm seeing some your child has ill use this it diagnized between 18 to 24 months and uh what I repeat about that because it's so important they look at social emotional reciprocating nonverbal communication deficit and difficult in relationships and on social emotional reciprocating I mean abnormal social approach reduced sharing of emotion and interest reduced sharing of emotions or interest poor back and forth conversation poor back and forth conversations nonverbal communication deficits this person has nonverbal communication deficits No eye contacts. They usually follow the three core things I've said plus the restrictive repetitive behaviors two or more than two and other restrictive and repetitive behaviors.

[00:45:10]They check on repetitive movements, instant of semless, rigid routines and highly reactive fixed interest. I can see Leila's here. Hi Leila, welcome.

[00:45:23]Welcome.

[00:45:25]Hyper or hyper sensitivity or noise, pain and textures two of at least those these criterias follow that.

[00:45:35]That's why it is very hard to diagonalize an autistic child before this child is born because you will not know these things. You will not understand.

[00:45:47]But I said another thing is you can take measures when the child is not born. How if you have a genetic problem from the things that we saw? What brings uh what brings autism from what we saw? What you can do is you can start precautions early like taking folic acid, visiting anti clinic, avoiding alcohol you get. So that avoiding exposure from other chemicals that can injure you. Those are things you can start to do early.

[00:46:27]So very important. Should a doctor give an autistic child medication to concentrate or focus? Yes, there are medications that can be given to reduce hyperactivities or increase hyperactivity according to the staging or grading of the autism.

[00:46:48]moderate, severe or mild one to three. So ad a doctor can give because you know it depends with what is affected and what is coming because if someone is hyper it means some neuro neurons are producing more neurotransmitters. So we should reduce them because if serotamine is at high level in the brain we should reduce it to reduce the hyperactivity you get I'm answering a limig question which I've said should a doctor give an autistic child medication to concentrate on focus very true you can now diagnosis you The first step is cleaning using the chart. The chart has those things that I've said. So big says this child has autism. But we have to go to the next step.

[00:47:54]What is the next step? The next step is patriotic neurologist, child psychiatrist and clinical psychologist.

[00:48:07]Number two, after the the first person has seen that this child has social emotional reciprocating, poor reciprocating, nonverbal communication deficit and difficulty in relationship and difficulty in relationship. But also besides those four things, this child has highly restrictive fixed interest or in insistence on sameless or on same thing rigidity doing the same thing at the same time or repetitive movement of hands you get or hyper or hyper hyper sensitivity when this child and I've used a an instance of a child who is It's raining and this child cannot come out of the end and is totally shivery or this adult who is 16 that is hypo or hyper sensitivity very important. Now if there is two of these or more we say yes this one has the criteria of being told is like that. Now we go to comprehensive and clinical assessment. We have said he'll take be taken to a neurologist, a child psychiatrist and clinical psychologist.

[00:49:35]And in it includes what?

[00:49:38]Speech delay because now if there is speech delay it means the glossopharangial nerve that moves the tongue maybe has a problem.

[00:49:53]the cells that were destroyed during conception and the neural tube forming on the 14th day of conception it affected that place you see so play patterns milestones delay in milestones walking bringing up speech you know children milestones we look at At which day do this child start walking crawling? At which day do this child start walking by holding on things? At which day do this child say start saying the first word they many children start saying mom. I don't know why they they don't start saying daddy. Most of the children will always say mama ma. At which day do they start saying that milestones and then you will check out behavioral observation behaviors of this child?

[00:50:58]Eye contact. You get interaction style.

[00:51:02]How does this child interact with others? How does it this child repeat the same things that is doing? This child can take a a a spoon when you eat the table and then you are just doing feeling is hitting the same place or eating things hitting things the same thing. You know it's not because this child wants to do that.

[00:51:27]Some people may shout always repetitively telling this child stop I'm tired of you doing this. That one is involuntary.

[00:51:38]Some things that autistic children do are not voluntary.

[00:51:43]They are involuntary. Because when the signal comes to from the head telling this child, even you sometimes as an adult, you can take a spoon and hit and then you leave and return. But when the signal comes from the head of this child and this signal is telling hit and return, the signal rebounds and this child continue hitting continue heating because it rebounces back to say return.

[00:52:13]This child has hit like there like 10 20 times 10 20 times then he will not even return before returning he will throw it away. So when you have an autistic child, you should know even if you shout some things are not voluter. This child is not doing those things because the child once they become irritative because this child is doing them several times and the several time of doing those things is because the signaling pathway of the brain is impaired and it is giving several signals.

[00:52:52]So if you are living with an autistic person or a person your child is autistic now you should understand it is involuntary something that they don't want but it comes and that's why when you'll see if this person has been on therapy some children when you shout the older ones after doing something creating choice you will see them separating themselves and feeling sad you get and feeling sad why because I'm giving an example I took the spoon I only wanted to hit once feel the noise or I was hitting something and return but now on the process of heating the signal is rebounding and it is involuntary telling me to hit several times And I cannot stop because my brain is fixed and you know we go by the nerves and the volu movement. So when I'm hitting and hitting and hitting what happens to my brain when I want to return the signal is rebounding so I throw it away.

[00:54:11]To me who is autistic it is a normal thing.

[00:54:17]I wanted to do only once but it it has come repeated.

[00:54:24]So what do I do? Someone is is shouting at me and I didn't see it was a problem.

[00:54:34]So it starts ringing to this child like or this person that you don't love them because you repetitively do things that this you also do.

[00:54:48]Yes s welcome to the channel. We are diagnosing Sh travels. We are diagnosing autism. You get okay. Okay. Nice. Nice. You'll share with me after the appointment. We'll talk travels. No worries.

[00:55:05]Very that is a very important point.

[00:55:09]N and mom. Hi. You understand the repetitive behavior is not because this child want and if you have ever been close to a child who is autistic you it is he told you that sometimes you may shed to this child and then after some time the child feels sad and cries or goes and calms down and be like he's traumatized after aggressively reacting or you get so repetitive behavior are brought by rebound signals from the brain that are telling this. Some kids are very sensitive to loud noise and they cover their ears. Yes. You shout at them and they will do this.

[00:56:00]You get?

[00:56:01]So these are things now we are learning and you see these things are coming out and coming out clearly as for how these children behave.

[00:56:12]Repetitive behavior.

[00:56:15]Now let's go to standardized tool. You know autism diagnosis of observation schedule is another tool that we use. Autism diagnostic and observation tool structured interaction test we use it in the hospital and we can give the mother to watch and tick and come back with it with some questions the next visit the caregiver or the mother ticks them and then you come them with the next visit. Now when it comes to medical and neurological examination we have hearing test.

[00:57:00]Hearing test to rule out other causes because I've said the brain is affected.

[00:57:11]What should we do? We should check other things that are affecting this child that may be may bring something that is not autistic that is bringing this character of this child as autistic.

[00:57:31]You get that hearing test excluding deafness.

[00:57:39]Remember we had the cranial nerve that we said vestibular clay you get vestibular cia was number eight.

[00:57:50]So if the brain is damaged around that nerve you may be deaf and the balance may not be okay.

[00:57:59]Vision assessment check on the cranial nerve. The when I'm saying cranial nerve I'm meaning nerves from the brain.

[00:58:09]Alactory check when we come to vision assessment to check at vision doctor I'm asking when the children take medication forward do you think the child will start moving extra slow or even get retracted after a while no you cannot there we give drugs per millig and per what the child is supposed to get may I ask what is the topic Dr. bed or the topic is how can you diagnize a child who is autistic? How can you diagnize a child who is autistic? Because travels has asked about what is the topic because there are so many things that come and look like autism but they are not autism like bipolar and other things. Get now we have to do vision test because we have said after alactory the smellic test we have alactory optic ocular motorto we go to tleia you get which checks on the eye muscles optic for the eye muscles and then we have optic oculoto and tleia.

[00:59:26]Oculi motorto and tleia they innovate the eye muscles and also one that is called abduense.

[00:59:37]Abdusense you get cranial nerve number six abduense. So those ones number six cranial nerve number two three and six.

[00:59:51]So six and two for the eye movement muscles but optic optic is for viewing.

[01:00:01]So we check them to rule out that this child has no problem with this brain damage that is bringing all these things. We check that out. So if you have a question ask please don't be confused along the way. I may repeat even 10 times as long as someone understands.

[01:00:22]So we rule out everything like that. We do EG to check out if the brain has problems. Maybe this person has a problem of seaas h brain imaging to check if there is brain damage. It's not in a normal brain. Genetic testing like fragile syndromes. we check them.

[01:00:48]So the main reason of checking these things at step four is to do what? Is to make sure there is no any other thing that is making this challenge. And you know let me when I'm saying when I was talking about the injury to these cells it is minute injury meaning the cells there they have migrated the brain has formed but very small thing is making this child to be autistic. So it may not be micro it is micro it may not be big but there are some things that may be like autistic but they have brain physical damage and that's why we do all these hearing testing test vision test genetic testing brain imaging to check if there is any damage you get. Why do we check? to check. We assess the nerves, the cranial nerves, the nerves that arise from the brain.

[01:01:52]After that, number four, we have excluded everything. Remember number three, we gave a a mother or a caregiver some sheets to tick. And when you are seeing his withdrawing from the children, you tick. When you are seeing there is rain and is is not moving is just seated you dig you go back to sensory you bring them back but as we will assess other rule out other things that affect the brain now let's check about the severity I'm listening I'm here listening and getting my autistic son ready for afternoon classes welcome Johnny be good welcome welcome I I wish you could Johnny be good check on the uh what we were talking about yesterday's topic it will be so important and helpful if you start from watching from yesterday topic journey be good it will be so helpful welcome to the channel if you are a new person to the channel we do medical advice we interact here we socialize and we keep ourselves mentally busy at par to make us healthy so this is interaction of medical uh conversations. So if you are new, please hit the like button. Don't forget to to subscribe so that you can get our clips right on time.

[01:03:20]You get so severity. How is it severe?

[01:03:24]That is now number four.

[01:03:26]And I've been listening for a while now. Dr. Ben. Yes. Yes. Yes. Thank you so much.

[01:03:33]Don be good. yesterday I missed you. I really wanted you to be here but it's okay. I know you are we are always busy and uh it's good it's good that you've come today. Thanks a lot.

[01:03:48]Now we have levels of needing support. The three levels that we talked about remember now that is number four. Remember we started by the cause things and then we started by at least two.

[01:04:08]We gave a chat to the parents and now the doctor is excluding everything that can be having a problem. And now we are at we are at severity.

[01:04:23]severity level one where the child requires support.

[01:04:30]The child now requires support but it's not really big support like a person who is totally disabled. You get it's not just that big support like a person who is totally disabled but this child needs support. Welcome Betty. I can see you. You are in the house.

[01:04:51]Welcome. Welcome so much mild difficult with social interactions level one stance kitchen welcome welcome to the chat welcome to the chat I see you there I'm so humbled to have all of you here so level one requires support mild I give you two thumbs up Dr. I give you one here.

[01:05:23]You don't journey be good. I give you one here.

[01:05:27]Now remember, we have a question that is pending before we finish. There is a question that has been asked. Why are these children so bright? Sometimes we will answer that question. I've not forgot. Why are these children so bright? So mind difficult with social interaction.

[01:05:49]Mild this this child you may put this child on normal schools and the child interacts well and but sometimes have a problem. This is a child that can go to normal school and when you are monitoring the child can learn there. So well you get can function independently but struggle socially.

[01:06:16]H can function independently but struggles socially.

[01:06:24]can function independently but struggles socially.

[01:06:30]This is level one. Let's go to level two. If you have a question guys, don't fail to answer. I have one question. Why are these children so bright? And I we will answer it all of us. So if you have another question that you think it's important, please bring that question to the platform. Please if you are coming in now and you are new to the platform here. We talk about medical issues. We discuss interact me mental health issues and uh we help each other to grow as we say.

[01:07:08]Level two, don't fail to hit the like button. Level two, this person requires substantial support.

[01:07:19]Clear communication deficiencies, repetitive behaviors, more noticeable, repetitive behaviors. You know we have talked about these behaviors and clear communication deficiency. You may not talk directly to this person and this person may not reciprocate well and you remember to the three core the first one was social reciprocating.

[01:07:50]The first one was social reciprocating.

[01:07:53]So at uh moderate he may not reciprocate well and even verbally nonverbal gestures he has poor eye contact may not understand some gestures that you giving. And then we have level three.

[01:08:14]Why when the child takes the medication he he goes so silent?

[01:08:20]Some of them go so silent a little bit but some of them just calms down and be normal. It depends with the level of autism that you are in. Depends with the level of autism that you are in.

[01:08:39]You get it? Depends with the level of autism that you are in.

[01:08:45]The child I know is nonverbal. The parents say he will not only talk to few people. Yes, that one is level two.

[01:08:54]Level two. If the child can talk to few people but is always calm, that one is level two. So level two, when you give these people children drugs, they will go silent because he can talk. But now you are depreciating the communicating part of the brain a bit. So the child goes silent.

[01:09:16]Let's go to level three.

[01:09:20]Let's go to level three.

[01:09:23]Level three, severe impairment, minimal verbal communication and significant function liability. It means the kind of damage during conception was high and it damaged several nerves. Can the medication be too strong? Okay. Alimic let me talk about medication before I go the next step.

[01:09:50]When we are giving medication a good doctor who knows what he or she is doing will not talk about a strong medication.

[01:10:02]This is how drugs are given. When you tell a doctor please give this person a very strong seditive.

[01:10:11]There are some things we we check. We don't see a drug as strong. We see a drug by its strength.

[01:10:20]In this way like the brain capacity of normal a child we balance removing this is for psychologists now and psychiatrist the brain can remove 200 micro units. This is an example of serotonin or adrenaline that will make this person be very aggressive. But when I give a counteracttor non seroterine NS they are called NSRs anti-depressants they will stop on welcome to the platform they will stop about the brain cells to release more serotonin. So they will stop like 100.

[01:11:08]So it will be like 150 or no like 90 or 80 which the body needs. We are not not talking about strong. No we are talking about the strength. Give a person an antibiotic. You check antibiotics are so many. We have like more than 16 classes of antibiotics. Then you give a person an antibiotic a malaria antibiotic. We check weight plus severity.

[01:11:39]So we know this this one can take maybe a ten this mig. So there are so many things that doctors look before you give someone a drug.

[01:11:55]Before you give someone a drug, there are so many things that you look at.

[01:12:03]You see, so when I talk of strong, we don't talk like we take drugs and then we give without dosage. No, for a child, they have their dosage. Even for conversive disorders, we have to look for the dosage. So a doctor who knows what he's doing will never just give medication.

[01:12:27]He will check on the kind of drug and the milligrams and the effect of that drug in the body plus what is count it is counteracting you get even the normal painkillers for adults people say give paracetamol this one g we know by the time it is in the body it will be this milligs and the prostaglandins that are being removed from the brain to the blood at this. So it will counteract this and the liver will take care of this part and the kidney will take care of this part. So it will not be injured. There are so many things that we look at when it comes to prescription of drugs mostly when it comes to anti-depressants and antiscychotics.

[01:13:19]I hope uh my my my my point there has been taken alimik it is very important because the point of saying a strong antibiotic the point of saying I'm good on welcome to the chat welcome to the chat and all new people that are here if you are listening please hit the like button and subscribe all new people that are getting in listening on thank you so much for always being there um we are talking about autism. So Aliming I think that point has got I've tried to explain about giving medication and uh how to balance them.

[01:14:03]Now let's go to something else that is very important which is differential diagnosis.

[01:14:14]When you go to a do to to to a hospital with your a kid and then a psychiatrist or uh the doctor looks at this child, this doctor looks at all the complications that can be sharing the same issue that you have with your child. All of them. And now we are talking about autism.

[01:14:39]So when we talking about autism, the doctor will look at ADHD.

[01:14:47]You know, you may confuse autism with attention deficit hyperactive disorder, intellectual disability, inability to learn and grab things in school or do some things normally when you are taught at home. That is a disorder of the brain. Social communication disorder, interaction publicly with others, hearing loss and selective mutism.

[01:15:20]Selective mutism. You get so sorry about that. Let me see something.

[01:15:31]You know, I'm explaining so slowly so that you can understand.

[01:15:42]Selective mutism. I know some someone may ask doc what is selective mutism?

[01:15:48]It is onset anxiety disorder at childhood where a person who cannot speak in comfortable settings becomes unable to speak in social situation.

[01:16:04]you are around the people and you are afraid to say something you get that is called selective mutism. So these are disorders that are like autism and a doctor may a doctor may confuse selective mutism with autism. You get?

[01:16:24]So you write them all down and then now you go to your kicking out by the three things that we named plus the other early signs suggesting autism.

[01:16:41]This is very important again.

[01:16:45]Al sign suggesting autism by 12 months. No bubbling. The child are not bubbling. No pointing or gestures.

[01:16:58]12 months. You know a child when it's growing and start call bubbling doing hands.

[01:17:04]At 18 months no single word.

[01:17:08]Even mama mama. No single word.

[01:17:12]No limited eye contact. Some child even at an age of 3 months you will see that child looking knows the mother knows the father and no strangers.

[01:17:24]These ones do not.

[01:17:27]At 24 months no two words or phrases just quiet loss of previously acquired skills like regression. They don't you get h that is how you start knowing this channel of mine has a problem but remember we have said or is there anyone has a point before we go to the next anyone I think we understand how autism comes and now we are diagnosing autism and we have seen the the three important things when we come to diagnosing autism.

[01:18:10]Anyone who has a question, the three important points when it comes to diagnosing autism is social reciprocation.

[01:18:20]Nonverbal communication deficit.

[01:18:24]Nonverbal we mean gestures difficult in relationships. Today will be my dad 86th birthday. Rest well, daddy. Joining me good. No worries. May he rest in peace. God knows why. And then we have after the three that I've said, I'm just repeating social reciprocative nonverbal communications and difficulty in relationships.

[01:18:54]You should have at least two or more of repetitive movement, instance of sameless and rigidity. The one I've said he can be hitting hitting. He likes rigidity hitting someone routines high restrictive fixed interest in some things hyper or hyperactivities to sensory input at least two. So who has a question?

[01:19:20]I've been talking talking for like 1 hour and I want now someone to say something. Someone to say at least a thing. someone to say to tell me something at least one thing at least one thing before I go to I've gone up to other things that may look like other things that may look like autism those are called differential diagnosis differential I know some people right now are are answering themselves some questions questions that they have been that they have been asking themselves.

[01:20:06]Mostly the people that have you have not been brought up in a family with an autistic child but you meet one one day and you start associating. So when we talk like this, you are answering your questions. H you are answering your questions. You get and you have said autistic children, let's not be let's not be so aggressive when we are dealing with them. Let's not lose our temper when you are when we are bleeding with them.

[01:20:36]Let's not lose our tempers when we are dealing with them.

[01:20:40]Now causes of autism you have said totally mostly strongly are genetic neural migration and then the cells when they are migrating the cells when they are migrating the ecto when they are mig migrating it becomes a problem you get abnormal brain development and environmental influences may interrupt the brain may interrupt the brain. So yes uh emphas you need to be very patient. You need to be very patient because if you are not patient you may lose your chin.

[01:21:32]I want everyone to know and uh to understand clearly what I'm going to say and these are things that we have talked about from the beginning of diagnosis.

[01:21:49]No one have heard me saying we do a blood test.

[01:22:01]The other thing is I've said we do brain scan to exclude any damage of the brain.

[01:22:08]I've not said there is a scan that diagonizes and tells us this child is autistic.

[01:22:17]No blood test or any scan.

[01:22:23]The scans that we do is to just be sure there is no physical head damage you get.

[01:22:33]Thanks everyone. His name will leave.

[01:22:35]Yeah. He left 13 children. Welcome Johnny. Be good. Welcome. Welcome. We have seen be grateful.

[01:22:46]Diagnosis of autism is totally behavioral and developmental.

[01:22:55]Early diagnosis improves outcome because of drugs and some therapies, cognitive therapies, psychotherapies.

[01:23:07]Lifelong condition but functional can improve with support.

[01:23:15]But you should refer to a specialist when speech delays come in, poor social interactions and repetitive behaviors or parental concern.

[01:23:29]You get those that is the time we should see a specialist. Anyone with a question today?

[01:23:51]Anyone with a question? Johnny be good. Let me highlight some things here before we continue. Before I continue. Johnny be good. Sorry for the loss but there's hope for our dead loved ones. Take heart accept our love as Jamaican uncle Johnny be good. You got that from Hint Williams. Uh thanks again everyone for birthday wishes for my dad. Welcome Johnny be good and F. Happy happy birthday dad. Rest well. That is from Ali. You need to be patient. That was a reaction from FC Onik. Good everyone.

[01:24:48]Good good day. And don't forget to like the stream. Okay. And then we have Betty the house giving loves in the house giving loves. And uh we have Queen NLB.

[01:25:02]This child I know is is noble. The parents say he'll only talk to a few people and they say that is moderate.

[01:25:11]And uh we have the child is known we have someone here Shave Sh right now is always she's always at work at work always be blessed Betty be blessed I can see some people Jamaican uncle I know you are listening calmly even if you are busy I know you are here listening now there are some things that there's something that Jamaican uncle um asked and that is what will be the end of the topic today. If you have any question you can ask and then tomorrow we'll do another topic. We will see today how to differentiate between autism and other spectrum like bipolar and others. So we will start at of again after autism bipolar but we will see how to differentiate.

[01:26:02]Now, some autistic children are so bright, very high IQ and exemptional abilities because of how their brain process information.

[01:26:15]Yes, this is not true for all children with autism. I've said so from the start.

[01:26:27]I've said so from the starting. It is not true to all children with autism part but sound.

[01:26:35]I've said there is something called neurode diversity. Neurodyiversity meaning how the signaling of the brain works.

[01:26:45]That was a a question from Jamaican uncle. Why are they so smart?

[01:26:51]Autistic brains are organized differently. H often show enhanced local processing.

[01:27:02]They focus on very small details because you know when you are injured the power comes on and when some part like when someone is injured this hand and it's not powerful you'll find the right hand is so powerful or when the right hand is injured you will find the left one is so powerful and that is how the brain cells are. when part of it is injured in micro cells you'll find the other part is trying to compensate. So where there is intellectual capability if it was not injured because your head it has your brain has a place for intellectual capability. So if it was not hurt and there is somewhere that was hurt this other place compensates h may have strong connection in certain brain regions linked to memory or perception.

[01:27:58]So it compensates with the other parts that has been hurt. This can lead to superior pattern recognition strong analytic thinking.

[01:28:08]Go and watch the movie called The Good Doctor.

[01:28:15]Follow the good doctor. You will see the guy that acted Bates Model. And now Jamaican uncle is telling us they have one of them that can say A B C D F up to Zed and starts from Zed again backwards up to A. And you see here we are saying we are saying they have strong connection in certain brain legion linking to memory or per perception superior patterns of recognition of some things and strong analytic thinking because if your part of the brain that is for intellectual thinking and capacity was not damaged it will try to compensate from the other that the other side that has a problem.

[01:29:05]You understand?

[01:29:07]H exemption attention details.

[01:29:12]Autistic children notice teeny difference others miss exiles. If a child who is autistic likes painting, this child will paint a picture that will be like a real picture because of the minute detailing that this child the brain is focusing on.

[01:29:35]Get he loves reading so because he can memorize what he reads and remember things from he was a baby. Some people name and even but don't like lighting.

[01:29:49]Yes. Because of sensitivity.

[01:29:52]Maj Maj has said one of the cousins as a masters. You see now strong memory system exemption exemptional role memory facts numbers and details because of the brain compensating from the injury.

[01:30:13]But there are some that the brain is injured at the levels of intellectual they may not have this. So it depends with some intense focus. These children have intense focus.

[01:30:28]Servant ability music, mathematics, memory and art and even cognitive profile.

[01:30:38]You get very strong abilities in some areas.

[01:30:43]So you now know why if Maj is still in the house. M if you are still here you now know why they are so bright and that is the question that will end up the day. Anyone with any question? It has been 1 and 1/2 hours of interaction and I think some people have answered themselves the questions that they have been asking for so long and uh and you know when you answer yourself you feel better.

[01:31:23]So anyone with a question I can answer.

[01:31:29]Anyone with a question I can answer but I'll be answering some of the questions that are coming at my email of course at 9. We will not have today on Tuesday. Tomorrow is when we have feel good Friday.

[01:31:45]So I may not answer I we will do feel good uh evening tomorrow.

[01:31:51]So if anyone has a question my friends if anyone has a question you may ask and uh we see what next at 9 we'll meet at 9 again if you ask at 6 7 8 9 at 9 according to your time it's 2 hours from now there are some questions that come to the email that I usually answer that time if you are around you can stay around and then we we interact to see the way forward So if no question those that will meet at 9, welcome. Thank you everyone being here. H thank you Jamaican uncle MJ M there was something that you you were to tell me but I know at 9 you will tell me or or it was the master's one. Okay and all that have been here. Thank you so much. Be blessed everyone. Let's meet at 9. Bye.

[01:33:07]I before I go alig you need to doctor first before doing that but I'll talk about it at at 9:00 so if you have a time please check Check check me out at 9. I'll talk about medication and autism. Where to stop and when not to stop. That question I'll answer it at 9. 2 hours from now. Let me do some things then we will talk.