Autism is a complex developmental disability of the brain, much like dyslexia, mental retardation, or attention deficit disorder that typically appears during the first three years of life. Autism is not a form of mental retardation, and though many autistic people appear to function as retarded, they are frequently quite intelligent. The result of a neurological disorder that affects the functioning of the brain, autism and its associated behaviors have been estimated by the Autism Society of America, to occur in approximately 15 of every 10,000 individuals. Autism is four times more prevalent in boys than girls and knows no racial, ethnic, or social boundaries. Family income, lifestyle, and educational levels do not affect the chance of autism's occurrence.
Autism impacts the normal development of the brain in the areas of social interaction and communication skills. Children and adults with autism typically have difficulties in verbal and non-verbal communication, social interactions, and leisure or play activities. The disorder makes it hard for them to communicate with others and relate to the outside world. In some cases, aggressive and/or self-injurious behavior may be present. Persons with autism may exhibit repeated body movements (hand flapping, rocking), unusual responses to people or attachments to objects and resistance to changes in routines. Individuals may also experience sensitivities in the five senses of sight, hearing, touch, smell, and taste.
Several related disorders are grouped under the broad heading of "Pervasive Developmental Disorder" (PDD) or "Autism Spectrum Disorder" a general category of disorders which are characterized by severe and pervasive impairment in several areas of development. These include "Autistic Disorder", "Aspergers Syndrome" and "Atypical Autism" a type of "Pervasive Developmental Disorder, not otherwise specified" or PDD-NOS.
Although autism is defined by a certain set of behaviors, children and adults can exhibit any combination of the behaviors in any degree of severity. Two children, both with the same diagnosis, can act very differently from one another and have varying skills. Therefore, there is no standard "type" or "typical" person with autism. Parents may hear different terms used to describe children within this spectrum, such as: autistic-like, autistic tendencies, autism spectrum, high-functioning or low-functioning autism, more-abled or less-abled. More important to understand is that whatever the diagnosis, children can learn and function productively and show gains from appropriate education and treatment. Families for early Autism Treatment (FEAT) was formed to help assist, educate, train and support families with autistic children.
Although a single specific cause of autism is not known, current research links autism to biological or neurological differences in the brain. In many families there appears to be a pattern of autism or related disabilities, which suggests there is a genetic basis to the disorder-although at this time no gene has been directly linked to autism. The genetic basis is believed by researchers to be highly complex, probably involving several genes in combination.
There are no medical tests for diagnosing autism. An accurate diagnosis must be based on observation of the individual's communication, behavior, and developmental levels. However, because many of the behaviors associated with autism are shared by other disorders, various medical tests may be ordered to rule out or identify other possible causes of the symptoms being exhibited.
A standard reference is the "Diagnostic and Statistical Manual of Mental Disorders" or "DSM", a diagnostic handbook now in its fourth edition. (A Medical Definition of Autism from DSM IV can be found here) The "DSM-IV" lists criteria to be met for a specific diagnosis under the category of Pervasive Developmental Disorder. Diagnosis is made when a specified number of characteristics are present. Diagnostic evaluations are based on the presence of specific behaviors indicated by observation and through parent consultation, and should be made by an experienced, highly trained team. Thus, when professionals or parents are referring to different types of autism, often they are distinguishing autism from one of the other pervasive developmental disorders.
Every person with autism is an individual, and like all individuals, has a unique personality and combination of characteristics. There are great differences among people with autism. Some individuals mildly affected may exhibit only slight delays in language and greater challenges with social interactions. The person may have difficulty initiating and/or maintaining a conversation, or keeping a conversation going. Communication is often described as talking at others (for example, monologue on a favorite subject that continues despite attempts of others to interject comments). People with autism process and respond to information in unique ways. Educators and other service providers must consider the unique pattern of learning strengths and difficulties in the individual with autism when assessing learning and behavior to ensure effective intervention. The abilities of an individual with autism may fluctuate from day to day due to difficulties in concentration, processing, or anxiety. The child may show evidence of learning one day, but not the next. Changes in external stimuli and anxiety can affect learning. They may have average or above average verbal, memory or spatial skills but find it difficult to be imaginative or join in activities with others. Individuals with more severe challenges may require intensive support to manage the basic tasks and needs of living day to day.
Evidence shows that early intervention results in dramatically positive outcomes for young children with autism. While various pre-school models emphasize different program components, all share an emphasis on early, appropriate, and intensive educational interventions for young children. Various types of therapies are available, including (but not limited to) "Applied Behavior Analysis (ABA)", auditory integration training, dietary interventions, discrete trial teaching, medications, music therapy, occupational therapy, PECS, physical therapy, sensory integration, speech/language therapy, TEACCH, and vision therapy.
Resources used in compiling this page where
Autism?... What is Autism? from Jared Blackburn's 'My inside view of Autism'
Overview of Autism from the 'Center for the Study of Autism'
What is Autism? from the 'Autism Society of America'
links to all of these can be found at www.Autism-Resources.com
one of the best Autism related resource sites I have found.
FEAT-Houston is a Houston, Texas based
non-profit organization committed to supporting
families who are interested in assisting their children with autism.