What is Autism?
Autism, or autism spectrum disorder (ASD), refers to a broad range of conditions characterized by challenges with social skills, repetitive behaviors, speech and nonverbal communication.
People with autism may also have unique strengths, such as exceptional attention to detail, strong memory skills, or deep focus on areas of interest. Early diagnosis and intervention can significantly improve outcomes, enabling individuals with autism to lead fulfilling lives while navigating the world in their own way.
Autism Diagnosis
Level 1
Requires Support: may have a hard time communicating with neurotypical peers.
Level 2
Requires Substantial Support: may find it hard to communicate in a socially acceptable way
Level 3
Requires Very Substantial Support: may be entirely unable to mask and have very high burdens of self regulation.
There are many tools to assess ASD in young children, but no single tool should be used as the basis for diagnosis. Diagnostic tools usually rely on two main sources of information—parents' or caregivers' descriptions of their child's development and a professional's observation of the child's behavior.
In some cases, the primary care provider might choose to refer the child and family to a specialist for further assessment and diagnosis. Such specialists include neurodevelopment pediatricians, developmental-behavioral pediatricians, child neurologists, geneticists, and early intervention programs that provide assessment services.
Meeting Diagnostic Criteria for ASD
To meet diagnostic criteria for ASD according to DSM-5, a child must have persistent deficits in each of three areas of social communication and interaction (see A.1. through A.3. below) plus at least two of four types of restricted, repetitive behaviors (see B.1. through B.4.).
Requires Support: may have a hard time communicating with neurotypical peers.
Level 1
Requires Substantial Support: may find it hard to communicate in a socially acceptable way
Level 2
Requires Very Substantial Support: may be entirely unable to mask and have very high burdens of self regulation.
Level 3
Causes of Autism
Understanding Autism
There are many causes of autism. Research suggests that autism spectrum disorder (ASD) develops from a combination of:
Genetic influences and
Environmental influences, including social determinants
These factors appear to increase the risk of autism and shape the type of autism that a child will develop. However, it’s important to keep in mind that increased risk is not the same as a cause. For example, some gene changes associated with autism can also be found in people who don’t have the disorder. Similarly, not everyone exposed to an environmental risk factor for autism will develop the disorder. In fact, most will not.
Signs of Autism
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Does not respond to his/her name
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Eloping
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Ignoring danger or no sense of danger
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Dislikes being touched
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Difficulties with communication
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Avoiding eye contact
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Delayed speech development
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Sensitivity to loud noises
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Preferred to play alone
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Repetitive behaviors
DSM-5 Criteria
C. Symptoms must be present in the early developmental period (but may not become fully manifest until social demands exceed limited capacities, or may be masked by learned strategies in later life).
D. Symptoms cause clinically significant impairment in social, occupational, or other important areas of current functioning.
E. These disturbances are not better explained by intellectual disability (intellectual developmental disorder) or global developmental delay. Intellectual disability and autism spectrum disorder frequently co-occur; to make comorbid diagnoses of autism spectrum disorder and intellectual disability, social communication should be below that expected for general developmental level.
Together, Lets Navigate Autism's Path
Navigating Autism
B. Restricted, repetitive patterns of behavior, interests, or activities, as manifested by at least two of the following, currently or by history (examples are illustrative, not exhaustive; see text):
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Stereotyped or repetitive motor movements, use of objects, or speech (e.g., simple motor stereotypes, lining up toys or flipping objects, echolalia, idiosyncratic phrases).
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Insistence on sameness, inflexible adherence to routines, or ritualized patterns of verbal or nonverbal behavior (e.g., extreme distress at small changes, difficulties with transitions, rigid thinking patterns, greeting rituals, need to take same route or eat same food every day).
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Highly restricted, fixated interests that are abnormal in intensity or focus (e.g., strong attachment to or preoccupation with unusual objects, excessively circumscribed or perseverative interests).
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Hyper- or hyporeactivity to sensory input or unusual interest in sensory aspects of the environment (e.g., apparent indifference to pain/temperature, adverse response to specific sounds or textures, excessive smelling or touching of objects, visual fascination with lights or movement).
There are many causes of autism. Research suggests that autism spectrum disorder (ASD) develops from a combination of:
Genetic influences and
Environmental influences, including social determinants
These factors appear to increase the risk of autism and shape the type of autism that a child will develop. However, it’s important to keep in mind that increased risk is not the same as a cause. For example, some gene changes associated with autism can also be found in people who don’t have the disorder. Similarly, not everyone exposed to an environmental risk factor for autism will develop the disorder. In fact, most will not.
Understanding Autism
Causes of Autism
Signs of Autism
-
Does not respond to his/her name
-
Eloping
-
Ignoring danger or no sense of danger
-
Dislikes being touched
-
Difficulties with communication
-
Avoiding eye contact
-
Delayed speech development
-
Sensitivity to loud noises
-
Preferred to play alone
-
Repetitive behaviors
A. Persistent deficits in social communication and social interaction across multiple contexts, as manifested by the following, currently or by history (examples are illustrative, not exhaustive; see text):
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Deficits in social-emotional reciprocity, ranging, for example, from abnormal social approach and failure of normal back-and-forth conversation; to reduced sharing of interests, emotions, or affect; to failure to initiate or respond to social interactions
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Deficits in nonverbal communicative behaviors used for social interaction, ranging, for example, from poorly integrated verbal and nonverbal communication; to abnormalities in eye contact and body language or deficits in understanding and use of gestures; to a total lack of facial expressions and nonverbal communication
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Deficits in developing, maintaining, and understanding relationships, ranging, for example, from difficulties adjusting behavior to suit various social contexts; to difficulties in sharing imaginative play or in making friends; to absence of interest in peers
