Autism ~ Grant D.

Hall ~ MAT 605 ~ Fall 2014

Autism is a disorder that was first identified by Doctor Leo Kanner in 1943. Autism was considered its
own disorder, separate from other disorders such as childhood disintegrative disorder, pervasive development
disorder-not otherwise specified (PDD-NOS), and Asperger syndrome. In 2013 the National Institutes of
Health developed new criterial and has now put Autism and all of its distinct subtypes under one umbrella of
Autism Spectrum Disorder or ASD.
Early indicators of autism can include the following:
Social Communication and Interaction
1. Failing to respond to his or her name and appears to not hearing you
2. Resists cuddling and holding; seems to retreat into their own world
3. Poor eye contact and lacks facial expression
4. Delayed speech and or loosing previously acquired speech
5. Speaks with a sing-song or robot like voice
6. Does not express emotion and is unaware of others emotions
7. Inappropriate social interaction
Patterns of Behaviors
1. Repetitive physical movements or actions that could be self-harming
2. Routines and rituals that cause disturbance at the slightest change
3. Constant movement
4. Resistant to change
5. Coordination problems or odd movements
6. Sensitive to light, sound, and touch but oblivious to pain
7. Does not participate in make believe play
8. Odd food preferences
The spectrum of ASD is quite varied.
There are also different ways we can accommodate the ASD student into our classrooms. Some of them
are as follows:
Respond to Behavior
Structure Predictable Visual Cues Alone Time Quiet Environment
Social Interactions
Group Participation Negotiation Monitor Own Behavior Flexibility Waiting Their Turn
Working with parents, special education professionals, and with the student directly will help make their
classroom experience positive and productive.

Asperger Syndrome
Asperger Syndrome is also considered to be on the high functioning end of the autism spectrum.
Adults and children often have difficulty with social interactions and demonstrate repetitive behaviors. Unlike
autism, people with Asperger do not have significant delays in language or cognitive development. Some of the
following are associated with Asperger but are seldom all present in any one person and vary to a wide degree:
Limited or inappropriate social interactions
Robotic or repetitive speech
Challenges with nonverbal communications
Lack of eye contact or reciprocal conversation
Tendency to discuss self rather than others
One-sided conversations
Awkward movements and/or mannerisms
PDD-NOS Pervasive Developmental Disorder-Not Otherwise Specified
Term used as the diagnosis applied to children or adults who are on the autism spectrum but do not fully
meet eh criteria for another ASD such as autistic disorder or Asperger syndrome. Studies indicate that there are
three primary sub-categories of PDD-NOS:
1. High-functioning whose symptoms overlap with Asperger syndrome but differ in terms of having a
lag in language development and mild cognitive impairment
2. Symptoms more close resemble those of autistic disorder but do not meet all of the diagnostic signs
and symptoms of autism.
3. Those who meet all of the diagnostic criteria for autistic disorder but whose stereotypical and
repetitive behaviors are noticeably mild.
Childhood Disintegrative Disorder
A rare condition where a child would develop autism after a prolonged period of normal development
(usually 3 to 4 years). A regression of language, social interaction and environment, and self-care abilities
become manifest. There is also a dramatic decline in cognitive abilities accompanied by high levels of anxiety.
This development results in a clinical presentation of autism without the history of its development.
Currently there is no cure for ASD but intensive, early treatment can make a big difference in the lives
of many children.


I am different, not less.
Temple Grandin