Carolyn Sterner, M.Ed., BCBA

Please note that the information on these pages represents my own views.

What is autism?

Autism is classified by the American Psychological Association in the Diagnostic and Statistic Manual of Mental Disorders (DSM-IV) as a Pervasive Developmental Disorder, and is noted as "299.00 Autistic Disorder," diagnosed BEHAVIORALLY (there are NO medical tests that "prove" a diagnosis of autism) by the following criteria:

A. A total of six (or more) items from (1), (2), and (3), with at least two from (1), and one each from (2) and (3):

1. qualitative impairment in social interaction, as manifested by at least two of the following:
    

   1. marked impairment in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body postures, 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)

   4. 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)

    

2. 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
       

3. restricted repetitive and stereotyped patterns of behavior, interests, and activities, as manifested by at least one 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

B. Delays or abnormal functioning in at least one of the following areas, with onset prior to age 3 years: (1) social interaction, (2) language as used in social communication, or (3) symbolic or imaginative play.

C. The disturbance is not better accounted for by Rett's Disorder or Childhood Disintegrative Disorder.

Autism Speaks offers this description:

"Autism is a complex neurobiological disorder that typically lasts throughout a person's lifetime. It is part of a group of disorders known as Autism Spectrum Disorders (ASD). Today, 1 in 150 individuals is diagnosed with autism, making it more common than pediatric cancer, diabetes, and AIDS combined. It occurs in all racial, ethnic, and social groups and is four times more likely to strike boys than girls. Autism impairs a person's ability to communicate and relate to others. It is also associated with rigid routines and repetitive behaviors, such as obsessively arranging objects or following very specific routines. Symptoms can range from very mild to quite severe..."

Click here to read more...
 

For parents of very young children, who feel that "something is not right" with their child, I URGE you to explore the matter with your pediatrician, and if not satisfied, take your child to a specialist for an evaluation.  Well-intentioned pediatricians often inform concerned parents that their children are just "going through a phase" or are "slow to develop," or are told "boys tend to talk later than girls - don't worry."  If YOU are concerned about your child' development (e.g., lack of eye contact, lack of responsiveness to their own name, pre-occupation with routines and themes, hand flapping or waving behaviors, slow speech development, lack of joint attention, lack of pointing, etc.), it is up to YOU to explore matters.  You are your child's strongest advocate, and it begins now. 

Early intervention is essential.

Just because a child is diagnosed with autism (or Asperger's Syndrome, or PDD-NOS) does not mean, given just a diagnosis, that anyone can tell you how your child is currently behaving and functioning, and how they will do so in the future.  Anyone who does so is not being fair to you.  A child's mode of communication is a good example - some children with autism are verbal, some children use sign language, some communicate using a Picture Exchange Communication System (PECS), some use an augmentative communication device, and some communicate through maladaptive behaviors!  These modes of communication may change as your child grows and develops, or it may not.  Make sure whomever you trust to educate and help you and your family is someone who KNOWS YOUR CHILD - or at least takes the time to get to know him/her. Every child is an individual.

Please visit the autism related links in the left hand menu for more information about autism, ABA (applied behavior analysis), and links to products/supplies, autism-related research, and special education law.

Click here to meet a very special boy.