STEAM education is a learning approach that incorporates science, technology, engineering, arts and mathematics into one cohesive experience.

In traditional education, these subjects are often taught in isolation from one another. However, in STEAM education, the subjects are integrated to create a holistic educational experience that encourages critical thinking, problem-solving, creativity, and innovation.

STEAM education is a growing trend in schools across the world. Many school systems are integrating STEAM into their curricula, while others are adopting STEAM-based approaches to learning. By mixing traditional STEM subjects with arts and design, educators hope to create more well-rounded students who possess critical thinking skills and an appreciation for creativity.

STEM vs STEAM education

A STEM curriculum includes real-world challenges that students solve while being guided through the process of examining problems from all angles by questioning them and using hands-on, practical applications of content.

By incorporating art, STEM lessons can become more meaningful and interesting for students, encouraging them to express themselves creatively. It also allows teachers to evaluate their understanding of concepts and ideas as translating science and math into art requires a solid grasp of those subjects.

In a nutshell, STEM and STEAM are both frameworks for integrating science, technology, engineering and math into the classroom. They both emphasise problem-solving skills through a focus on facts and data. However, STEAM also focuses on creativity and innovation through an emphasis on making connections between subjects.

Why is STEAM education important for children?

A STEAM education is essential in preparing children for success in an increasingly technology-driven world. By exposing children to a diverse range of subjects, STEAM education provides them with a well-rounded understanding of the world around them.

STEAM subjects encourage children to think independently and critically. By providing opportunities for students to explore their own ideas, STEAM education helps them develop these skills in an engaging way.

Critical thinking – STEAM education helps students develop critical thinking skills by encouraging them to explore their own ideas and share them with others.

When children learn how to think critically, they are better equipped to analyse complex problems and come up with innovative solutions. This skill is essential for success in future when students will face increasingly complex problems and challenges.

Creativity – STEAM education helps students develop their creativity by allowing them to express their ideas and explore various mediums.  In addition to art, science and technology, STEAM education encompasses other creative outlets such as writing and music. When children are given the opportunity to be creative in these areas, they are better prepared for future careers that require innovation and out-of-the-box thinking.

Boosts Curiosity – STEAM education encourages children to ask questions and seek out answers. It engages their minds in a way that allows them to discover interesting facts about the world around them. This skill is invaluable for students who want to learn more about their interests and develop a deeper understanding of how things work.

Collaboration – STEAM education encourages students to work together on projects. This not only teaches children to collaborate with others but also helps them develop better social skills. They learn how to work well with others and gain confidence in their own abilities as they see their ideas come to life.

Real-world application – STEAM education teaches students about the real world. They learn how science and technology affect their lives and how they can use these tools to make their own mark on society. This type of education helps students understand that what they learn in school has applications outside of the classroom, which encourages them to develop an interest in learning and pursue their passion.

STEAM education at Maple Leaf Kingsley International School

We are staunch supporters and believe that STEAM education fosters teamwork and collaboration between teachers and the transfer of knowledge between disciplines. Kingsley actively restores art and science to a place of importance in a way that engages a wider range of students.

For example, a student who loves math can discover a connection between math and music, or a student who enjoys literature can connect literature and science.

Our STEAM learning approach creates an environment that challenges students to think creatively and critically while providing an avenue to grow to their fullest potential. We empower students to express their ideas and opinions through research, analysis, debate, and questioning.

How is STEAM conducted in our classes?

We have a variety of avenues that support students’ learning of STEAM concepts including:

i) Robotics Club

ii) Science Club

iii) Project-Based Learning

iv) Gamification of STEAM concepts for better understanding

v) Smartboards

vi) Field trips

vii) 3D printing

viii) Computer science lessons

ix) Art

x) Immersing in the natural beauty of nature

Get in touch with us to schedule a visit to our campus and get a first-hand experience of our facilities and services.

How often have you worked and toiled and put effort into a project, looked at it and thought, “This is not good enough!”

Perfectionism is a common trait that is often encouraged and rewarded in society. While striving for excellence and setting high standards can be beneficial in many aspects of life, perfectionism can also have an impact negative impact, especially on the mental health of children and teens.

Research has shown that perfectionism is linked to a higher risk of stress and anxiety. Children and teens who are perfectionists may experience a range of negative emotions, including guilt, shame, frustration or hopelessness when they fall short of their own expectations or the expectations of others.

Understanding perfectionism and its types

A perfectionist is a person who sets excessively high standards for themselves and others, coupled with a strong desire to meet those standards.

They often strive for flawlessness in their work, relationships, and personal achievements, and can be overly self-critical if they fall short of their expectations.

On the one hand, it can drive individuals to achieve great success and excellence in their chosen fields and can be a source of motivation and pride.

On the other hand, it can also lead to anxiety, stress, and burnout, as individuals may be constantly striving for an unattainable level of perfection.

What type of perfectionist are you?

There are different types of perfectionism, including:-

• Self-oriented,
• Other-oriented,
• and socially prescribed.

Self-oriented perfectionists set high standards for themselves and strive for personal excellence, while other-oriented perfectionists set high standards for others and can be very critical of their performance.

On the other hand, socially prescribed perfectionists feel a strong pressure to meet the expectations of others and may be afraid of failure or criticism.

How does perfectionism impact mental health?

While striving for excellence and having high standards can be positive traits, perfectionism becomes unhealthy when the standards are unattainable and a rigid goal causes stress and anxiety.

Here are some ways perfectionism can impact mental health:

Anxiety and depression: Perfectionism can lead to anxiety and depression, as the individual may constantly worry about meeting high standards or fear failure.

Low self-esteem: When perfectionism is not achieved, it can lead to negative self-talk and a decrease in self-esteem. The individual may feel they are not worthy of praise or recognition.

Obsessive-compulsive tendencies: Perfectionism can also lead to obsessive-compulsive tendencies, such as constantly checking and re-checking work or needing to have everything in order.

Avoidance behaviour: Fear of failure or not meeting high standards can lead to avoidance behaviour, such as procrastination or giving up on tasks.

Social isolation: Perfectionism can also lead to social isolation, as the individual may avoid social situations or interactions to avoid making mistakes or being judged by others.

How to help children cope with perfectionism?

It is important for parents and caregivers to recognise the signs of perfectionism in children and teens and to take steps to support their mental health. One of the most important things that parents can do is to help children and teens set realistic goals and expectations for themselves.

This means encouraging them to strive for excellence while also recognising that mistakes are a natural part of the learning process.

Parents can also help them develop coping skills to deal with feelings of stress, anxiety, and self-doubt. This might include teaching them relaxation techniques, encouraging physical exercise, or helping them develop a support network of friends and family members.

In addition, parents can encourage children and teens to pursue activities that they enjoy and that allows them to express themselves creatively. This might include art, music, writing, or sports. These activities can provide a healthy outlet for stress and anxiety and can help children and teens develop a sense of identity and purpose beyond academic or social success.

Creating a positive atmosphere for learning and growth

 Maple Leaf Kingsley International School provides a supportive environment in which students take on new challenges with a positive attitude and learn from their mistakes.

We encourage students to participate in various activities that allow them to make mistakes, reflect on them and correct them. This helps them become more self-aware and to understand that mistakes are a part of growth; and life.

Our vision is to create a supportive environment in which students can flourish. Small class sizes with an optimal number of students allow the teachers to nurture and guide the students to become the best version of themselves.

To help students feel secure at school, Maple Leaf Kingsley International School provides a bully-free environment in which students are encouraged to understand the implications and negative impacts of bullying through awareness programmes. This is coupled with pastoral care and counselling services to ensure that the mental health and well-being of the students are not overlooked.

We consistently model kind behaviour and create a warm and friendly atmosphere where students feel confident, engaged and respectful towards each other.

Maple Leaf Kingsley International School is more than just a place where students can learn–it’s a community where they feel free to express themselves without fear of failure.

How often have you worked and toiled and put effort into a project, looked at it and thought, “This is not good enough!”

Perfectionism is a common trait that is often encouraged and rewarded in society. While striving for excellence and setting high standards can be beneficial in many aspects of life, perfectionism can also have an impact negative impact, especially on the mental health of children and teens.

Research has shown that perfectionism is linked to a higher risk of stress and anxiety. Children and teens who are perfectionists may experience a range of negative emotions, including guilt, shame, frustration or hopelessness when they fall short of their own expectations or the expectations of others.

Understanding perfectionism and its types

A perfectionist is a person who sets excessively high standards for themselves and others, coupled with a strong desire to meet those standards.

They often strive for flawlessness in their work, relationships, and personal achievements, and can be overly self-critical if they fall short of their expectations.

On the one hand, it can drive individuals to achieve great success and excellence in their chosen fields and can be a source of motivation and pride.

On the other hand, it can also lead to anxiety, stress, and burnout, as individuals may be constantly striving for an unattainable level of perfection.

What type of perfectionist are you?

There are different types of perfectionism, including:-

• Self-oriented,
• Other-oriented,
• and socially prescribed.

Self-oriented perfectionists set high standards for themselves and strive for personal excellence, while other-oriented perfectionists set high standards for others and can be very critical of their performance.

On the other hand, socially prescribed perfectionists feel a strong pressure to meet the expectations of others and may be afraid of failure or criticism.

How does perfectionism impact mental health?

While striving for excellence and having high standards can be positive traits, perfectionism becomes unhealthy when the standards are unattainable and a rigid goal causes stress and anxiety.

Here are some ways perfectionism can impact mental health:

Anxiety and depression: Perfectionism can lead to anxiety and depression, as the individual may constantly worry about meeting high standards or fear failure.

Low self-esteem: When perfectionism is not achieved, it can lead to negative self-talk and a decrease in self-esteem. The individual may feel they are not worthy of praise or recognition.

Obsessive-compulsive tendencies: Perfectionism can also lead to obsessive-compulsive tendencies, such as constantly checking and re-checking work or needing to have everything in order.

Avoidance behaviour: Fear of failure or not meeting high standards can lead to avoidance behaviour, such as procrastination or giving up on tasks.

Social isolation: Perfectionism can also lead to social isolation, as the individual may avoid social situations or interactions to avoid making mistakes or being judged by others.

How to help children cope with perfectionism?

It is important for parents and caregivers to recognise the signs of perfectionism in children and teens and to take steps to support their mental health. One of the most important things that parents can do is to help children and teens set realistic goals and expectations for themselves.

This means encouraging them to strive for excellence while also recognising that mistakes are a natural part of the learning process.

Parents can also help them develop coping skills to deal with feelings of stress, anxiety, and self-doubt. This might include teaching them relaxation techniques, encouraging physical exercise, or helping them develop a support network of friends and family members.

In addition, parents can encourage children and teens to pursue activities that they enjoy and that allows them to express themselves creatively. This might include art, music, writing, or sports. These activities can provide a healthy outlet for stress and anxiety and can help children and teens develop a sense of identity and purpose beyond academic or social success.

Creating a positive atmosphere for learning and growth

 Maple Leaf Kingsley International School provides a supportive environment in which students take on new challenges with a positive attitude and learn from their mistakes.

We encourage students to participate in various activities that allow them to make mistakes, reflect on them and correct them. This helps them become more self-aware and to understand that mistakes are a part of growth; and life.

Our vision is to create a supportive environment in which students can flourish. Small class sizes with an optimal number of students allow the teachers to nurture and guide the students to become the best version of themselves.

To help students feel secure at school, Maple Leaf Kingsley International School provides a bully-free environment in which students are encouraged to understand the implications and negative impacts of bullying through awareness programmes. This is coupled with pastoral care and counselling services to ensure that the mental health and well-being of the students are not overlooked.

We consistently model kind behaviour and create a warm and friendly atmosphere where students feel confident, engaged and respectful towards each other.

Maple Leaf Kingsley International School is more than just a place where students can learn–it’s a community where they feel free to express themselves without fear of failure.

Autism Spectrum Disorder (ASD) is classified in the DSM-5 as having (1) difficulties with social communication and social interaction and (2) restricted, repetitive behaviour, interests or activity including hyper- or hypo-sensitivity towards sensory elements like temperature, pain, light, and sound. These features mean that individuals with ASD experience the world differently from most others, and as a result, are often treated differently — unfortunately, usually adversely. Most of us like to think that we are accepting of the ASD community. According to a 2017 UNICEF study, 70.9% of Malaysians thought that children with disabilities were treated well. However, perspectives from parents of children with ASD reveal otherwise.

Parental perspectives on caring for a child with autism spectrum disorder — the downside.

1. Experienced and internalised stigma.

Upon autism diagnosis, parents often feel disappointment, grief, denial, and embarrassment at the reality that their child is not ‘normal’ and will not ‘be like other kids’. This internalised stigma often leads to families hiding children with ASD from society as they believe they will be judged harshly. Stigma also results in rejection of the autism diagnosis, preventing autistic children from receiving therapy or government aid such as the OKU card.

1. Self-blame and shame.

Due to the collectivist nature of Malaysian society, parents often feel judged and criticised about their parenting abilities. Certain behavioural characteristics of autism such as stimming (repetitive behaviours) and tantrums as a response to heightened sensitivity may come across as ‘misbehaviour’, resulting in parental shame. Cultural beliefs like karma and the outdated notion that poor parenting and child-rearing abilities are the cause of autism further fuel self-blame.

1. Hostility from others.

Autistic children are stared at in public and are often victims of rude remarks, ridicule, and ostracization. Only 16.3% of survey respondents were comfortable with children with neurodevelopmental disorders being in school. In some instances, this hostility is transferred to the parents for being unable to ‘control’ their child.

Parent: “We brought her to a ballet class but…everybody kept looking…we didn’t feel nice, like we were disturbing them. A bit…paiseh (feeling of embarrassment). We didn’t bring her back. But she was so happy so we kept looking.”

[Teo & Lau, 2018, p.38]

1. Social isolation.

The combination of hostility and shame often leads to parents hiding the fact that their child has ASD from family and friends. Caring for an autistic child is also time consuming, leaving little ‘me-time’ for parents. As such, parents tend to feel alone and socially isolated.

1. Lack of support.

A study by Yaacob et al. (2021) revealed that about one third of parents did not receive support from family members, including spouses. There is also a dire need for financial support, and support from healthcare providers in being more accommodating towards individuals with ASD as well as in making autism screenings and early interventions more accessible.

Parent: “I am tired. With an unhelpful husband, who tends just to ignore things. I have to do everything on my own.”

[Yaacob et al., 2021, p.7]

There is no cure for autism. Nor should there be.

Autism spectrum disorder isn’t a disease or a deficit, it is a neurological variation in how some individuals’ brains work — not less, just different. However, the world around us is built to suit neurotypicals, and there is (unfortunately) a long way to go before society starts making changes to completely accommodate individuals with ASD. That’s why early detection and intervention for autism is a parent’s best bet for integrating their child into society and equipping them with tools that will allow them to have some semblance of independence in the future.

Early vs late autism diagnosis and intervention

Barriers against early autism detection

Stigma

Negative preconceptions of parents towards autism often leads to parents being in denial that their child may be autistic. As such, they are unwilling to get their child screened, which results in the child not receiving a correct diagnosis or appropriate intervention for autism.

Cultural beliefs

Parents who believe that their child’s symptoms can be treated by religious methods, traditional medicine and/or vitamins are less likely to get their child screened for autism. Moreover, in some rural areas, autism symptoms like speech delay may be considered normal.

Lack of education

Lack of awareness on what autism spectrum disorder is and on the available intervention methods can result in parents feeling like there is ‘no hope’ and that their child is a ‘lost cause’. This mentality subverts any determination parents may have in getting a formal diagnosis and appropriate autism intervention for their child.

Lack of parent-child quality time

Increased ‘iPad time’ means that parents spend less quality time with their child. Thus, they are less likely to detect signs like communication difficulties (be verbal or via gestures), lack of eye-contact and unusual, repetitive play or behaviour.

Ineffectiveness and reluctance of healthcare professionals in diagnosing autism.

Healthcare professionals may lack adequate training to correctly diagnose and treat autism. They may also be reluctant to label a child as autistic, resulting in incorrect diagnoses like social-introversion, speech and/or hearing impairment. In rural areas, a bias exists among healthcare professionals such that autistic symptoms are attributed to poor upbringing and lack of education, rather than due to having ASD.

Universal screening for autism — a proposed solution.

“Universal screenings for autism are mandatory screenings that can be done routinely locally by healthcare workers for all toddlers at 9 months, 18 months, and 24 or 30 months respectively”. — as recommended by the American Psychological Association, 2020

This would mean that all children would have to get screened at certain points, regardless of whether anyone suspects the child of having autism — similar to how certain vaccinations are done. While this may increase parental anxiety associated with awaiting screening results, the benefits far outweigh the drawbacks.

Stigma associated with autism screenings would be significantly reduced as all children would go through the screening routinely. Universal screening would also facilitate early detection, early intervention, and improved treatment outcomes as barriers like lack of parental and clinician awareness on early signs of ASD. Furthermore, these screenings would help concerned parents initiate conversations with physicians regarding any developmental delays in their child. Results from these screenings would also increase clinician awareness regarding ASD symptoms and provide useful data on how ASD symptoms may be changing over time, especially with the exponential use of screen time in toddlers.

In the meantime, …

Parents of children with ASD may feel like a lot of things are out of their control — and they wouldn’t be wrong. The exception to this being how they react and feel about their child’s autism diagnosis. Research has found that parents who are accepting of the fact that their child has ASD and who don’t feel stigmatised are far less likely to have their quality of life and mental wellbeing adversely affected. Healthcare workers also play a pivotal part in continuing to educate themselves on ASD symptoms, and in supporting parents through screenings and interventions by being more sensitive and empathetic towards what both parents and children are going through. It is also worth mentioning that autistic children and their families can undeniably benefit from a lot less judgement and a lot more kindness and understanding from the community.

My child has autism/I think my child has autism. Where do I go from here?

Screenings, Diagnosis, Early Intervention Programs & Intensive Interventions

• The National Autism Society of Malaysia (NASOM)
• Early Autism Project Malaysia
• Autism Link Malaysia

Speech Therapy & Occupational Therapy

• WELL Rehabilitation Centre

References:

1. A push for universal screening. (2020, July 1). Apa.org. https://www.apa.org/monitor/2020/07/autism-screening
2. Chu, S. Y., Park, H., Lee, J., Shaharuddin, K. K. binti, & Gan, C. H. (2020). Self‐stigma and its associations with stress and quality of life among Malaysian parents of children with autism. Child: Care, Health and Development, 46(4), 485–494. https://doi.org/10.1111/cch.12771
3. Clark, M. L. E., Vinen, Z., Barbaro, J., & Dissanayake, C. (2017). School Age Outcomes of Children Diagnosed Early and Later with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 48(1), 92–102. https://doi.org/10.1007/s10803-017-3279-x
4. Dawson, G. (2008). Early behavioral intervention, brain plasticity, and the prevention of autism spectrum disorder. Development and Psychopathology, 20(03). https://doi.org/10.1017/s0954579408000370
5. Eilenberg, J. S., Kizildag, D., Blakey, A., Cardona, N. D., Oberoi, A., Broder-Fingert, S., Feinberg, E., & Long, K. A. (2022). Implications of Universal Autism Screening: Perspectives from Culturally Diverse Families with False Positive Screens. Academic Pediatrics, 22(2). https://doi.org/10.1016/j.acap.2021.12.025
6. Jayanath, S., & Ozonoff, S. (2020). First Parental Concerns and Age at Diagnosis of Autism Spectrum Disorder: A Retrospective Review from Malaysia. Malaysian Journal of Medical Sciences, 27(5), 78–89. https://doi.org/10.21315/mjms2020.27.5.8
7. Latif, M. H. A., Ismail, W. S. W., Manaf, M. R. A., & Taib, N. I. A. (2023). Factors Influencing Despair, Self-blame, and Acceptance Among Parents of Children with Autism Spectrum Disorder (ASD): A Malaysian Perspective. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-023-06155-8
8. Mandell, D. S., & Novak, M. (2005). The role of culture in families’ treatment decisions for children with autism spectrum disorders. Mental Retardation and Developmental Disabilities Research Reviews, 11(2), 110–115. https://doi.org/10.1002/mrdd.20061
9. McCarty, P., & Frye, R. E. (2020). Early Detection and Diagnosis of Autism Spectrum Disorder: Why Is It So Difficult? Seminars in Pediatric Neurology, 35, 100831. https://doi.org/10.1016/j.spen.2020.100831
10. Moore, K., & Bedford, J. (2017). Childhood disability in Malaysia: A Study of Knowledge, Attitudes and Practices (pp. 1–138). United Nations Children’s Fund (UNICEF) Malaysia. https://www.unicef.org/malaysia/reports/childhood-disability-malaysia
11. Pierce, K., Courchesne, E., & Bacon, E. (2016). To Screen or Not to Screen Universally for Autism is not the Question: Why the Task Force Got It Wrong. The Journal of Pediatrics, 176, 182–194. https://doi.org/10.1016/j.jpeds.2016.06.004
12. Salleh, N. S., Abdullah, K. L., Yoong, T. L., Jayanath, S., & Husain, M. (2020). Parents’ experiences of affiliate stigma when caring for a child with autism spectrum disorder (ASD): A meta-synthesis of qualitative studies. Journal of Pediatric Nursing, 55, 174–183. https://doi.org/10.1016/j.pedn.2020.09.002
13. Salleh, N. S., Tang, L. Y., Jayanath, S., & Lim Abdullah, K. (2022). An Explorative Study of Affiliate Stigma, Resilience, and Quality of Life Among Parents of Children with Autism Spectrum Disorder (ASD). Journal of Multidisciplinary Healthcare, Volume 15, 2053–2066. https://doi.org/10.2147/jmdh.s376869
14. Teo, J. X., & Lau, B. T. (2018). Parental Perceptions, Attitudes and Involvement in Interventions for Autism Spectrum Disorders in Sarawak, Malaysia. Disability, CBR & Inclusive Development, 29(1), 26–46. https://doi.org/10.5463/dcid.v29i1.664
15. Yaacob, W. N. W., Yaacob, L. H., Muhamad, R., & Zulkifli, M. M. (2021). Behind the Scenes of Parents Nurturing a Child with Autism: A Qualitative Study in Malaysia. International Journal of Environmental Research and Public Health, 18(16), 8532. https://doi.org/10.3390/ijerph18168532

1.  

Autism Spectrum Disorder (ASD) is classified in the DSM-5 as having (1) difficulties with social communication and social interaction and (2) restricted, repetitive behaviour, interests or activity including hyper- or hypo-sensitivity towards sensory elements like temperature, pain, light, and sound. These features mean that individuals with ASD experience the world differently from most others, and as a result, are often treated differently — unfortunately, usually adversely. Most of us like to think that we are accepting of the ASD community. According to a 2017 UNICEF study, 70.9% of Malaysians thought that children with disabilities were treated well. However, perspectives from parents of children with ASD reveal otherwise.

Parental perspectives on caring for a child with autism spectrum disorder — the downside.

1. Experienced and internalised stigma.

Upon autism diagnosis, parents often feel disappointment, grief, denial, and embarrassment at the reality that their child is not ‘normal’ and will not ‘be like other kids’. This internalised stigma often leads to families hiding children with ASD from society as they believe they will be judged harshly. Stigma also results in rejection of the autism diagnosis, preventing autistic children from receiving therapy or government aid such as the OKU card.

1. Self-blame and shame.

Due to the collectivist nature of Malaysian society, parents often feel judged and criticised about their parenting abilities. Certain behavioural characteristics of autism such as stimming (repetitive behaviours) and tantrums as a response to heightened sensitivity may come across as ‘misbehaviour’, resulting in parental shame. Cultural beliefs like karma and the outdated notion that poor parenting and child-rearing abilities are the cause of autism further fuel self-blame.

1. Hostility from others.

Autistic children are stared at in public and are often victims of rude remarks, ridicule, and ostracization. Only 16.3% of survey respondents were comfortable with children with neurodevelopmental disorders being in school. In some instances, this hostility is transferred to the parents for being unable to ‘control’ their child.

Parent: “We brought her to a ballet class but…everybody kept looking…we didn’t feel nice, like we were disturbing them. A bit…paiseh (feeling of embarrassment). We didn’t bring her back. But she was so happy so we kept looking.”

[Teo & Lau, 2018, p.38]

1. Social isolation.

The combination of hostility and shame often leads to parents hiding the fact that their child has ASD from family and friends. Caring for an autistic child is also time consuming, leaving little ‘me-time’ for parents. As such, parents tend to feel alone and socially isolated.

1. Lack of support.

A study by Yaacob et al. (2021) revealed that about one third of parents did not receive support from family members, including spouses. There is also a dire need for financial support, and support from healthcare providers in being more accommodating towards individuals with ASD as well as in making autism screenings and early interventions more accessible.

Parent: “I am tired. With an unhelpful husband, who tends just to ignore things. I have to do everything on my own.”

[Yaacob et al., 2021, p.7]

There is no cure for autism. Nor should there be.

Autism spectrum disorder isn’t a disease or a deficit, it is a neurological variation in how some individuals’ brains work — not less, just different. However, the world around us is built to suit neurotypicals, and there is (unfortunately) a long way to go before society starts making changes to completely accommodate individuals with ASD. That’s why early detection and intervention for autism is a parent’s best bet for integrating their child into society and equipping them with tools that will allow them to have some semblance of independence in the future.

Early vs late autism diagnosis and intervention

Barriers against early autism detection

Stigma

Negative preconceptions of parents towards autism often leads to parents being in denial that their child may be autistic. As such, they are unwilling to get their child screened, which results in the child not receiving a correct diagnosis or appropriate intervention for autism.

Cultural beliefs

Parents who believe that their child’s symptoms can be treated by religious methods, traditional medicine and/or vitamins are less likely to get their child screened for autism. Moreover, in some rural areas, autism symptoms like speech delay may be considered normal.

Lack of education

Lack of awareness on what autism spectrum disorder is and on the available intervention methods can result in parents feeling like there is ‘no hope’ and that their child is a ‘lost cause’. This mentality subverts any determination parents may have in getting a formal diagnosis and appropriate autism intervention for their child.

Lack of parent-child quality time

Increased ‘iPad time’ means that parents spend less quality time with their child. Thus, they are less likely to detect signs like communication difficulties (be verbal or via gestures), lack of eye-contact and unusual, repetitive play or behaviour.

Ineffectiveness and reluctance of healthcare professionals in diagnosing autism.

Healthcare professionals may lack adequate training to correctly diagnose and treat autism. They may also be reluctant to label a child as autistic, resulting in incorrect diagnoses like social-introversion, speech and/or hearing impairment. In rural areas, a bias exists among healthcare professionals such that autistic symptoms are attributed to poor upbringing and lack of education, rather than due to having ASD.

Universal screening for autism — a proposed solution.

“Universal screenings for autism are mandatory screenings that can be done routinely locally by healthcare workers for all toddlers at 9 months, 18 months, and 24 or 30 months respectively”. — as recommended by the American Psychological Association, 2020

This would mean that all children would have to get screened at certain points, regardless of whether anyone suspects the child of having autism — similar to how certain vaccinations are done. While this may increase parental anxiety associated with awaiting screening results, the benefits far outweigh the drawbacks.

Stigma associated with autism screenings would be significantly reduced as all children would go through the screening routinely. Universal screening would also facilitate early detection, early intervention, and improved treatment outcomes as barriers like lack of parental and clinician awareness on early signs of ASD. Furthermore, these screenings would help concerned parents initiate conversations with physicians regarding any developmental delays in their child. Results from these screenings would also increase clinician awareness regarding ASD symptoms and provide useful data on how ASD symptoms may be changing over time, especially with the exponential use of screen time in toddlers.

In the meantime, …

Parents of children with ASD may feel like a lot of things are out of their control — and they wouldn’t be wrong. The exception to this being how they react and feel about their child’s autism diagnosis. Research has found that parents who are accepting of the fact that their child has ASD and who don’t feel stigmatised are far less likely to have their quality of life and mental wellbeing adversely affected. Healthcare workers also play a pivotal part in continuing to educate themselves on ASD symptoms, and in supporting parents through screenings and interventions by being more sensitive and empathetic towards what both parents and children are going through. It is also worth mentioning that autistic children and their families can undeniably benefit from a lot less judgement and a lot more kindness and understanding from the community.

My child has autism/I think my child has autism. Where do I go from here?

Screenings, Diagnosis, Early Intervention Programs & Intensive Interventions

• The National Autism Society of Malaysia (NASOM)
• Early Autism Project Malaysia
• Autism Link Malaysia

Speech Therapy & Occupational Therapy

• WELL Rehabilitation Centre

References:

1. A push for universal screening. (2020, July 1). Apa.org. https://www.apa.org/monitor/2020/07/autism-screening
2. Chu, S. Y., Park, H., Lee, J., Shaharuddin, K. K. binti, & Gan, C. H. (2020). Self‐stigma and its associations with stress and quality of life among Malaysian parents of children with autism. Child: Care, Health and Development, 46(4), 485–494. https://doi.org/10.1111/cch.12771
3. Clark, M. L. E., Vinen, Z., Barbaro, J., & Dissanayake, C. (2017). School Age Outcomes of Children Diagnosed Early and Later with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 48(1), 92–102. https://doi.org/10.1007/s10803-017-3279-x
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