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Autism, GUA and GUU

What is autism, GUA and GUU?


GUA = Transient Development Disorder, Other

GUU = Transient Development Disorder, Unspecified

ASF = Autism-Spectrum Disorders

Autism and GUA / GUU can be perceived as degrees of the same developmental disorder, where the main symptom is that the child has difficulties with social intercourse and empathy (empathy) compared to other people. GUA is an abbreviation for Transgender Development Disorder Other and GUU is an abbreviation for Transgender Development Disorder Unspecified. Autism, GUA and GUU thus belong to all groups of profound development disorders.

However, the collective term 'Transient Development Disorder (GU)' is on the way since the next version of the diagnostic systems (WHO's ICD and US DSM) will change it to the more informative term Autism Spectrum Disruptions (ASF).

You can say that GUA and GUU are the "residue" that remains when you have found that a child has an autism spectrum disorder (GU / ASF), but thus does not fall within one of the known forms (Autism, Asperger's syndrome, Atypical autism and the rare variant Disintegrative Disorder). GUU is most used as a temporary diagnosis when the investigation is unfinished.

Children who receive the GUA diagnosis often have more anxiety and chaos in their behavior than usual in autism spectrum disorders. They have at least as much as other children with an ASF need for structured education and teaching, as described below.

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What symptoms do children with autism, GUA and GUU have?

As mentioned above, the key symptom is problems with social intercourse, communication difficulties and stereotype, one-sided patterns of action. A child with autism, GUA or GUU may have one or more of the following three basic symptoms:

  • interaction disturbance turns out that the child is quite good at being alone or playing next to it in peace for other people. It seems that there is no need for intercourse - at least while the child is younger. The glare connector is almost always different, either almost glassy, ??so it is clear that the child is different at that point or just more than plain shy and evasive and more focused on things than people. These features usually begin to appear in the second year of life.

  • The other distinctive is communication disability, it applies to both linguistic and non-linguistic communication. Autistic children are usually late to speak and have quite specific language deviations, for example, they say about themselves; "You may get chips, you may get chips...". These kinds of sentences can be repeated out of context, possibly as echo language. They can have astonishingly good memory for sentences they have heard long ago, so you can overestimate their ability to understand and use languages, unless you notice the clich? and the sentences may be misplaced in context.

  • The last basic symptom is narrowed, stereotype activities and interests. An autistic child typically uses toys in a strange mechanical way, for example, they are very popular in cars that need to be set up in a particular order over and over again. The child can not understand if another child wants to play a car hunt. The child has little ability to find imaginative and experiment with switching between reality and imagination. It can not mean that one block is one building block and another fire truck that a banana can be used as a telephone and that Camilla is a princess in the morning and lion in the afternoon.

How many are autism, GUA and GUU?

Most places in the world have found that autism exists in a 1-2 promille among children and adolescents. About half of these also have a degree of general mental retardation / mental retardation. There are fewer adults known with the diagnosis, the number can be expected to increase in the coming years.

Taking into account the other forms of profound developmental disorder (Asperger's syndrome, GUA / GUU et al.), Up to one percent of the Danish population has an ASF. This corresponds to approx. 600 newly diagnosed per year or 40-50,000 in total.

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What is the reason for autism, GUA and GUU?

Autism is predominantly inherited, sometimes complicated by brain injuries, such as infection during pregnancy. There are the most boys / men (about four boys for each girl) who find a developmental disorder, as in general.Genetic risk and neurobiological developmental disorders are the "weak" gender, which one has no sure explanation for.

Gemini studies are the strongest argument that it is biological heritage. In single twins, which have the same genes, the incidence of disease in Twin B when Twin A has the disease is 70-90 percent, whereas the two-legged, who share 50 percent of their genes, are approximately 3 percent - the same frequency as with ordinary siblings. There is no other mental illness where this difference is so significant.

There are several genes interacting, maybe 5 - 10 or more. Intensive international research in the hereditary conditions goes on in these years, but due to the complicated interaction of the genes, it is more difficult to uncover than you first thought.

What typical behavior are individuals with autism, GUA and GUU?

We only know little about the biological processes that take place between the different genes and the autistic behavior. On the other hand, we know a lot about what is special about the way autistic people think about - the psychological processes that can explain a part of the behavior.

Firstly, autistic people are consistently better at acting and visual than for linguistic tasks, sometimes better for acting than normal people. They are particularly good at copying patterns without immediate meaning, such as so-called block patterns in an intelligence test. The autistic children may be good at analyzing a figure that seems meaningless to others. Many children with autism are hard at puzzle games because they can depict the shape of the pieces without distracting the image or content.

When it comes to tasks about human relationships and caring, autistic children are doing quite badly. When the psychologist asks, "What do you want to do if you cut your finger?" Can the child respond technically correctly ("soft"), but the child has not gotten the whole idea that the psychologist asks that question.

The basic handicap of the autistic child is the reduced ability to live in that other people have different thoughts and feelings than they themselves have, and especially what thoughts and feelings are moving in others. The sixth sense that tells most people that when the comrade begins to look absent to the side, it's time to pause and check if he is still interested in the lengthy investigation that is underway, weakened.

"I know they talk with their eyes, but I do not understand what they're saying - I'm not mind-minded," said a well-behaved boy with autism. This ability to sense the untrue in socializing, some very young children are intuitively finding out of without having to teach them it.

These problems with "mind reading" are also called impaired empathy (empathy disorder) or reduced mentality ("theory of mind").

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How do you diagnose autism, GUA or GUU?

Parents' perception that the child is different usually leads to referral via a GP or PPR for child psychiatric investigation at the age of 3 to 5 years. The dissertation includes a thorough interview on the child's development (history), observation of the child and special structured studies and observations, such as the Autism Diagnostic Observation Schedule (ADOS).

Neurobiological studies such as scanning only make sense in special cases.

What treatment do you give children with autism, GUA or GUU?

There are many methods that can improve the lives of people with autism and their family:


Information about the cause of the disability, the pattern of symptoms, future perspectives and so on is central. It is often both a sadness and a relief for parents to get an explanation of their children's behavior. The state is known and there are many parents and professionals who can help.

The Autism Knowledge Center has the primary task of providing information.


Social education is about organizing the child's daily life so that development opportunities are freed up in the best possible way. It is about both special education and special-social education.

Special social education is all the methods of conflict prevention, conflict resolution and social training that the child can enjoy. As a basis, it requires consistent structuring of the child's life so that it becomes predictable and understandable. Repeats, schematics, rewards and visibility (such as images, icons) are good at this stage. One should build on the strengths of the child, for example the often good visual endowment.

The children typically have the pleasure of performing their rituals. It may be a good idea to allow the child to cultivate rituals for some time - after working with traditional learning that they find boring and do not understand the meaning of. This can also help the environment to get a relaxed relationship with the child's specialities and find out if you can exploit some constructively.

Some children may be "single-integral" in normal classes, but it requires great specialist pedagogical knowledge among the teachers, something that is very difficult for the individual municipality to organize so that it stays stable and professional throughout the school process.

The art is, when a safe foundation has been created, to challenge and develop the child as far as its abilities reach. This can be done through play, teaching, role playing and ultimately as close to the normal life as possible, still under protective forms.

The parents and gradually the whole family need ongoing help with the upbringing and the problems that arise along the way. The guidance should be given by professionals who have special experience with this handicap group, preferably the same for a long time when a trust relationship has been created.

Medical treatment

Medical treatment rarely speaks. It is only relevant for mental complications - such as depression.

Conversation treatment individually or in group

Conversation treatment has gained new importance in recent years, where it has been better to adapt the conversational form to the person's communication disability. It may be good to contact a person who understands one's difficulty and insecurity by being different and can help with constructive self-awareness. This can happen in groups in the longer term, for example with an experienced specialist teacher as a facilitator. It is especially in adolescents, conversations can make sense.

The ideal is to establish a stable "responsibility group" of parents and professionals whom the parents trust. The handicap is lifelong and requires constant adjustment according to changing needs - and there should always be someone around the child who is looking forward to this perspective.

What is the prospect of the future?

With the help of family and experts you can have a good life with autism - even if you can not directly treat the biological and psychological processes behind autism.

Future prospects have developed favorably in recent years with greater knowledge and more resources from society. Most people stay longer at home than the average, and some move, for example, through special-after schools as adults in residential areas or sheltered homes.

The level of talent, especially the linguistic abilities, is of great importance to how well it is going to go. Another important factor is how uneasy and violent behavior is. Behavioral problems are crucial to how special and restrictive an environment the child should be. A fun and sociable person with autism can, for example, be included in special educational environments where learning, communication and social work can be done.

Some will be able to use those special talents in protected employment or real-life business, such as within IT.

Where can you read more?

has a rich offer of information, including the Autism magazine, which comes four times a year.

Book: Uta Frith: Autism and Asperger's syndrome, Danish Psychological Publishing, 2010.

Read more about HANDICAP

  • Aspergers Syndrome

  • Edward's syndrome

  • Turner syndrome

  • To become parents of a disabled child


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