"Autism is one of the pervasive developmental disorders (PDDs) which are characterized by an impairment in reciprocal social and communication skills, abnormal language development, and a restricted repertoire of behaviors and interests” (Klinger & Dawson, 1996, p. 311). 

DSM-IV-TR (2000) diagnostic criteria for autistic disorder requires children to present several behavioral disturbances such as qualitative impairments in social interaction, communication, and stereotyped patterns of behavior in order to be classified with autism. The average rate of autism is 5 cases per 10,000 individuals. The onset of the disorder is prior to 3 years of age, and rates of autism are 4 to 5 times higher in boys than in girls; however, girls diagnosed with autism tend to exhibit more severe mental retardation (DSM-IV-TR, p. 73).

Generally speaking, autism is often viewed as a cluster of behaviors. Autism can be broken down into three behavioral components: deficits, excesses, and normal range of behaviors.

DEFICITS:

1)      Language development

a)      Non-verbal or mute

b)      Echolalic (immediate or delayed)


2)      Social Interaction

a)      Lacks interest in social activities or play

b)      Lacks peer interaction

c)      May often appear oblivious to, or unaware of, physical surroundings

d)      May refuse affection and/or physical contact


3)      Play Skills

a)      Does not show interest in typical toy play

b)      No interest in games or complex toy play

c)      Usually lacks pretend play 

 
4)      Attention and Eye Contact

a)      Does not make eye contact; may even avert eyes when spoken to

b)      May not respond to auditory and visual stimuli 

 
5)      Self-Help Skills

a)      Difficulty feeding

b)      Difficulty dressing

c)      Difficulty with toileting

d)      Generally not age-appropriate with self-help skills

 
EXCESSES:

1)      Self-Stimulatory Behavior or Ritualistic Behaviors

a)      Hand flapping

b)      Spinning

c)      Repetitive rocking

d)      Lining up objects

e)      Fixating on certain objects, toys, people, TV shows, etc.

 
2)      Tantrums

a)      Tantrum for attention

b)      Tantrums may manifest when deficits in language and communication exist

 
3)      Aggression

a)      Sometimes self-injurious (e.g., head-banging)

b)      Aggression toward other people, objects, or things (e.g., kicking, hitting, slapping, and biting)

RANGE OF NORMAL BEHAVIOR:


1)      Motor Development

a)      Motor development can vary greatly within the autistic population. Children with autism generally begin to crawl, walk, etc. within the parameters of normal development.

b)      Some children with autism develop normal motor skills; however, numerous children with autism also suffer from deficits in gross, fine, and oral motor domains. (e.g., oral motor issues such as dyspraxia, and muscle tone issues such as hyper- and hypotonia are frequently diagnosed in children with autism).

 
2)      Sensory and Self-Regulatory Skills

a)      Often lack the ability to self-soothe

b)      May show tactile defensiveness

 

3)      Cognitive Abilities

a)      Approximately 80% of people with autism test in the mental retardation range (i.e., IQ below 70)

b)      Memory abilities may sometimes exceed that of a typically developing child. May demonstrate exceptional memory for visual sameness of objects or pictures.

c)      The ability to understand that other people can hold beliefs different from one’s own beliefs is an essential cognitive milestone of early childhood. This ability is commonly referred to as a “theory of mind” and is often lacking in children with autism.

d)      Children with autism vary greatly in their level of executive functioning (i.e., problem solving abilities, etc.)