This document provides an overview of autism, including what it is, the different types, causes, diagnosis, and characteristics. Autism is a complex neurological developmental disability that impacts social interaction and communication. It exists on a spectrum from mild to severe. While the cause is unknown, it is thought to involve abnormalities in brain development. Autism is diagnosed through observation and evaluation by a team of professionals. Characteristics include difficulties with social skills, communication, repetitive behaviors, and sensitivity to stimuli. Early intervention and individualized treatment focusing on these areas can help those with autism. However, there is currently no known cure.

1. Overview
What is Autism?
Is there more than one type of Autism?
What causes Autism?
How is Autism diagnosed?
What are the characteristics of Autism?
What are the most effective approaches to treating
Autism? Is there a cure?

2. WHAT IS AUTISM?
Very complex, often baffling
developmental disability
First described by Leo Kanner in
1943 as early infantile autism
“Auto” – children are “locked
within themselves.”
For next 30 years, considered to
be an emotional disturbance

3. WHAT IS AUTISM?
3 categories for autism in IDEA?
Today, autism is a severe form of a broader group
of disorders
These are referred to as pervasive developmental
disorders (later)
Typically appears during the first 3 years of life

4. WHAT IS AUTISM?
Very likely neurological in origin – not
emotional, not the refrigerator mom
Prevalence figures vary widely (textbook says
5/10,000, but recent data say as high as 1/1000 or
even 1/500.
4 times more prevalent in boys
No known racial, ethnic, or social boundaries
No relation to family income, lifestyle

5. WHAT IS AUTISM?
Autism impacts normal development of the brain in
areas of social interaction and communication
skills.
Difficult to communicate with others and relate to
the outside world.
Occasionally, aggressive and/or self-injurious
behavior may be present.

6. WHAT ARE THE TYPES?
Actually, the “umbrella” heading is Pervasive
Developmental Disorder (PDD).
Autism is one of the 5 PDDs.
All have commonalities in communication and social
deficits
Differ in terms of severity

7. 1. Autistic Disorder
Impairments in social interaction,
communication, and imaginative play.
Apparent before age 3.
Also includes stereotyped behaviors, interests, and
activities

8. 2. Asperger’s Disorder
Impairments in social interactions, and presence of
restricted interests and activities
No clinically significant general delay in language
Average to above average intelligence

9. 3. Pervasive Developmental Disorder – Not
Otherwise Specified (PDD-NOS)
Often referred to as atypical autism
Used when a child does not meet the criteria for a
specific diagnosis, but there is severe and pervasive
impairment in specified behaviors

10. 4. Rett’s Disorder
Progressive disorder which, to date, has only
occurred in girls.
Period of normal development and then the loss of
previously acquired skills
Also loss of purposeful use of hands, which is
replaced by repetitive hand movements
Beginning at age of 1-4 years

11. 5. Childhood Disintegrative
Disorder
Normal development for at least the first 2 years
Then significant loss of previously acquired skills

12. Conclusions on Types
Autism is a spectrum disorder
This means that symptoms and characteristics
can present themselves in wide variety of
combinations, from mild to severe
Autistic individuals can be very different from
each other
“Autism” is still commonly used to refer to any of
the 5 PDDs

13. What causes (and doesn’t cause)
autism?
Good agreement in general that autism is caused by
abnormalities in brain development, neurochemistry,
and genetic factors
Bettleheim’s theory of psychogenesis?

14. How is Autism Diagnosed?
No definitive medical test
Team uses interviews, observation, and specific
checklists developed for this purpose.
Team might include neurologist, psychologist,
developmental pediatrician, speech/language
therapist, learning consultant, etc.
Must rule out MR, hearing impairment, behavior
disorders, or eccentric habits

15. CHARACTERISTICS
1. Communication/Language
2. Social Interaction
3. Behaviors
4. Sensory and movement disorders
5. Resistance to change (predictability)
6. Intellectual functioning

16. 1. Communication/language
Broad range of abilities, from no verbal
communication to quite complex skills
Two common impairments:
A. Delayed language
B. Echolalia

17. A. Delayed language
50% of autistic individuals will eventually have
useful speech (?)
Pronoun reversal: “You want white icing on
chocolate cake.”
Difficulty in conversing easily with others
Difficulty in shifting topics
Look away; poor eye contact
Facilitated communication??????

18. Elements of Facilitated
Communication
1. Physical Support
2. Initial training/introduction
3. Maintaining focus
4. Avoiding competence testing
5. Generalization
6. Fading

19. B. Echolalia
Common in very young children (Age 3)
Immediate or delayed (even years)
Is there communicative intent with echolalia?

20. 2. Social Interaction
One of hallmarks of autism is lack of social
interaction
1. Impaired use of nonverbal behavior
2. Lack of peer relationships
3. Failure to spontaneously share enjoyment,
interests, etc. with others
4. Lack of reciprocity
Theory of mind?

21. 3. Behaviors
Repetitive behaviors, including obsessions, tics, and
perseveration
Impeding behaviors (impede their learning or the
learning of others)
Will need positive behavior supports
A. Self-injurious behavior
B. Aggression

22. 4. Sensory and movement
disorders
Very common
Over- or under-sensitive to sensory stimuli
Abnormal posture and movements of the face,
head, trunk, and limbs
Abnormal eye movements
Repeated gestures and mannerisms
Movement disorders can be detected very early –
perhaps at birth

23. 5. Predictability
Change in routine is very stressful
May insist on particular furniture arrangement, food
at meals, TV shows
Symmetry is often important
Interventions need to focus on preparing students for
change if possible

24. 6. Intellectual functioning
Autism occurs in children of all levels of intelligence,
from those who are gifted to those who have mental
retardation
In general, majority of individuals with autism are
also identified as having mental retardation – 75%
below 70
Verbal and reasoning skills are difficult
Savant syndrome

25. Interventions
1. Individualization and early intervention are the
keys
2. Include life skills, functional academics, and
vocational preparation
3. Positive behavior support
4. Social stories (music therapy?)
5. Lovaas model

26. Thank you
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