What is Autism?

• Autism is a complex neurobiological disorder that typically lasts throughout a person's lifetime.
• It is part of a group of disorders known as Autism Spectrum Disorders (ASD).
• Today, 1 in 150 individuals is diagnosed with autism, making it more common than pediatric cancer, diabetes, and AIDS combined.
• It occurs in all racial, ethnic, and social groups and is four times more likely to strike boys than girls.
• Autism impairs a person's ability to communicate and relate to others.
• It is also associated with rigid routines and repetitive behaviors, such as obsessively arranging objects or following very specific routines.
• Symptoms can range from very mild to quite severe.
• Currently, there are no effective means to prevent autism, no fully effective treatments, and no cure.
• Research indicates, however, that early intervention in an appropriate educational setting for at least two years during the preschool years can result in significant improvements for many young children with Autism Spectrum Disorders.
• As soon as autism is diagnosed, early intervention instruction should begin.
• Effective programs focus on developing communication, social, and cognitive skills.

What is Aspergers?

• Asperger Syndrome (AS) is considered a pervasive developmental disorder at the higher functioning end of the autism spectrum.
• It is characterized by sustained impairment in social interaction and the development of restricted, repetitive patterns of behavior, interests and activities.
• In contrast to autism, there are no obvious delays in language or cognitive development or in age-appropriate self-help skills and adaptive behaviors though there are subtle impairments.
• Unlike most people with autism, individuals with Asperger syndrome experience no delay in the onset of speech.
• In fact, their speech tends to be formal, pedantic and long-winded.
• Persons with AS often have monotonous vocal intonation and limited use of gestures.
• They may have difficulty comprehending other people’s expressions, gestures and non-literal statements.
• Therefore, individuals with Asperger syndrome usually do not understand jokes, irony and metaphors.
• Many individuals with AS want to develop friendships and interact with their peers, but lack the ability to understand and use rules governing social behavior.
• Individuals with Asperger syndrome often have average to above average intelligence.
• They tend to possess excellent abstract thinking abilities and rote memory skills.
• One characteristic unique to AS is an intense interest in one or two subjects to the exclusion of all others.
• Many times individuals with AS are respected for their unusual abilities, and due to their extensive knowledge of certain topics or activities may be regarded as “eccentric.”

RED FLAGS

Some of these "red flags" could be signs that a doctor should evaluate a child for autism or a related communication disorder:

• The child doesn't respond to his or her name.
• The child can't explain what he or she wants.
• Language skills or speech are delayed.
• The child doesn't follow directions.
• The child seems to hear sometimes, but not others.
• The child doesn't point or wave bye-bye.
• The child used to say a few words or babble, but now doesn't.
• The child throws intense or violent tantrums.
• The child has odd movement patterns.
• The child is hyperactive, uncooperative or oppositional.
• The child doesn't know how to play with toys.
• The child doesn't smile when smiled at.
• The child has poor eye contact.
• The child gets "stuck" on things over and over and can't move on to other things.
• The child seems to prefer to play alone.
• The child gets things for him or herself only.
• The child is very independent for his or her age.
• The child does things "early" compared to other kids.
• The child seems to be in his or her "own world."
• The child seems to tune people out.
• The child is not interested in other children.
• The child walks on his or her toes.
• The child shows unusual attachment to toys, objects or schedules (i.e., always holding a string or having to put socks on before pants).
• The child spends a lot of time lining things up or putting things in a certain order.

Source: National Institute of Child Health and Human Development

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