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. One should keep in mind however, that autism is a spectrum disorder and it affects each individual differently and at varying degrees – this is why early diagnosis is so crucial. By learning the signs, a child can begin benefiting from one of the many specialized intervention programs.

Autism is one of five disorders that falls under the umbrella of Pervasive Developmental Disorders (PDD), a category of neurological disorders characterized by “severe and pervasive impairment in several areas of development.”

The five disorders under PDD are:

~Autistic Disorder

~Asperger’s Disorder

~Childhood Disintegrative Disorder (CDD)

~Rett’s Disorder

~PDD-Not Otherwise Specified (PDD-NOS)

Each of these disorders has specific diagnostic criteria which been outlined in the American Psychiatric Association’s Diagnostic & Statistical Manual of Mental Disorders (DSM-IV-TR).

Autism is a spectrum disorder, and although it is defined by a certain set of behaviors, children and adults with autism can exhibit any combination of these behaviors in any degree of severity. Two children, both with the same diagnosis, can act completely different from one another and have varying capabilities.

You 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; but more important than the term used to describe autism is understanding that whatever the diagnosis, children with autism can learn and function normally and show improvement with appropriate treatment and education.

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, 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:

~Insistence on sameness; resistance to change

~Difficulty in expressing needs, using gestures or pointing instead of words

~Repeating words or phrases in place of normal, responsive language

~Laughing (and/or crying) for no apparent reason showing distress for reasons not apparent to others

~Preference to being alone; aloof manner

~Tantrums

~Difficulty in mixing with others

~Not wanting to cuddle or be cuddled

~Little or no eye contact

~Unresponsive to normal teaching methods

~Sustained odd play

~Spinning objects

~Obsessive attachment to objects

~Apparent over-sensitivity or under-sensitivity to pain

~No real fears of danger

~Noticeable physical over-activity or extreme under-activity

~Uneven gross/fine motor skills

~Non responsive to verbal cues; acts as if deaf, although hearing tests in normal range.

For most of us, the integration of our senses helps us to understand what we are experiencing. For example, our sense of touch, smell and taste work together in the experience of eating a ripe peach: the feel of the peach’s skin, its sweet smell, and the juices running down your face. For children with autism, sensory integration problems are common, which may throw their senses off they may be over or under active. The fuzz on the peach may actually be experienced as painful and the smell may make the child gag. Some children with autism are particularly sensitive to sound, finding even the most ordinary daily noises painful. Many professionals feel that some of the typical autism behaviors, like the ones listed above, are actually a result of sensory integration difficulties.

There are also many myths and misconceptions about autism. Contrary to popular belief, many autistic children do make eye contact; it just may be less often or different from a non-autistic child. Many children with autism can develop good functional language and others can develop some type of communication skills, such as sign language or use of pictures. Children do not “outgrow” autism but symptoms may lessen as the child develops and receives treatment.

One of the most devastating myths about autistic children is that they cannot show affection. While sensory stimulation is processed differently in some children, they can and do give affection. However, it may require patience on the parents’ part to accept and give love in the child’s terms.

Diagnosis & Consultation:

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. At first glance, some persons with autism may appear to have mental retardation, a behavior disorder, problems with hearing, or even odd and eccentric behavior. To complicate matters further, these conditions can co-occur with autism. However, it is important to distinguish autism from other conditions, since an accurate diagnosis and early identification can provide the basis for building an appropriate and effective educational and treatment program.

A brief observation in a single setting cannot present a true picture of an individual’s abilities and behaviors. Parental (and other caregivers’ and/or teachers) input and developmental history are very important components of making an accurate diagnosis.

Early Diagnosis

Research indicates that early diagnosis is associated with dramatically better outcomes for individuals with autism. The earlier a child is diagnosed, the earlier the child can begin benefiting from one of the many specialized intervention approaches treatment and education

Diagnostic Tools:

The characteristic behaviors of autism spectrum disorders may or may not be apparent in infancy (18 to 24 months), but usually become obvious during early childhood (24 months to 6 years).

As part of a well-baby/well-child visit, your child’s doctor should do a “developmental screening” asking specific questions about your baby’s progress. The National Institute of Child Health and Human Development (NICHD) lists five behaviors that signal further evaluation is warranted:

~Does not babble or coo by 12 months

~Does not gesture (point, wave, grasp) by 12 months

~Does not say single words by 16 months

~Does not say two-word phrases on his or her own by 24 months

~Has any loss of any language or social skill at any age.

Having any of these five “red flags” does not mean your child has autism. But because the characteristics of the disorder vary so much, a child showing these behaviors should have further evaluations by a multidisciplinary team. This team may include a neurologist, psychologist, developmental pediatrician, speech/language therapist, learning consultant, or other professionals knowledgeable about autism.

The central features of Autistic Disorder are the presence of markedly abnormal or impaired development in social interaction and communication and a markedly restricted repertoire of activity and interest. The manifestations of this disorder vary greatly depending on the developmental level and chronological age of the individual. Autistic Disorder is sometimes referred to as Early Infantile Autism, Childhood Autism, or Kanner’s Autism.

A. A total of six (or more) items from (1), (2), and (3), with at least two from (1), and one each from (2) and (3):

1.Qualitative impairment in social interaction, as manifested by at least two of the following:

~Marked impairment in the use of multiple nonverbal ~behaviors such as eye to-eye gaze, facial expression, body postures, and gestures to regulate social interaction

~Failure to develop peer relationships appropriate to developmental level

~A lack of spontaneous seeking to share enjoyment, interests, or achievements with other people (e.g., by a lack of showing, bringing, or pointing out objects of interest)

~Lack of social or emotional reciprocity

2. Qualitative impairments in communication as manifested by at least one of the following:

~Delay in, or total lack of, the development of spoken language (not accompanied by an attempt to compensate through alternative modes of communication such as gestures or mime)

~In individuals with adequate speech, marked impairment in the ability to initiate or sustain a conversation with others

~Stereotyped and repetitive use of language or idiosyncratic language

~Lack of varied, spontaneous make-believe play or social imitative play appropriate to developmental level

3. Restricted repetitive and stereotyped patterns of behavior, interests, and activities, as manifested by at least one of the following:

~Encompassing preoccupation with one or more stereotyped patterns of interest that is abnormal either in intensity or focus

~Apparently inflexible adherence to specific, nonfunctional routines or rituals

~Stereotyped and repetitive motor mannerisms (e.g., hand or finger flapping or twisting, or complex whole-body movements)

~Persistent preoccupation with parts of object

B. Delays or abnormal functioning in at least one of the following areas, with onset prior to age 3 years:

~Social interaction

~Language as used in social communication

~Symbolic or imaginative play

C. The disturbance is not better accounted for by Rett’s Disorder or Childhood Disintegrative Disorder.

Its something that has to be tested for. and they dont exactly become autistic…they are either born like that or if there is some kind of trauma to the brain at any age can cause autism. in young kids some signs can be if they play alone by themselves alot when around other kids, or if they dont adapt well at all to change, they are also easily to upset, and they can be very agressive. But they are extreamly smart. There are also different levels of autism.

Some sign of Autism include

ecologic (repeating what you say)

spinning around without dizziness

delayed speech

rocking

don’t like touch or over affectionate

there is high and low functioning

When I went to school one boy was most likely Autistic, My mother said he was normal until age two and then was very sick with something. But they don’t have as much knowledge’s when I went to school, so I am just guessing.

take speech at least 5 different conditions can cause speech problems

deaf dyspraxia cerebral palsy intellectual impairment and autism

So please get a properer diagnoses.

It’s not something you can tell in infancy. It usually develops around the time the child starts talking. They “regress” in different ways.

There’s no definitive known cause, but there are programs that have been successful in reversing the problem if only by a little. Some kids don’t show any signs until the age of 3 or 4.

But I agree, check with your doctor if you’re concerned.

I think it varies with every child. Depending on the severity of Autism. I started wondering if my son was autistic when he was around 6mos. He would not make eye contact and was sensitive to touch. Crib mobiles, ceiling fans and just about anything that would spin would hold his attention for hours on end. He didn’t walk until 2yrs, and didn’t speak (1 to 2 words) until around age 5 (I called him the Golden Child). Start asking the pediatrician questions, and contact your local Community Mental Health Dept. for screenings and psychological evaluations. Good luck and God Bless. My son is now 21, and he has truly been my BLESSING!

There’s a checklist of milestones that they should reach at certain ages. They should be able to react to their own name around a year, sit up no later than 6 or 7 months, make eye contact, and more. A child is born with autism and there’s different degrees of it.

UC studies have shown diagnosis as early as 18 months, and disorders such as childhood disintegrative dysfunction (an autistic disorder) can have perfectly typical development until the age of four or five years old.

Children who don’t get a diagnosis until older usually have a milder dysfunction, and parents look back and say “Ohhhh!”.

Generally you can see the signs by age 2 (when typically developing children seek companionship in others and kids with autism spectrum disorders *ASD* do not).

As I have taught/worked with students with ASD for years, I have had the opportunity to read all of their doctor’s reports on these children – some conducted as early as infancy.

One student of mine in particular had a report in his file that stated he had limited reciprocal speech infused with echolalia, limited eye contact, hand flapping, toe walking, self stimulatory behaviors, and on-and-on, ~~~~ at 17 months of age!!! His older sibling had already been diagnosed with PDD. It left me wondering that if this had happened today, when we are more aware of the characteristics of ASD, if he would have been identified earlier.

I know that there are a number of specialists who are working on identifying children as early as possible. The only 2 examples that have caught my eye as possibilities are…one in which a baby is placed in front of a computer screen displaying the face of a talking adult. The computer can track and map the babies eye movements. Typical children mostly look into the persons eyes…kids with ASD mostly look at the moving mouth and the background. In the other study, children of about 6 months of age were engaged in play with a therapist. The parent would stand behind the child and lovingly call the child’s name. The theory was that typical children turned to find the parent, whereas children with ASD continued fidgeting with the toy and paid no mind to the coaxing parent. I have not heard more about these 2 studies, so I don’t know what has come of them or what the end results are.

You can usually tell by the time the child is 2 or 3, sometimes it can go undetected until school age if it is a milder form.

The diagnostic criteria for autism: http://www.nationalautismassociation.org/diagnosis.php

A child is born with autism, but it can vary on the severity or on when it is detected.

I think you can tell by the time they are 2. Usually if the child does not like to be held and will not look at you it is a red flag. There are so many levels of autism you can’t go by one thing.

Autism is a spectrum disorder, and usually manifests by 18 months. Check out this website. www.autismspeaks.org