What is Autism?
Special Education: A Guide for Educators (2001).
What are Autism Spectrum Disorders? Autism Spectrum Disorders are lifelong neurodevelopmental disorders that affect how people communicate and relate to others. The range and intensity of disability varies, but all people affected by Autism Spectrum Disorders have difficulty with communication, learning and social skills. There is no definitive cause or cure, but specialized interventions can give people affected by Autism Spectrum Disorders the tools they need to lead full and productive lives.
What is Autism?
Autism is a complex developmental disorder that typically affects a person's ability to communicate, form relationships, and respond appropriately to the environment. Autism results from a neurological disorder that impedes normal brain development in the areas of social interaction and communication skills.
Autism knows no racial, ethnic, social, or economic boundaries, and the overall incidence rate is relatively consistent around the globe. There is no definitive cause or cure for this lifelong disorder, which affects four times as many boys as girls and usually manifests itself during the first three years of life.
At least one in every 165 Canadian children has an Autism Spectrum Disorder. School boards across the country report an increase in students with autism of as much as 63 per cent in the last two years. One in 10 Canadians will be touched by autism in their lifetime.
Autism Spectrum Disorders are now more common than Down’s syndrome, childhood cancer, cystic fibrosis, multiple sclerosis, blindness and deafness.
People with autism process and respond to information in unique ways. Common traits of autism include:
Like all individuals, however, those with autism have unique personalities and combinations of autistic characteristics. Many children and adults with autism have or develop the ability to make eye contact, show affection, smile, laugh, and build verbal or non-verbal language skills, but generally in different ways than typically-developing individuals.
Since autism was first described more than 60 years ago, the body of related knowledge has grown substantially. However, a vast majority of the public, including many medical and educational professionals, is still unaware of how autism affects people and how to effectively support and interact with affected individuals.
(Taken from Geneva Centre for Autism site: autism.net)
NEW**DSM-5
In May 2013 a new version of the Diagnostic and Statistical Manual of Mental Disorders (DSM) was launched – the DSM-5. The DSM-5 changes the way autism spectrum disorder (ASD) is diagnosed. The changes reflect the current understanding of ASD, based on research. About the DSM and autism spectrum disorder diagnosis When diagnosing autism spectrum disorder (ASD), professionals like paediatricians, psychiatrists and psychologists use the Diagnostic and Statistical Manual of Mental Disorders (DSM), produced by the American Psychiatric Association.
The DSM lists the signs and symptoms of ASD and states how many of these symptoms must be present to confirm a diagnosis of ASD.
DSM-5: the changes The DSM-5 replaces the old manual (DSM-IV). The DSM-5 makes the following key changes to autism spectrum disorder (ASD) diagnosis.
New single diagnosis of ASD
This single diagnosis replaces the different subdivisions – autistic disorder, Asperger’s disorder and pervasive developmental disorder – not otherwise specified.
New severity ranking
An ASD diagnosis now has a severity ranking – level 1, 2 or 3. The ranking depends on how much support the person needs. This reflects the fact that some people have mild symptoms and others have more severe symptoms.
ASD diagnosis based on two areas
Professionals will now diagnose ASD on the basis of difficulties in two areas. A child will need to have difficulties in both areas to be diagnosed with ASD. This approach replaces the previous three areas – social interaction, language and communication, and repetitive and restricted behaviour and interests.
Social and communication problems have been merged into one area – 1. Deficits in social communication. Difficulties in this area include rarely using language to communicate with other people, not speaking at all, not responding when spoken to, or not copying other people’s actions, such as clapping.
The second area is 2. Fixated interests and repetitive behaviour. Examples of this include lining toys up in a particular way over and over again, or having very narrow and intense interests.
Sensory sensitivities
Sensory sensitivities were not in the DSM-IV. In the DSM-5, they have been included as a behaviour within the fixated interests and repetitive behaviour category. Examples might be not liking labels on clothes, or eating only foods of certain colours or textures.
Symptoms from early childhood
According to the DSM-5, for a diagnosis of ASD a child must have had symptoms from early childhood, even if these are not recognised until later.
This change is to encourage professionals to diagnose ASD in early childhood. But it also means that a diagnosis can be made when it becomes clear that children’s abilities aren’t equal to the social demands being put on them. For example, at an age when a child is expected to have two-way conversations, you might notice that he can answer only simple questions.
Diagnosis of two or more disorders
If a child has other symptoms that meet the criteria for other disorders, she’ll be diagnosed as having two or more disorders – for example, ASD and ADHD. This technically wasn’t possible with the DSM-IV, although many professionals did diagnose other disorders along with ASD.
New diagnosis of social communication disorder (SCD)
Social communication disorder (SCD) is similar to ASD. But according to the DSM-5, the main difference between SCD and ASD is repetitive behaviour. It will take time and clinical practice experience for the meaning of this category to become clear. If a child has at least two repetitive behaviours, it could point to a diagnosis of ASD. If not, it could point to a diagnosis of SCD.
(Taken from http://raisingchildren.net.au/articles/dsm-5_changes_to_autism_diagnosis.html)
What are Autism Spectrum Disorders? Autism Spectrum Disorders are lifelong neurodevelopmental disorders that affect how people communicate and relate to others. The range and intensity of disability varies, but all people affected by Autism Spectrum Disorders have difficulty with communication, learning and social skills. There is no definitive cause or cure, but specialized interventions can give people affected by Autism Spectrum Disorders the tools they need to lead full and productive lives.
What is Autism?
Autism is a complex developmental disorder that typically affects a person's ability to communicate, form relationships, and respond appropriately to the environment. Autism results from a neurological disorder that impedes normal brain development in the areas of social interaction and communication skills.
Autism knows no racial, ethnic, social, or economic boundaries, and the overall incidence rate is relatively consistent around the globe. There is no definitive cause or cure for this lifelong disorder, which affects four times as many boys as girls and usually manifests itself during the first three years of life.
At least one in every 165 Canadian children has an Autism Spectrum Disorder. School boards across the country report an increase in students with autism of as much as 63 per cent in the last two years. One in 10 Canadians will be touched by autism in their lifetime.
Autism Spectrum Disorders are now more common than Down’s syndrome, childhood cancer, cystic fibrosis, multiple sclerosis, blindness and deafness.
People with autism process and respond to information in unique ways. Common traits of autism include:
- Resistance to change
- Odd repetitive motions
- Preference for being alone
- Aversion to cuddling
- Avoidance of eye contact
- Inappropriate attachments to objects
- Hyper-activity or under-activity
- Over- or under-active sensory responsiveness
- Uneven gross/fine motor skills, such as difficulty grasping objects, or dressing themselves
- Repeating words or monologues
- Laughing, crying, or showing distress for unapparent reasons
- Unresponsive to verbal cues
- Tantrums, and possible aggressive and/or self-injurious behaviour
Like all individuals, however, those with autism have unique personalities and combinations of autistic characteristics. Many children and adults with autism have or develop the ability to make eye contact, show affection, smile, laugh, and build verbal or non-verbal language skills, but generally in different ways than typically-developing individuals.
Since autism was first described more than 60 years ago, the body of related knowledge has grown substantially. However, a vast majority of the public, including many medical and educational professionals, is still unaware of how autism affects people and how to effectively support and interact with affected individuals.
(Taken from Geneva Centre for Autism site: autism.net)
NEW**DSM-5
In May 2013 a new version of the Diagnostic and Statistical Manual of Mental Disorders (DSM) was launched – the DSM-5. The DSM-5 changes the way autism spectrum disorder (ASD) is diagnosed. The changes reflect the current understanding of ASD, based on research. About the DSM and autism spectrum disorder diagnosis When diagnosing autism spectrum disorder (ASD), professionals like paediatricians, psychiatrists and psychologists use the Diagnostic and Statistical Manual of Mental Disorders (DSM), produced by the American Psychiatric Association.
The DSM lists the signs and symptoms of ASD and states how many of these symptoms must be present to confirm a diagnosis of ASD.
DSM-5: the changes The DSM-5 replaces the old manual (DSM-IV). The DSM-5 makes the following key changes to autism spectrum disorder (ASD) diagnosis.
New single diagnosis of ASD
This single diagnosis replaces the different subdivisions – autistic disorder, Asperger’s disorder and pervasive developmental disorder – not otherwise specified.
New severity ranking
An ASD diagnosis now has a severity ranking – level 1, 2 or 3. The ranking depends on how much support the person needs. This reflects the fact that some people have mild symptoms and others have more severe symptoms.
ASD diagnosis based on two areas
Professionals will now diagnose ASD on the basis of difficulties in two areas. A child will need to have difficulties in both areas to be diagnosed with ASD. This approach replaces the previous three areas – social interaction, language and communication, and repetitive and restricted behaviour and interests.
Social and communication problems have been merged into one area – 1. Deficits in social communication. Difficulties in this area include rarely using language to communicate with other people, not speaking at all, not responding when spoken to, or not copying other people’s actions, such as clapping.
The second area is 2. Fixated interests and repetitive behaviour. Examples of this include lining toys up in a particular way over and over again, or having very narrow and intense interests.
Sensory sensitivities
Sensory sensitivities were not in the DSM-IV. In the DSM-5, they have been included as a behaviour within the fixated interests and repetitive behaviour category. Examples might be not liking labels on clothes, or eating only foods of certain colours or textures.
Symptoms from early childhood
According to the DSM-5, for a diagnosis of ASD a child must have had symptoms from early childhood, even if these are not recognised until later.
This change is to encourage professionals to diagnose ASD in early childhood. But it also means that a diagnosis can be made when it becomes clear that children’s abilities aren’t equal to the social demands being put on them. For example, at an age when a child is expected to have two-way conversations, you might notice that he can answer only simple questions.
Diagnosis of two or more disorders
If a child has other symptoms that meet the criteria for other disorders, she’ll be diagnosed as having two or more disorders – for example, ASD and ADHD. This technically wasn’t possible with the DSM-IV, although many professionals did diagnose other disorders along with ASD.
New diagnosis of social communication disorder (SCD)
Social communication disorder (SCD) is similar to ASD. But according to the DSM-5, the main difference between SCD and ASD is repetitive behaviour. It will take time and clinical practice experience for the meaning of this category to become clear. If a child has at least two repetitive behaviours, it could point to a diagnosis of ASD. If not, it could point to a diagnosis of SCD.
(Taken from http://raisingchildren.net.au/articles/dsm-5_changes_to_autism_diagnosis.html)