Autism is a complex developmental disability that typically appears during the first three years of life and is the result of a neurological disorder that affects the normal functioning of the brain, impacting development in the areas of social interaction and communication skills. Both children and adults with autism typically show difficulties in verbal and non-verbal communication, social interactions, and leisure or play activities. Autism is a spectrum disorder and it affects each individual differently and at varying degrees.
Every person with autism is an individual, and like all individuals, has a unique personality and combination of characteristics. Some individuals mildly affected may exhibit only slight delays in language and greater challenges with social interactions. They may have difficulty initiating and/or maintaining a conversation. Their communication is often described as talking at others instead of to them. (For example, a monologue on a favorite subject that continues despite attempts by others to interject comments).
People with autism also process and respond to information in unique ways. In some cases, aggressive and/or self-injurious behavior may be present. Persons with autism may also exhibit some of the following traits:
The term “PDD” is widely used by professionals to refer to children with autism and related disorders; however, there is a great deal of disagreement and confusion among professionals concerning the PDD label. Diagnosis of PDD, including autism or any other developmental disability, is based upon the Diagnostic and Statistical Manual of Mental Disorders – Fourth Edition (DSM-IV) (American Psychiatric Association, Washington DC, 1994), and is the main diagnostic reference of mental health professionals in the United States.
According to the DSM-IV, the term “PDD” is not a specific diagnosis, but an umbrella term under which the specific diagnoses are defined.
What distinguishes Asperger’s Syndrome from autism is the severity of the symptoms and the absence of language delays. Children with Asperger’s may be only mildly affected and frequently have good language and cognitive skills. To the untrained observer, a child with Asperger’s may seem just like a normal child behaving differently. They may be socially awkward, not understanding of conventional social rules, or show a lack of empathy. They may make limited eye contact, seem to be unengaged in a conversation, and not understand the use of gestures.
One of the major differences between Asperger’s Syndrome and autism is that, by definition, there is no speech delay in Asperger’s. In fact, children with Asperger’s frequently have good language skills; they simply use language in different ways. Speech patterns may be unusual, lack inflection, or have a rhythmic nature or it may be formal, but too loud or high pitched. Children with Asperger’s may not understand the subtleties of language, such as irony and humor, or they may not recognize the give-and-take nature of a conversation.
Another distinction between Asperger’s Syndrome and autism concerns cognitive ability. While some individuals with autism experience mental retardation, by definition a person with Asperger’s cannot possess a “clinically significant” cognitive delay, and most possess average to above-average intelligence.
Early intervention is defined as services delivered to children from birth to age 3, and research shows that it has a dramatic impact on reducing the symptoms of autism spectrum disorders. Studies in early childhood development have shown that the youngest brains are the most flexible. In autism, we see that intensive early intervention yields a tremendous amount of progress in children by the time they enter kindergarten, often reducing the need for intensive supports.
Cited from Autism Society of America website, 2008.
Cited from Autism Society of America website, 2012.