Autism Spectrum Disorders (ASD) are neurobiological disorders that affect an individual’s ability to communicate, socialize, and responses to certain sensory stimuli. In addition, it is characterized by perseverative or repetitive thoughts and behaviors. There can be a spectrum of severity, ranging from very mild to severe disability. Currently, 1 in 150 individuals have a diagnosis of ASD. It is more common in boys than girls, but occurs across all socioeconomic levels, ethnicities, races, and locations. At this time, there are a plethora of treatment options, but no cure. Researchers do not yet know what causes ASD, but there are indications that in many cases there is a genetic component.

Both Asperger’s Syndrome and Pervasive Developmental Disorder (PDD) are associated with ASD. With Asperger’s syndrome, typically a child will acquire the use of language normally and have a normal to above normal IQ, but display significant social skills deficits. With PDD, or PDD-NOS, a child may demonstrate some but not all of the characteristics of autism, as defined in the DSM IV (see below).

A diagnosis of ASD can only be made by a medical professional, usually a developmental pediatrician, neurologist, or psychiatrist. However, students may receive an educational label of ASD from a team of school specialists, if it is determined through evaluations that a student has symptoms consistent with a diagnosis of ASD and their school performance is being impacted by these symptoms. If they are found to be eligible for school services, the school team (including parents, an administrator, a regular and special education teacher, and possibly related service therapists) will meet to develop and Individualized Education Plan (IEP) to plan appropriate goals and accommodations to help the student be successful in a school environment

Many persons with ASD are capable of demonstrating their particular gifts and talents, including visual and performing arts, science, math, and long-term memory



[The following is from Diagnostic and Statistical Manual of Mental Disorders: DSM IV]

Diagnosis of Autism

(I) A total of six (or more) items from (A), (B), and (C), with at least two from (A), and one each from (B) and (C)

• (A) Qualitative impairment in social interaction, as manifested by at least two of the following:
  
  • 1. 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
    
  • 2. failure to develop peer relationships appropriate to developmental level
    
  • 3. 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)
    
  • 4. 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 )
    
• (B) Qualitative impairments in communication as manifested by at least one of the following:
  
  • 1. Delay in, or total lack of, the development of spoken language (not accompanied by an attempt to compensate through alternative modes of communication such as gesture or mime)
    
  • 2. In individuals with adequate speech, marked impairment in the ability to initiate or sustain a conversation with others
    
  • 3. Stereotyped and repetitive use of language or idiosyncratic language
    
  • 4. Lack of varied, spontaneous make-believe play or social imitative play appropriate to developmental level
    
• (C) Restricted repetitive and stereotyped patterns of behavior, interests and activities, as manifested by at least two of the following:
  
  • 1. Encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus
    
  • 2. Apparently inflexible adherence to specific, nonfunctional routines or rituals
    
  • 3. Stereotyped and repetitive motor mannerisms (e.g. hand or finger flapping or twisting, or complex whole-body movements)
    
  • 4. Persistent preoccupation with parts of objects
    

(II) Delays or abnormal functioning in at least one of the following areas, with onset prior to age 3 years:

• (A) Social interaction
  
• (B) Language as used in social communication
  
• (C) Symbolic or imaginative play
  

(III) The disturbance is not better accounted for by Rett's Disorder or Childhood Disintegrative Disorder



Diagnosis of Asperger’s Syndrome

(I) 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, interest 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
  

(II) Restricted repetitive & stereotyped patterns of behavior, interests and activities, as manifested by at least one of the following:

• (A) encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus
  
• (B) Apparently inflexible adherence to specific, nonfunctional routines or rituals
  
• (C) Stereotyped and repetitive motor mannerisms (e.g. hand or finger flapping or twisting, or complex whole-body movements)
  
• (D) Persistent preoccupation with parts of objects
  

(III) The disturbance causes clinically significant impairments in social, occupational, or other important areas of functioning.

(IV) There is no clinically significant general delay in language (E.G. single words used by age 2 years, communicative phrases used by age 3 years)

(V) There is no clinically significant delay in cognitive development or in the development of age-appropriate self help skills, adaptive behavior (other than in social interaction) and curiosity about the environment in childhood.

(VI) Criteria are not met for another specific Pervasive Developmental Disorder or Schizophrenia.