What is Autism? Part II
Defining Autism
continued..
As mentioned in the first paper, Autism (a neuro-developmental
condition)*(1), does not have a fixed set of well defined symptoms. It is
a broad spectrum of deficits primarily of three main areas in human
development. It affects a child’s ability to communicate, understand
language, play, and relate to others.
All humans grow up with
the ability to attain following skills in their repertoire- cognitive
skills, language and communication skills, socialization and self help
skills; Autism is the presence of deficits in areas of communication,
social interaction*(2) and behavior*(3) (severely restricted interests and
stereotypic behaviors).
These deficits could range from mild to severe.
According to the DSM IV (Diagnostic and Statistical Manual of Mental Disorders) which is used to classify disabilities- “A diagnosis of autistic disorder is made when an individual displays 6 or more than 6 of the12 symptoms listed across three major areas: social interaction, communication, and behavior.
When children display similar behaviors but do not meet the criteria for autistic disorder, they may receive a diagnosis of Pervasive Developmental Disorder-NOS (PDD not otherwise specified).
The following is from the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (DSM IV):
DIAGNOSTIC CRITERIA FOR 299.00 AUTISTIC DISORDER
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:
a) Marked impairments in
the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial
expression, body posture, and gestures to regulate social interaction
b) Failure to develop peer relationships appropriate to
developmental level
c) 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 to other people)
d) lack of social or emotional reciprocity ( note: in the
description, it gives the following as examples: not actively
participating in simple social play or games, preferring solitary
activities, or involving others in activities only as tools or
"mechanical" aids )
|
(2) Qualitative
impairments in communication as manifested by at least one of the
following: (3) Restricted repetitive
and stereotyped patterns of behavior, interests and activities, as
manifested by at least two of the following: |
c) Stereotyped*(3) and repetitive motor mannerisms (e.g. hand or finger
flapping or twisting, or complex whole body movements)
d) Persistent preoccupation with parts of objects*(4)
B. Delays or abnormal
functioning in at least one of the following areas, with onset prior to
age 3 years:
(1) Social interaction
(2) Language as used in social communication
(3) Symbolic or imaginative play
C. The disturbance is not better accounted for by Rett's Disorder or
Childhood Disintegrative Disorder.
Typically, the symptoms of
autism are present before three years of age. However many a time the
deviations from ‘normal’ development become apparent to parents when the
child starts formal schooling as this happens to be the time when most
expectations for use of language, communication and social interaction are
made on the child. This also means that the child would have grown older
than three years of age. In such a case, the parents need to seek
immediate diagnosis and assessment.
_______________________________________________________
*(1) Conditions arising as a result of abnormalities in brain development
due to both genetic and/or environmental/biological causes.
*(2) • Difficulties with mixing with other children,
• is ok being alone,
• does not like being cuddled,
• would not draw your attention by holding up objects for you to see
• seems to prefer to play alone,
• might not respond to own name thus tending to appear deaf
• does not appear to be interested in people in his/her surroundings.
• Finds it difficult to express himself/herself with words
• Limited ‘to n fro’ communication with parents/peers
*(3)Stereotypy is a continuous, apparently purposeless and repetitive
movement, such as hand flapping, head rolling, body rocking, or spinning a
plate etc.
*(4)e.g. some kids would like to continuously spin the wheel of a toy car,
or keep flapping a string/cloth in front of his/her eyes or move back and
forth the same spot etc.
What is
By: Birinder Kalra Consultant & Special Educator New Delhi, INDIA magex123@gmail.com
Note: The views expressed in this article are strictly those of the writer and 123oye does not take any responsibility for them. Follow them at your own risk.
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