How to Test for Autism Spectrum Disorder?

Autism spectrum disorder covers a range of neurodevelopmental disorders, including classic autism, Asperger's syndrome or Rett syndrome. It is administered through the interaction of parents and pediatricians. The autism screening test is a test for children aged 4 years and older and consists of 40 questions on communication skills and social structure. In the screening test for 2 years of age; imitation, attention control, play and motor skills are observed.

How to Prevent Autism Spectrum Disorder?

There is no known way to prevent autism spectrum disorder, but there are a number of alternatives that are being implemented to make daily life more manageable. Early diagnosis and timely and appropriate intervention is one of the most effective methods. Early diagnosis of autism can contribute to children's movements, skills and language development.

What are the Therapy Methods Applied in Autism Treatment?

There are many therapy methods applied in the treatment of autism. These therapy methods can be listed as follows: <ul> <li>Sensory integration therapy: Sensory problems reduce the individual's harmony with the environment and prevent them from exhibiting appropriate behaviors.</li> <li>Auditory integration therapy: Auditory integration therapy determines which frequencies the child is hypersensitive to.</li> <li>Music therapy: Music therapy is a therapy method applied by specialized therapists with the help of activities such as singing together and using musical instruments.</li> <li>Art therapy: In art therapy, plastic arts such as painting, ceramics, sculpture, etc. mediate self-expression.</li> <li>Drama therapy: The main purpose of drama therapy is to help individuals to develop emotionally and express themselves by applying activities such as role playing, storytelling, etc. in performing arts.</li> <li>Animal therapies: In the treatment applied to children with autism, interaction between the child and the animal is tried to be established.</li> </ul>

How Long Does a Person with Autism Live?

Research has shown that people with autism have higher levels of health problems during childhood, adolescence and adulthood. This can lead to an increased risk of early death. Over a 20-year period, 6.4% of people died at an average age of 39.

ÇEGOMER

The Child and Adolescent Development & Autism Center (ÇEGOMER) is a center that provides support and rehabilitation services for children and adolescents with neurodevelopmental disorders. The center aims to help individuals coping with conditions such as Autism Spectrum Disorder, Attention-Deficit/Hyperactivity Disorder (ADHD), Specific Learning Disorders, Communication Disorders, Intellectual Disabilities, and Tic Disorders improve their daily living, academic, and social skills.

ÇEGOMER implements rehabilitation and developmental programs tailored to children’s individual needs through a multidisciplinary approach that integrates health and education.

What Does ÇEGOMER Do?

The Child and Adolescent Development & Autism Center (ÇEGOMER) offers a wide range of services to meet the neurodevelopmental needs of children and adolescents:

Rehabilitation Programs: Programs are designed to develop children’s daily living, social, and academic skills based on their individual needs.
Early Childhood Program: Provides early intervention services for children aged 0–24 months to support their readiness for learning and communication skills.
Preschool and School Programs: These programs help children ages 2–13 acquire academic skills and improve their social interactions.
Home Follow-Up Program: Offers a system that supports families in implementing activities planned by specialists at home.
Speech and Language Therapy: Provides individualized therapy to support communication and language development.
Occupational Therapy and Sensory Integration: Organizes specialized therapies that develop children’s sensory and motor skills.
Family Counseling: Provides guidance to help families actively participate in their children’s developmental processes.

The Center’s Mission

To develop a rehabilitation program for children and adolescents with special needs by adopting a multidisciplinary approach,
To support daily living, academic, and social skills,
Monitoring and implementing developmental progress,
To develop Early Childhood Programs, Preschool and School Programs, and Home Follow-up Programs under the guidance of a team of experts,
Incorporating daily living skills such as communication and interaction skills, play skills, readiness for learning, parent-child relationships, nutrition, sleep, and toileting into the program content,
Supporting participation in academic skills,
Focusing on managing daily living skills, self-care, and participation in play, creative, and leisure activities,
Supporting language skills and motor development,
Ensuring children’s participation in activities at home and at school through a home monitoring system.

ÇEGOMER Staff and Areas of Activity

The center’s staff consists of child and adolescent psychiatrists, an occupational therapist, a speech-language pathologist, a clinical psychologist, a child development specialist, a special education specialist, and a physical activity and movement educator. The center’s facilities include counseling rooms, an occupational therapy and sensory integration room, a Floortime room, a room for speech and language disorders, a play therapy room, special education rooms, and rooms dedicated to physical activity and movement education.

Groups Eligible to Apply to the ÇEGOMER Center

The Child and Adolescent Development & Autism Unit (ÇEGOMER) offers support programs for various neurodevelopmental disorders. Some of the groups eligible to apply to ÇEGOMER include:

Attention-Deficit/Hyperactivity Disorder (ADHD),
Specific Learning Disorder,
Autism Spectrum Disorder,
Intellectual Disability,
Tic Disorder,
Communication Disorder.

Neurodevelopmental Disorders

Neurodevelopmental disorders is a diagnostic category that encompasses a group of disorders affecting the development of the central nervous system. Some examples of neurodevelopmental disorders include:

Attention-Deficit/Hyperactivity Disorder (ADHD)

Attention-Deficit/Hyperactivity Disorder (ADHD) is a condition that can lead to significant academic, social, and psychiatric problems, and its negative effects can persist throughout life.

There are three distinct symptom groups associated with ADHD: inattention, impulsivity, and hyperactivity. In some individuals, symptoms of inattention are prominent, while in others

hyperactivity symptoms are observed, while others have both impulsivity and hyperactivity symptoms—this is known as the combined type of ADHD.

All official child psychiatry clinics worldwide and in Turkey agree that ADHD is a genetically based, neurobiological disorder and that medication is one of the most important treatment options for ADHD. Methods such as cognitive-behavioral therapy, neurofeedback, Play Attention, and attention-enhancement training—when used concurrently with medication—provide a rapid onset of effect and better recovery rates.

Specific Learning Disorder

A diagnosis of specific learning disability is typically made when it becomes apparent that a child is struggling to acquire the academic skills expected of him upon starting school.

By providing academic support to children diagnosed with a specific learning disability, they can reach the performance level expected of their peers. A specific learning disability is not a condition that can be treated with medication or various other methods.

Specific learning disability is a neurodevelopmental disorder. Children diagnosed with this condition require support in fundamental areas such as social and emotional skills, attention, language and communication skills, visual and auditory perception and processing skills, and gross and fine motor skills.

Autism Spectrum Disorder

Autism spectrum disorder is a type of verbal and behavioral disorder that is present from birth or negatively affects a person’s quality of life throughout his life. In autism, which is classified as a mental disorder, early diagnosis and rehabilitation are very important. It manifests itself through repetitive behavioral symptoms during the first three years of life.

A diagnosis of autism spectrum disorder is based on clinical observation and behavioral characteristics. Symptoms of autism typically begin to appear around age 2, at which point a diagnosis can be made. However, with careful clinical observation, symptoms can be detected even in a 1-year-old child. It is not possible to detect autism while the baby is still in the womb. For this reason, when their child is diagnosed with autism, families frequently ask, “How is autism treated?”

Symptoms of autism can vary in severity from person to person. Common symptoms include:

Difficulty making eye contact,
Failure to respond to his name,
Repetitive movements (such as hand-flapping, rocking, or spinning),
Extreme sensitivity to change,
Delays in language and speech development,
Difficulty with social interaction and a tendency to isolate himself.

Treatment for autism spectrum disorder involves informing the family about autism after a diagnosis is made and implementing the appropriate educational program for the child as soon as possible. The most important form of education is applied behavior analysis. Alongside individual education—which has been scientifically proven to be effective in autism—

, along with age-appropriate speech therapy and sensory integration therapy. It is important for the family to participate in the educational program and to support the child in the social-emotional domain even outside of structured educational sessions.

To learn more about autism spectrum disorder and to raise awareness about early diagnosis and appropriate treatment methods, please visit our “What Is Autism?” page.

Intellectual Disability

Intelligence is the mind’s ability to learn, apply what has been learned, adapt to new situations, and find new solutions.
In general, intellectual disability (formerly known as mental retardation) is defined as a limitation in a child’s adaptive behaviors and cognitive functions that begins during the developmental period.
In education-based definitions, it refers to a deficiency in intellectual skills and adaptive behaviors observed during the developmental period and how this condition negatively affects the child’s educational performance.
From a medical perspective, intellectual developmental disability is defined as a significant deficit in intellectual functioning below the average, accompanied by impairments in adaptive behavior, all of which emerge during the developmental period.

Tic Disorder

Tics are abnormal activities that manifest as sudden, semi-involuntary, rapid, repetitive, non-rhythmic, purposeless, stereotyped motor movements or vocalizations.
Although they may rarely result from conditions that affect the basal ganglia—such as trauma or encephalitis—or from degenerative diseases like Huntington’s disease (HD), they are generally idiopathic. Gilles de la Tourette syndrome (TS) is the most common tic disorder.
Key features that distinguish tics from other movement disorders include their ability to be suppressed for varying durations, their tendency to disappear during distracting activities (such as reading or sewing), and the fact that some forms persist even during sleep.
Sudden, brief, meaningless, and involuntary movements and sounds are called simple tics, while those that are slower and longer-lasting, appearing purposeful (stereotypical, repetitive movements) or taking the form of meaningful words are called complex tics.

Communication Disorder

Language is a systematic set of concepts comprising the symbols produced by society and the rules governing their use.
Speech is made possible through language.
Speech is the oral production of language.
The first years of a child’s life are the most critical period for the development of language skills.
A person’s receptive language begins to develop during the prenatal period.
In the first few months, the infant becomes sensitive to human voices and begins to show stronger reactions to the mother’s voice.
Expressive language develops through babbling, cooing, echolalia, jargon, and the formation of words and sentences.
Speech disorders have been reclassified as communication disorders in the DSM-5 and are now categorized under neurodevelopmental disorders.
Communication disorders encompass the clinical diagnoses of language disorder, speech sound disorder, childhood fluency disorder (stuttering), social-pragmatic communication disorder, and non-specific communication disorder.

What Are the Symptoms of Neurodevelopmental Disorders?

Developmental delays and disruptions beginning in childhood.
Developmental disorders persist throughout life.
Emotional symptoms: Emotional reactions of varying degrees, emotional instability.
Physical symptoms: Problems with motor skill development, coordination difficulties.
Mental symptoms: Impairments in cognitive functions, learning difficulties.
Lifelong challenges for the affected individual.
Challenges faced by the family, community, and social environment in coping with these issues.
Significant consequences: Challenges in education, work, and social relationships.
Difficulties interacting within society and the risk of exclusion.

Diagnosis and Treatment of Neurodevelopmental Disorders

Diagnostic Process:

The diagnostic criteria for the relevant disorder are evaluated in detail.
Information is gathered from family members providing care, close associates, and teachers.
A neurological and physical examination is performed.
Psychometric tests may be administered as appropriate for the specific disorder.
Laboratory evaluations and brain imaging studies may be performed.

Treatment Process:

Treatment is planned taking into account the type and severity of the neurodevelopmental disorder.
Treatments are broadly divided into two categories: pharmacological and non-pharmacological methods.
Pharmacological treatments: The goal is to alleviate or control symptoms through the use of medication.
Non-pharmacological treatments: These include methods such as special education, therapies, and behavioral interventions.
The goal of treatment is to establish a biopsychosocial plan tailored to the individual’s needs.
A multidisciplinary approach must be adopted.
Collaboration among specialists is of great importance in supporting the child’s overall development.
The treatment process should be customized, taking into account the individual’s age, special needs, and the family’s situation.

ÇEGOMER Education and Therapy Planning

Early Childhood Program: In this program for children aged 0–24 months, a team consisting of a child and adolescent psychiatrist, a special education specialist, a physical activity and movement education specialist, a clinical psychologist, a child development specialist, a speech-language pathologist, and an occupational therapist. The program aims to provide early childhood education, communication and interaction skills, play skills, readiness for learning, parent-child relationships, nutrition, sleep, daily living skills such as toilet training, and sensory development. The program can be tailored to the child’s needs and structured as full-day or half-day consecutive sessions.

Preschool and School Programs: Designed for children ages 2–13, this program features a team of child and adolescent psychiatrists, a special education specialist, a physical activity and movement education specialist, a clinical psychologist, a child development specialist, a speech-language therapist, and a certified occupational therapist, with the goal of fostering participation in pre-academic and academic skills, managing daily living skills, self-care, participation in play, creative, and leisure activities, and the development of social interaction and communication skills. The program can be scheduled as full-day or half-day consecutive sessions, depending on the child’s needs.

Home Follow-Up Program: This program establishes a follow-up system that enables families to perform at-home activities planned by specialists at the center. The home follow-up program aims to share information with families through regular meetings with specialists and to evaluate the activities performed at home. Additionally, for school-aged children, single-session support programs can be planned as part of a supplementary education program aimed at enhancing participation in academic skills after school.

In the programs of the Autism Rehabilitation Center, which adopt a multidisciplinary approach, the collaboration between families and the team of specialists aims to foster the child’s independence and participation in daily living skills.

The Center’s Areas of Focus

Occupational Therapy and Sensory Integration

These programs aim to develop the physical, sensory, and cognitive skills of individuals with special needs, thereby enabling their independent participation in daily living activities.

In occupational therapy, the sensory integration approach is used to identify the child’s sensory profile, support his sensory skills, and teach appropriate behaviors by progressing according to his needs. Additionally, occupational therapy and sensory integration therapy are used to prevent the emergence of anticipated negative behaviors and tantrums and to help the child relax.

Children with neurodevelopmental disorders are provided with activities that support vestibular and proprioceptive processing, such as balance, coordination, and body awareness.

Furthermore, the child’s daily living skills—such as eating, brushing teeth, combing hair, getting dressed, bathing, and trimming nails—are developed.

To support the development of academic skills, therapy programs are designed to enhance the child’s attention, memory, visual perception, motor planning and praxis, pencil grip, and fine and gross motor skills.

In occupational therapy, functional emotional development capacities are enhanced through sensory integration and the DIR Floortime approach, thereby supporting children’s interaction skills, play-initiation skills, activity adaptation, socialization, self-regulation, joint attention, collaboration, two-way interaction, and the organization of social problem-solving behaviors.

Special Education

This program aims to support individuals who develop differently from their peers in areas such as pre-speech skills, self-care skills, social and communication skills, taking turns, joining and initiating play, as well as academic activities during the preschool and formal education processes.

In the ÇEGOMER program, under the guidance of a Special Education Teacher, all individuals who develop differently from their peers are supported in their pre-speech development, self-care skills, social and communication skills, reasoning, problem-solving, creative thinking, attention, and joint attention, taking turns, participating in and initiating play, and academic activities in the preschool and formal education processes—all of which are advanced and developed through a multidisciplinary approach, coordinated with family collaboration and other specialized fields.

Speech and Language Therapy

This program aims to provide assessment, therapy, and counseling services to individuals who do not possess skills equivalent to their peers in one or more areas of language, speech, and communication, or who have a language or speech disorder.

Physical Activity and Movement Education

The goal is to provide physical activity and movement training focused on the development of balance, coordination, flexibility, and postural control.

The goal of educating individuals with special needs is to enable them to live more independently and happily.

Helping individuals—each with his own unique characteristics—acquire certain skills to meet his needs will assist him in his daily life. “Physical activity and movement education” plays a significant role in achieving this goal. Physical activity and movement education contributes significantly to an individual’s social integration. For individuals with special educational needs who live with a sense of rejection and lack of acceptance by society, the self-confidence they gain through sports activities will help them develop.

The physical activities planned for individuals with special educational needs should be designed to promote development in the psychomotor, sensory, and cognitive domains. This is because effective development in these areas will ensure that the stated long-term goals are achieved. Physical activity and movement education plays a vital role in helping individuals acquire the motor skills that influence their social and emotional development.

Participation in physical activity and movement education helps improve his physical and motor fitness levels,
promote the development of muscular endurance and strength,
help him acquire qualities such as balance and flexibility,
Enhancing his perceptual-motor functions,
Increase his mobility and body image,
Gaining coordination,

Accepting the limitations he cannot change and thereby taking steps toward self-actualization.

Family Counseling

The goal of counseling planning is to facilitate families’ lives, enable their participation in society, support their attitudes toward their child’s unique developmental situation, and foster collaboration between specialists and families to contribute to the child’s development.

Hippotherapy

Hippotherapy is a strategy that utilizes the movements of a horse to promote functional improvement and development in groups of children and adolescents with sensory or intellectual disabilities. The horse’s movements are variable, rhythmic, repetitive, and multifaceted. They provide vestibular, proprioceptive, and tactile stimulation. By strengthening muscle strength, they support joint mobility. Exercises are conducted to support balance, coordination, and body awareness. As a result of these exercises, inter-movement coordination, concentration, and interaction are achieved. The horse’s rhythmic movements help develop postural control, body awareness, ease of motor planning, balance, coordination, timing, sensory integration, and sustained attention.