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Sometimes children’s brains work differently. One form of this neurodiversity is Autism spectrum disorder.
Autism: Defining Spectrum Disorder
Autism spectrum disorder (ASD) describes a range of conditions classified as neuro- developmental disorders in the fifth revision of the American Psychiatric Association’s Diagnostic and Statistical Manual of Mental Disorders (DSM-5). The DSM-5, published in 2013, redefined the autism spectrum to encompass the previous (DSM-IV-TR) diagnoses of autism, Asperger syndrome, pervasive developmental disorder not otherwise specified (PDD-NOS), and childhood disintegrative disorder. These disorders are characterized by social deficits and communication difficulties, repetitive behaviors and interests, sensory issues, and in some cases, cognitive delays.
Asperger syndrome was distinguished from autism in the earlier DSM-IV by the lack of delay or deviance in early language development. Additionally, individuals diagnosed with Asperger syndrome did not have significant cognitive delays. PDD-NOS was considered “subthreshold autism” and “atypical autism” because it was often characterized by milder symptoms of autism or symptoms in only one domain (such as social difficulties). In the DSM-5, both of these diagnoses have been subsumed into autism spectrum disorder.
Autism spectrum disorders are considered to be on a spectrum because each individual with ASD expresses the disorder uniquely and has varying degrees of functionality. Many have above-average intellectual abilities and excel in visual skills, music, math, and the arts, while others have significant disabilities and are unable to live independently. About 25 percent of individuals with ASD are nonverbal; however, they may learn to communicate using other means.
Video uses a case study to illustrate Autism Spectrum Disorder (ASD).
Social Communication Symptoms
Social impairments in children with autism can be characterized by a distinctive lack of intuition about others. Unusual social development becomes apparent early in childhood. Infants with ASD show less attention to social stimuli, smile and look at others less often, and respond less to their own name. Toddlers with ASD differ more strikingly from social norms; for example, they may show less eye contact and turn-taking and may not have the ability to use simple movements to express themselves. Individuals with severe forms of ASD do not develop enough natural speech to meet their daily communication needs.
Restricted and Repetitive Behaviors
Children with ASD may exhibit repetitive or restricted behavior, including:
- Stereotypy—repetitive movement, such as hand flapping, head rolling, or body rocking.
- Compulsive behavior—exhibiting intention to follow rules, such as arranging objects in stacks or lines.
- Sameness—resistance to change; for example, insisting that the furniture not be moved or sticking to an unvarying pattern of daily activities.
- Restricted behavior—limits in focus, interest, or