What is Autism?

- Elizabeth H.

The media today has presented to the public a wealth of information, positive and negative, regarding Autism. This information ranges from statistics to parent expectations to causes of Autism. Educators in the early elementary school years have been inundated with literature informing them how to recognize Autism in their classrooms.  Few educators have been well informed but many have not. With Autism on the rise, educators need a basic understanding of this developmental disorder; therefore, the primary question that educators need to start with is What Is Autism?

According to the American Psychological Association (APA) (2013), “Autism is the most severe developmental disability.” The APA continues its definition by stating, “Appearing within the first three years of life, autism involves impairments in social interaction — such as being aware of other people’s feelings — and verbal and nonverbal communication.” The APA recognizes Autism as a “spectrum disorder with symptoms ranging from a mild to severe”. A person’s diagnosis on the spectrum can vary based upon “the level of their developmental delay”.  Under the broad diagnosis of Autism, there are four main subcategories: Asperger’s Disorder, Rett’s Disorder, Child Disintegrative Disorder and Pervasive Development Disorder (PDD) - Not Otherwise Specified (NOS). Each of the following subcategories present characteristics that are based on criteria set through the Diagnostic and Statistical Manual of Mental Disorders – Fourth Edition (DSM-IV) (American Psychological Association, 2013).

Asperger’s Disorder is characterized by an intense and long-lasting impairment in social interactions and the development of constrained, recurring patterns of manners, interest, and activity. This disorder clinically shows impairment in social behaviors such as lack of eye-to-eye contact and body gestures; occupational functions- not being able to express enjoyment with others; and other developmental areas, e.g. repetitive motor mannerisms - flapping of the hand(s); or possessing an obsession with collecting items such as rocks. Children with Asperger’s often have adequate to good cognitive and language skills.  These children want to “fit in” but do not know how to do so (Autism Society).  Asperger’s Disorder is most commonly found in males, but some females have been reported with this diagnosis (Gould & Smith, 2011).

Rett’s Disorder, unlike Asperger’s, begins with a period of normal development after a child is born (usually for five months). After this initial time of normalcy, the child will start to lose all learned hand skills and will instead develop hand motions such as wringing or hand washing. A child’s interest in their social environment will decline within the first couple of years after the onset of the disorder. Language development is also affected with the loss of “expressive and receptive language” in conjunction with “severe psychomotor retardation” as well as head circumference decline between 5 and 48 months (Autism Society). Interestingly, Rett’s Disorder is more prevalent in females than males (National Institute of Neurological Disorders and Stroke, 2012).

Childhood Disintegrative Disorder begins much like Rett’s, however the outcomes of this disorder are more severe. A child will experience normal development within the first 2 years of life after birth. Then following the 2 years of normalcy, the child will suffer a considerable loss (before age 10) in some or all of these area: expressive or receptive language (delay or lack of spoken language), social skills or adaptive behavior (failure to develop peer relationships), bowel or bladder control, play (lack of varied make-believe play), and motor skills (repetitive mannerisms such as hand flapping) (Autism Society).

Pervasive Development Disorder- Not Otherwise Specified (PDD-NOS) usually occurs later in a child’s life and is distinguished by severe and constant impairment in the development of common social interaction e.g. playing or lack of remorse; lack of verbal and nonverbal communication skills, mainly language and emotion; and the development of stereotyped behaviors, interest, and activities such as hand wringing and finger flapping.  This diagnosis will only be assessed if the child’s behavior and development does not fit with any of the other PDD Disorders such as Asperger’s, Rett’s, or Childhood Disintegrative Disorder (Autism Society).

With a clearer understanding of Autism as a whole and the individual subcategories, educators will be able to assist these children not only in their school life, but in their home life by working with parents and caregivers to ensure their wellbeing. Therefore, better informed educators can support the statement that Autism Matters.

References:

American Psychological Association. (2013). DSM-IV: Autism. Retrieved from http://www.apa.org/topics/autism/index.aspx

Autism Society. Diagnostic Classifications. Retrieved from

 http://www.autism-society.org/about-autism/diagnosis/diagnostic-classifications.html#autism

Gould, J., & Smith, J.A. (2011). The National Autistic Society. Women and girls on the Autism Spectrum. Retrieved from

 http://www.autism.org.uk/About-autism/Autism-and-Asperger-syndrome-an-introduction/Gender-and-autism/Women-and-girls-on-the-autism-spectrum.aspx

National Institute of Neurological Disorders and Stroke. (2012). Rett’s Syndrome Fact Sheet. Retrieved from http://www.ninds.nih.gov/disorders/rett/detail_rett.htm