Diagnostic Criteria for Autism: According to Dsm-IV (American Psychiatric Association)

Measures

Necessity (Percentage %)

Feasibility (Percentage %)

Very necessary

design

Necessary

No need

design

Very possible

exam

Possible

Not feasible

1

Building content and inclusive education programs for autistic children according to a combined model between child education centers

disability and preschool

2

Develop a plan for inclusive education and care for autistic children according to a model combining child education centers

disability and preschool

3

Organizing the exchange and sharing of knowledge on inclusive education for autistic children according to a combined model between the center for education of children with disabilities

disabilities and kindergarten

4

Building an inclusive education process for autistic children in preschools according to a combined model

5

Combining teaching methods, educational methods and special education methods into inclusive education for autistic children according to the combined model of the center for education of children with disabilities

and kindergarten

6

Strengthening the inspection and assessment of inclusive education and assessment of autistic children according to the combined model of child education centers

disability and preschool

(1) Defects in the quality of social relationships, with at least 2 of the following signs:

1. Marked impairment in the use of nonverbal communication behaviors (such as eye contact)

eye contact, facial expressions, body posture and gestures to manage social relationships)

2. Poor development of age-appropriate friendships

3. Lack of seeking to share joy, interests, and achievements with others (not knowing how to show off or show others things)

I like)

4. Lack of social relationships or emotional expression

(2) Qualitative communication deficit, with at least one of the following signs:

1. Slow or complete lack of development of speaking skills (not including attempts to

Try to substitute other forms of nonverbal communication such as gestures or facial expressions)

2. Children who can speak have a marked deficit in the ability to initiate

initiate and maintain conversation with others.

3. Using repetitive and stereotyped language or using eccentric language

4. Lack of varied, socially appropriate pretend or imitation play

appropriate to the level of development.

(3) Repetitive, stereotyped patterns of behavior, interests, and activities (with

at least one of the following signs)

1. Preoccupied, pervasive with one or more abnormally patterned interests

often both in intensity and concentration.

2. Marked, uncompromising absorption in activities or interests

special ceremony

3. Have repetitive or stereotyped gestures or movements (drawing, wringing hands,

or complex body movements)

4. Persistent preoccupation with details of objects.

B. Developmental delay or abnormality in at least 1 of the following areas (<3 years old)

1. Social relations

2. Using language in communication

3. Symbolic or Imaginative Play