Autism is a spectrum of disorders caused by abnormal brain development that can lead to diminished social skills, as
well as unusual ways of learning and reactions to sensations. A spectrum disorder, meaning people with autism can
have a range of symptoms. Mildly affected, children develop life skills at an early age. Severely afflicted, children may
be unable to function in almost any setting.
The characteristics of Autism can present themselves in a variety of combinations from mild to severe. Autism is
defined by a certain set of behaviors. Children can exhibit any combination of the behaviors in any degree of severity.
Two children both diagnosed with the same disorder may act differently from one another and have varying skills.
Autism is a neurological disorder that affects the functioning of the brain. It impacts the normal development of the
brain in the areas of social interaction and language.
Autism is one of the five(5) disorders under the umbrella of Pervasive Developmental Disorder (PDD), characterized by
severe and pervasive impairments in several areas of development.
Autism and PDD occur in approximately 1 in 150 births. It is the fastest growing developmental disability. These
disorders are four times more common in boys than girls.
Autism is a complex developmental disability that typically appears during the first three(3) years of life.
The disorders under PDD are Asperger’s syndrome, Childhood Disintegrating disorder, Rett’s syndrome and PDD-
NOS (not otherwise specified). Parents hear different terms used to describe children within the spectrum, such as
autistic tendencies, autism spectrum, high functioning or low functioning. More important than the terms is to
understand that children with autism can learn and function productively and show gains with appropriate education
and treatment. Early intervention is key in proper development.
Early diagnosis and appropriate educational programs are very important to children with autism or PDD. From the age
of three, children with autism and PDD are eligible for an educational program appropriate to their individual needs.
Educational programs for students with autism or PDD focus on improving communication, social, academic,
behavioral, and daily living skills. Behavior and communication problems that interfere with learning sometimes require
the assistance of a knowledgeable professional in the autism field who develops and helps to implement a plan which
can be carried out at home and school.
Within the first 3 - 6 months of their lives, parents may note the child does not develop a normal pattern of smiling or
cuddling response. As they grow older, they do not progress through developmental milestones such as learning to say
words or speak sentences Instead, they seem aloof, detached, and withdrawn. Instead of developing a pattern of
relating warmly to their parents,. they may instead engage in self-stimulating behavior such as rocking or head banging.
By age 2 or 3 years, it is usually clear that there is something wrong, and the features of the disorder continue to
become more obvious over time as the child fails to develop normal verbal or interpersonal communication skills.
Children within the autism spectrum may yearn for interaction with others the same age, but this requires the social
skills they lack. They also have no creativity or flexibility in their play. They tend to be repetitive and stick to routine.
Example of play: lines up toys, plays with toys inappropriately, and uses objects as toys.
The classroom environment should be structured so that the program is consistent and predictable. Students with
autism or PDD learn better and are less confused when information is presented visually as well as verbally. Interaction
with non disabled peers is also important, for these students provide models of appropriate language, social, and
behavior skills. To overcome frequent problems in generalizing skills learned at school, it is very important to develop
programs with parents, so that learning activities, experiences, and approaches can be carried over into the home and
community.
Autistic children process and respond to information in unique ways. In some cases, aggressive and/or self injurious
behavior may be present.
Autistic Markers:
• Routine/resistence to change
• Difficulty in expressing needs / lack of speech
• Repeating word and / or phrases
• Distress for reasons not appropriate to others
• Anti-social tendencies / preferring to recluse themselves
• Tantrums
• Lack of affections
• No perception of danger
• Poor eye contact
• Inappropriate attachment to objects
• Unresponsive / ignores when spoken to
• Over / under sensitivity to pain
• Annoyed by / frightened by loud noises
• Sustained odd play
• Low tolerance to certain textured food
When children display similar behaviors but do not meet the criteria for autistic disorder, they may receive a diagnosis
of Pervasive Developmental Disorder-NOS (PDD not otherwise specified).
With educational programs designed to meet a student's individual needs and specialized adult support services in
employment and living arrangements, children and adults with autism or PDD can live and work in the community.
High Functioning
About 20% of the autism population are described as high functioning. There are many terms used in reference to this
group. Examples are Mildly Autistic, Autistic Tendencies, Pervasive Developmental Disorder(pdd), and Pdd nos(not
otherwise specified).
well as unusual ways of learning and reactions to sensations. A spectrum disorder, meaning people with autism can
have a range of symptoms. Mildly affected, children develop life skills at an early age. Severely afflicted, children may
be unable to function in almost any setting.
The characteristics of Autism can present themselves in a variety of combinations from mild to severe. Autism is
defined by a certain set of behaviors. Children can exhibit any combination of the behaviors in any degree of severity.
Two children both diagnosed with the same disorder may act differently from one another and have varying skills.
Autism is a neurological disorder that affects the functioning of the brain. It impacts the normal development of the
brain in the areas of social interaction and language.
Autism is one of the five(5) disorders under the umbrella of Pervasive Developmental Disorder (PDD), characterized by
severe and pervasive impairments in several areas of development.
Autism and PDD occur in approximately 1 in 150 births. It is the fastest growing developmental disability. These
disorders are four times more common in boys than girls.
Autism is a complex developmental disability that typically appears during the first three(3) years of life.
The disorders under PDD are Asperger’s syndrome, Childhood Disintegrating disorder, Rett’s syndrome and PDD-
NOS (not otherwise specified). Parents hear different terms used to describe children within the spectrum, such as
autistic tendencies, autism spectrum, high functioning or low functioning. More important than the terms is to
understand that children with autism can learn and function productively and show gains with appropriate education
and treatment. Early intervention is key in proper development.
Early diagnosis and appropriate educational programs are very important to children with autism or PDD. From the age
of three, children with autism and PDD are eligible for an educational program appropriate to their individual needs.
Educational programs for students with autism or PDD focus on improving communication, social, academic,
behavioral, and daily living skills. Behavior and communication problems that interfere with learning sometimes require
the assistance of a knowledgeable professional in the autism field who develops and helps to implement a plan which
can be carried out at home and school.
Within the first 3 - 6 months of their lives, parents may note the child does not develop a normal pattern of smiling or
cuddling response. As they grow older, they do not progress through developmental milestones such as learning to say
words or speak sentences Instead, they seem aloof, detached, and withdrawn. Instead of developing a pattern of
relating warmly to their parents,. they may instead engage in self-stimulating behavior such as rocking or head banging.
By age 2 or 3 years, it is usually clear that there is something wrong, and the features of the disorder continue to
become more obvious over time as the child fails to develop normal verbal or interpersonal communication skills.
Children within the autism spectrum may yearn for interaction with others the same age, but this requires the social
skills they lack. They also have no creativity or flexibility in their play. They tend to be repetitive and stick to routine.
Example of play: lines up toys, plays with toys inappropriately, and uses objects as toys.
The classroom environment should be structured so that the program is consistent and predictable. Students with
autism or PDD learn better and are less confused when information is presented visually as well as verbally. Interaction
with non disabled peers is also important, for these students provide models of appropriate language, social, and
behavior skills. To overcome frequent problems in generalizing skills learned at school, it is very important to develop
programs with parents, so that learning activities, experiences, and approaches can be carried over into the home and
community.
Autistic children process and respond to information in unique ways. In some cases, aggressive and/or self injurious
behavior may be present.
Autistic Markers:
• Routine/resistence to change
• Difficulty in expressing needs / lack of speech
• Repeating word and / or phrases
• Distress for reasons not appropriate to others
• Anti-social tendencies / preferring to recluse themselves
• Tantrums
• Lack of affections
• No perception of danger
• Poor eye contact
• Inappropriate attachment to objects
• Unresponsive / ignores when spoken to
• Over / under sensitivity to pain
• Annoyed by / frightened by loud noises
• Sustained odd play
• Low tolerance to certain textured food
When children display similar behaviors but do not meet the criteria for autistic disorder, they may receive a diagnosis
of Pervasive Developmental Disorder-NOS (PDD not otherwise specified).
With educational programs designed to meet a student's individual needs and specialized adult support services in
employment and living arrangements, children and adults with autism or PDD can live and work in the community.
High Functioning
About 20% of the autism population are described as high functioning. There are many terms used in reference to this
group. Examples are Mildly Autistic, Autistic Tendencies, Pervasive Developmental Disorder(pdd), and Pdd nos(not
otherwise specified).
| Autism information - what is autism - signs of autism. Autism Awareness Bright Tots - Information on child development - Autism information |
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| What is Autism? |
| • Autism seems to have two(2) tracts - Congenital (from the beginning) - Regressive (around 15 - 18 months, regression noticeable) • All forms of Autism include - Communication / language difficulties - Sensory issues - Social deficits • Some autistic people also have physical issues - Bowel problems -Sometimes rectified by gluten free, casein free diet |
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