Autism Spectrum Disorder

Autism spectrum disorder is a neurological and developmental disorder that affects how people interact with others, communicate, learn, and behave. Although autism can be diagnosed at any age, it is described as a “developmental disorder” because symptoms generally appear in the first two years of life.

For many years, autism was an “umbrella” diagnosis that covered:

Asperger’s syndrome
Pervasive developmental disorder, not otherwise specified (PDD-NOS)
Rett syndrome
Childhood disintegrative disorder (CDD or Heller’s syndrome)
Autistic disorder

This changed in the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5). In the DSM-5, Asperger’s syndrome, PDD-NOS, and CDD are no longer listed as diagnoses. There is only one diagnosis of “autism spectrum disorder.” (Rett syndrome is now listed as a separate genetic disorder.)

According to the DSM-5, people with autism often have:

Difficulty with communication and interaction with other people
Restricted interests and repetitive behaviors
Symptoms that affect their ability to function in school, work, and other areas of life

Autism is known as a “spectrum” disorder because there is wide variation in the type and severity of symptoms people experience. People of all genders, races, ethnicities, and economic backgrounds can be diagnosed with autism.

What are the signs and symptoms of autism?

The list below gives some examples of common types of behaviors in people diagnosed with autism. Not all people with autism will have all behaviors, but most will have several of the behaviors listed below.

Social communication and social interaction behaviors may include:

Making little or inconsistent eye contact
Appearing not to look at or listen to people who are talking
Infrequently sharing interest, emotion, or enjoyment of objects or activities (including infrequently pointing at or showing things to others)
Not responding or being slow to respond to one’s name or to other verbal bids for attention
Having difficulties with the back and forth of conversation
Often talking at length about a favorite subject without noticing that others are not interested or without giving others a chance to respond
Displaying facial expressions, movements, and gestures that do not match what is being said
Having an unusual tone of voice that may sound sing-song or flat and robot-like
Having trouble understanding another person’s point of view or being unable to predict or understand other people’s actions
Difficulties adjusting behavior to different social situations
Difficulties sharing in imaginative play or in making friends
Restrictive/repetitive behaviors may include:

Repeating certain behaviors or having unusual behaviors, such as repeating words or phrases (a behavior called echolalia)

Having a lasting intense interest in specific topics, such as numbers, details, or facts
Showing overly focused interests, such as with moving objects or with parts of objects
Becoming upset by slight changes in a routine and having difficulty with transitions
Being more sensitive or less sensitive than other people to sensory input, such as light, sound, clothing, or temperature
People with autism also may experience sleep problems and irritability.

People on the autism spectrum also may have many strengths, including:

Being able to learn things in detail and remember information for long periods of time
Being strong visual and auditory learners
Excelling in math, science, music, or art

For more information on identifying autism, check out the Autism Society’s Screening & Diagnosis webpage.

Autism & Education

The nation’s special education law, the Individuals with Disabilities Education Act (IDEA), requires that all children suspected of having a disability be evaluated without cost to their parents to determine if they do have a disability and, because of the disability, need special services under IDEA. Under IDEA children with autism may be eligible for early intervention services (birth to 3) and an educational program appropriate to their individual needs. Those special services are:

Early intervention | A system of services to support infants and toddlers with disabilities (before their 3rd birthday) and their families.

Special education and related services | Services available through the public school system for school-aged children, including preschoolers (ages 3-21).

IDEA specifically defines “autism” as follows:

…..a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child’s educational performance.

A child who shows the characteristics of autism after age 3 could be diagnosed as having autism if the criteria above are satisfied. [34 CFR §300.8(c)(1)]

Check our Categories of Disability under IDEA resource for more information on IDEA and autism.

In addition to academic instruction, special education programs for students with autism focus on improving communication, social, academic, behavioral, and daily living skills. Behavior and communication problems that interfere with learning often require the assistance of a professional who is particularly knowledgeable in the autism field to develop and help implement a plan which can be carried out at home and school.

The classroom environment should be structured so that the program is consistent and predictable. Students with autism learn better and are less confused when information is presented visually as well as verbally. Interaction with nondisabled peers is also important, for these students provide models of appropriate language, social, and behavioral skills. Consistency and continuity are very important for children with autism, and parents should always be involved in the development of their child’s program, so that learning activities, experiences, and approaches will be most effective and can be carried over into the home and community.

With educational programs designed to meet a student’s individual needs and specialized adult support services in employment and living arrangements, many children and adults with autism grow to live, work, and participate fully in their communities.

Check out our Children & Young Adults (3 to 26 years) section for more information on Special Education and Related Services, Parental Rights under IDEA, Evaluations, IEPs, Placement, Discipline and more.