What is Autism?
Peter Gerhardt, Ed.D.
In recent years, autism, or as it is more commonly referred to today, autism spectrum disorders (ASDs) have been the focus of extensive media attention. Barely a week goes by without some mention of autism in the media: from the epidemic-like increase in diagnosis, to potential genetic or environmental causes, to the discovery of promising interventions, or the news of some court case. But beside soundbite descriptions of autism as “a mysterious disorder,” there is rarely any discussion of what autism is, or for that matter, what it means to be a person with autism. First identified by Leo Kanner in 1943, autism is a developmental disorder that impacts an individual’s ability to effectively communicate and understand reciprocal social behavior. It is associated with the display of unusual (e.g., body rocking) or ritualistic (e.g., standing up/sitting down three times before taking his seat) behavior, interests or activities. Current prevalence estimates (CDC, 2007) indicate that 1 out every 150 children born will be diagnosed with an ASD and that it is far more commonly diagnosed in boys than in girls. In 1994, the DSM-IV broadened the definition of autism spectrum disorders to include Asperger Syndrome. Although autism is usually diagnosed before three years of age, it is not uncommon for individuals who have more language to be diagnosed somewhat later in childhood. In addition, there are a number of mildly involved individuals with autism who were misdiagnosed in childhood only to receive an accurate ASD diagnosis in adulthood. While intensive early intervention has proven to be a valuable tool in the development of more age-appropriate skills and abilities, ASDs are often regarded as lifelong conditions.
Autism is considered to be a spectrum disorder, ranging from mild to severe, due to the diversity of expression that is associated with the disorder. On one end of the spectrum are individuals diagnosed with more “classic” autism who tend to have limited verbal language and poor social comprehension. On the other end are those individuals labeled as having Asperger Syndrome who are verbally competent
“Autism is a developmental disorder that impacts an individual’s ability to effectively communicate and understand reciprocal social behavior.”
but still have significant challenges with social comprehension. In addition, a percentage of individuals with ASDs may also be diagnosed with an intellectual disability (e.g., mental retardation) while others may have IQs well above the average. It is this diversity of expression that prompted Steven Shore, an adult with Asperger Syndrome, to state that “If you have met one person with autism, well, you have met one person with autism.” No matter where a particular individual may fall on the spectrum, challenges in understanding reciprocal social interaction are central to the diagnosis of, and living with, an ASD. To those of us not on the spectrum, this impairment in social interaction is often the most confusing and challenging part of learning to interact with individuals on the spectrum. While a typically developing child is, in effect, pre-programmed to be fascinated with other children and to learn from other children (and adults), children with an ASD tend to be more fascinated with objects. While a typically developing child will easily make and keep friends, the individual with autism will, in most cases, have limited interest in, or ability to, develop age-appropriate social relationships. For individuals whose autism is less severe, this difficulty in the area of social interaction, particularly as they age, is sometimes misinterpreted by typical peers and unfamiliar adults as being purposeful, rude, or even arrogant. When this happens, it is important to remember that ASD is a brain-based disorder. Thus, the resulting social deficits are neurological in nature, and not a matter of choice, arrogance, or poor parenting.
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Autism and Faith
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