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===Social development===
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Typically, developing infants are social beings—early in life they do such things as gaze at people, turn toward voices, grasp a finger, and even smile. In contrast, most autistic children prefer objects to faces and seem to have tremendous difficulty learning to engage in the give-and-take of everyday human interaction. Even in the first few months of life, many seem indifferent to other people because they avoid eye contact and do not interact with them as often as non-autistic children.
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Children with autism often appear to prefer being alone to the company of others and may passively accept such things as hugs and cuddling without reciprocating, or resist attention altogether. Later, they seldom seek comfort from others or respond to parents' displays of [[anger]] or [[affection]] in a typical way. Research has suggested that although autistic children are attached to their [[parent]]s, their expression of this attachment is unusual and difficult to interpret. Parents who looked forward to the joys of cuddling, [[teaching]], and playing with their child may feel crushed by this lack of expected [[attachment theory|attachment]] behavior.
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Children with autism appear to lack "[[Theory of mind|theory of mind]]", the ability to see things from another person's perspective, a behavior cited as exclusive to human beings above the age of five and, possibly, other higher [[primate]]s such as adult [[gorilla]]s, [[Common chimpanzee|chimpanzee]]s and [[bonobos]]. Typical 5-year-olds can develop insights into other people's different knowledge, feelings, and intentions, interpretations based upon social cues (e.g., gestures, facial expressions). An individual with autism seems to lack these interpretation skills, an inability that leaves them unable to predict or understand other people's actions. The [[social alienation]] of autistic and Asperger's people is so intense from childhood that many of them have [[imaginary friend]]s as companionship. However, having an imaginary friend is not necessarily a sign of autism and also occurs in non-autistic children.
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Although not universal, it is common for autistic people to not regulate their behavior. This can take the form of crying or verbal outbursts that may seem out of proportion to the situation. Individuals with autism generally prefer consistent routines and environments; they may react negatively to changes in them. It is not uncommon for these individuals to exhibit aggression, increased levels of self-stimulatory behavior, self-injury or extensive withdrawal in overwhelming situations.
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===Sensory system===
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A key indicator to clinicians making a proper assessment for autism would include looking for symptoms much like those found in [[Sensory Integration Dysfunction|sensory integration dysfunction]]. Children will exhibit problems coping with the normal sensory input. Indicators of this disorder include oversensitivity or underreactivity to touch, movement, sights, or sounds; physical clumsiness or carelessness; poor body awareness; a tendency to be easily distracted; impulsive physical or verbal behavior; an activity level that is unusually high or low; not unwinding or calming oneself; difficulty learning new movements; difficulty in making transitions from one situation to another; social and/or emotional problems; delays in [[Speech delay|speech]], [[Language delay|language]] or [[motor skills]]; specific learning difficulties/delays in academic achievement.
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One common example is an individual with autism [[Hearing (sense)|hearing]]. A person with Autism may have trouble hearing certain people while other people are louder than usual. Or the person with autism may be unable to filter out sounds in certain situations, such as in a large crowd of people (see [[cocktail party effect]]). However, this is perhaps the part of the autism that tends to vary the most from person to person, so these examples may not apply to every autistic.
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It should be noted that sensory difficulties, although reportedly common in autistics, are not part of the [[DSM-IV]] diagnostic criteria for ''autistic disorder''.
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===Communication difficulties===
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By age 3, typical children have passed predictable language learning milestones; one of the earliest is babbling. By the first birthday, a typical toddler says words, turns when he or she hears his or her name, points when he or she wants a toy, and when offered something distasteful, makes it clear that the answer is "no." Speech development in people with autism takes different paths. Some remain [[mute]] throughout their lives while being fully [[literacy|literate]] and able to communicate in other ways—images, [[sign language]], and [[typing]] are far more natural to them. Some infants who later show signs of autism coo and babble during the first few months of life, but stop soon afterwards. Others may be delayed, developing language as late as the [[adolescence|teenage]] years. Still, inability to speak does not mean that people with autism are unintelligent or unaware. Once given appropriate accommodations, many will happily converse for hours, and can often be found in online [[chat room]]s, discussion boards or [[website]]s and even using communication devices at autism-community social events such as [[Autreat]].
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Those who do speak often use [[language]] in unusual ways, retaining features of earlier stages of language development for long periods or throughout their lives. Some speak only single words, while others repeat the same phrase over and over. Some repeat what they hear, a condition called [[echolalia]]. Sing-song repetitions in particular are a calming, joyous activity that many autistic adults engage in. Many people with autism have a strong [[tonality|tonal]] sense, and can often understand spoken language.
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Some children may exhibit only slight delays in language, or even seem to have precocious language and unusually large [[vocabulary|vocabularies]], but have great difficulty in sustaining typical [[conversation]]s. The "give and take" of non-autistic conversation is hard for them, although they often carry on a [[monologue]] on a favorite subject, giving no one else an opportunity to comment. When given the chance to converse with other autistics, they comfortably do so in "parallel monologue"—taking turns expressing views and information. Just as "[[neurotypical]]s" (people without autism) have trouble understanding autistic [[body language]]s, vocal tones, or phraseology, people with autism similarly have trouble with such things in people without autism. In particular, autistic language abilities tend to be highly literal; people without autism often inappropriately attribute hidden meaning to what people with autism say or expect the person with autism to sense such unstated meaning in their own words.
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The body language of people with autism can be difficult for other people to understand. Facial expressions, movements, and gestures may be easily understood by some other people with autism, but do not match those used by other people. Also, their tone of voice has a much more subtle inflection in reflecting their feelings, and the [[auditory system]] of a person without autism often cannot sense the fluctuations. What seems to non-autistic people like a high-pitched, sing-song, or flat, [[robot]]-like voice is common in autistic children. Some autistic children with relatively good language skills speak like little adults, rather than communicating at their current age level, which is one of the things that can lead to problems.
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Since non-autistic people are often unfamiliar with the autistic [[body language]], and since autistic natural language may not tend towards speech, autistic people often struggle to let other people know what they need. As anybody might do in such a situation, they may scream in frustration or resort to grabbing what they want. While waiting for non-autistic people to learn to communicate with them, people with autism do whatever they can to get through to them. Communication difficulties may contribute to autistic people becoming socially anxious or depressed.
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===Repetitive behaviors===
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Although people with autism usually appear physically normal and have good muscle control, unusual repetitive motions, known as self-stimulation or "stimming," may set them apart. These behaviors might be extreme and highly apparent or more subtle. Some children and older individuals spend a lot of time repeatedly flapping their arms or wiggling their toes, others suddenly freeze in position. As [[child]]ren, they might spend hours lining up their cars and trains in a certain way, not using them for pretend play. If someone accidentally moves one of these toys, the child may be tremendously upset. Autistic children often need, and demand, absolute consistency in their environment. A slight change in any routine—in mealtimes, dressing, taking a bath, or going to school at a certain time and by the same route—can be extremely disturbing. People with autism sometimes have a persistent, intense preoccupation. For example, the child might be obsessed with learning all about [[vacuum cleaners]], [[train]] schedules or [[lighthouses]]. Often they show great interest in different languages, numbers, symbols or [[science]] topics. Repetitive behaviors can also extend into the spoken word as well. Perseveration of a single word or phrase, even for a specific number of times can also become a part of the child's daily routine.
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===Effects in education===
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Children with autism are affected with these symptoms every day. These unusual characteristics set them apart from the everyday normal student. Because they have trouble understanding people’s thoughts and feelings, they have trouble understanding what their teacher may be telling them. They do not understand that facial expressions and vocal variations hold meanings and may misinterpret what emotion their instructor is displaying. This inability to fully decipher the world around them makes education stressful. Teachers need to be aware of a student's disorder so that they are able to help the student get the best out of the lessons being taught.
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Some students learn better with visual aids as they are better able to understand material presented this way. Because of this, many teachers create “visual schedules” for their autistic students. This allows the student to know what is going on throughout the day, so they know what to prepare for and what activity they will be doing next. Some autistic children have trouble going from one activity to the next, so this visual schedule can help to reduce stress.
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Research has shown that working in pairs may be beneficial to autistic children. <!-- cite a source here, please! --> Autistic students have problems in schools not only with language and communication, but with socialization as well. They feel self-conscious about themselves and many feel that they will always be outcasts. By allowing them to work with peers they can make friends, which in turn can help them cope with the problems that arise. By doing so they can become more integrated into the mainstream environment of the classroom.
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A teacher's aide can also be useful to the student. The aide is able to give more elaborate directions that the teacher may not have time to explain to the autistic child. The aide can also facilitate the autistic child in such a way as to allow them to stay at a similar level to the rest of the class. This allows a partially one-on-one lesson structure so that the child is still able to stay in a normal classroom but be given the extra help that they need.
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There are many different techniques that teachers can use to assist their students. A teacher needs to become familiar with the child’s disorder to know what will work best with that particular child. Every child is going to be different and teachers have to be able to adjust with every one of them.
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Students with Autism Spectrum Disorders typically have high levels of anxiety and stress, particularly in social environments like school. If a student exhibits aggressive or explosive behavior, it is important for educational teams to recognize the impact of stress and anxiety. Preparing students for new situations by writing Social Stories can lower anxiety. Teaching social and emotional concepts using systematic teaching approaches such as The Incredible 5-Point Scale or other Cognitive Behavioral strategies can increase a student's ability to control excessive behavioral reactions.
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== DSM definition ==
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Autism is defined in section 299.00 of the [[Diagnostic and Statistical Manual of Mental Disorders]] (DSM-IV) as:
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#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):
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##qualitative impairment in social interaction, as manifested by at least two of the following:
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###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
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###failure to develop peer relationships appropriate to developmental level
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###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)
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###lack of social or emotional reciprocity
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##qualitative impairments in communication as manifested by at least one of the following:
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###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)
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###in individuals with adequate speech, marked impairment in the ability to initiate or sustain a conversation with others
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###stereotyped and repetitive use of language or idiosyncratic language
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###lack of varied, spontaneous make-believe play or social imitative play appropriate to developmental level
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##restricted repetitive and stereotyped patterns of behavior, interests, and activities, as manifested by at least one of the following:
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###encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus
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###apparently inflexible adherence to specific, nonfunctional routines or rituals
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###stereotyped and repetitive motor mannerisms (e.g., hand or finger flapping or twisting, or complex whole-body movements)
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###persistent preoccupation with parts of objects
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#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.
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#The disturbance is not better accounted for by [[Rett syndrome|Rett's Disorder]] or [[Childhood disintegrative disorder|Childhood Disintegrative Disorder]].
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The ''Diagnostic and Statistical Manual''<!-- -->'s diagnostic criteria in general is controversial for being vague and subjective. (See the [[DSM cautionary statement]].) The criteria for autism is much more controversial and some clinicians today may ignore it completely, instead solely relying on other methods for determining the diagnosis.
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== Types of autism ==
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Autism presents in a wide degree, from those who are nearly [[dysfunctional]] and apparently [[Developmental Disability|mentally handicapped]] to those whose symptoms are mild or remedied enough to appear unexceptional ("normal") to the general public. In terms of both classification and therapy, autistic individuals are often divided into those with an [[Intelligence Quotient|IQ]]&lt;80 referred to as having "low-functioning autism" (LFA), while those with IQ&gt;80 are referred to as having "high-functioning autism" (HFA). Low and high functioning are more generally applied to how well an individual can accomplish activities of daily living, rather than to [[IQ]]. The terms low and high functioning are controversial and not all autistics accept these labels. Further, these two labels are not currently used or accepted in autism literature.
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This discrepancy can lead to confusion among service providers who equate IQ with functioning and may refuse to serve high-IQ autistic people who are severely compromised in their ability to perform daily living tasks, or may fail to recognize the intellectual potential of many autistic people who are considered LFA. For example, some professionals refuse to recognize autistics who can speak or write as being autistic at all, because they still think of autism as a communication disorder so severe that no speech or writing is possible.
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As a consequence, many "high-functioning" autistic persons, and autistic people with a relatively high [[IQ]], are underdiagnosed, thus making the claim that "autism implies retardation" self-fulfilling. The number of people diagnosed with LFA is not rising quite as sharply as HFA, indicating that at least part of the explanation for the apparent rise is probably better diagnostics.
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=== Asperger's and Kanner's syndrome ===
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[[Image:Hans Asperger.jpg|thumb|right|160px|Asperger described his patients as "little professors".]]
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In the current [[Diagnostic and Statistical Manual of Mental Disorders]] (DSM-IV-TR), the most significant difference between Autistic Disorder (Kanner's) and Asperger's syndrome is that a diagnosis of the former includes the observation of "[d]elays 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[,]" {{ref|bnat}} while a diagnosis of Asperger's syndrome observes "no clinically significant delay" in these areas. {{ref|bnas}}
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The DSM makes no mention of level of intellectual functioning, but the fact that Asperger's autistics as a group tend to perform better than those with Kanner's autism has produced a popular conception that ''[[Asperger's syndrome]]'' is synonymous with "higher-functioning autism," or that it is a lesser [[disorder]] than ''autism''. There is also a popular but not necessarily true conception that all autistic individuals with a high level of intellectual functioning have Asperger's autism or that both types are merely [[geek]]s with a medical label attached. Also, autism has evolved in the public understanding, but the popular identification of autism with relatively severe cases as accurately depicted in ''[[Rain Man]]'' has encouraged relatives of family members diagnosed in the autistic spectrum to speak of their loved ones as having Asperger's syndrome rather than autism.
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===Autism as a spectrum disorder===
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{{details|Autistic spectrum}}
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Another view of these disorders is that they are on a continuum known as [[autistic spectrum]] disorders. A related continuum is [[Sensory Integration Dysfunction]], which is about how well we integrate the information we receive from our senses. Autism, Asperger's syndrome, and Sensory Integration Dysfunction are all closely related and overlap.
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There are two main manifestations of classical autism, [[regressive autism]] and [[early infantile autism]]. Early infantile autism is present at birth while regressive autism begins before the age of 3 and often around 18 months. Although this causes some controversy over when the neurological differences involved in autism truly begin, some believe that it is only a matter of when an environmental toxin triggers the disorder. This triggering could occur during gestation due to a toxin that enters the mother's body and is transfered to the fetus. The triggering could also occur after birth during the crucial early nervous system development of the child due to a toxin directly entering the child's body.
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== Increase in diagnoses of autism ==
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{{details|Autism epidemic}}
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[[Image:autismnocgraph.png|right|thumb|400px|The number of reported cases of autism has increased dramatically over the past decade. Statistics in graph from the [[National Center for Health Statistics]].]]
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There has been an explosion worldwide in reported cases of autism over the last ten years, which is largely reminiscent of increases in the diagnosis of [[schizophrenia]] and [[multiple personality disorder]] in the twentieth century. This has brought rise to a number of different theories as to the nature of the sudden increase.
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Epidemiologists argue that the rise in diagnoses in the United States is partly or entirely attributable to changes in diagnostic criteria, reclassifications, public awareness, and the incentive to receive federally mandated services. A widely cited study from the [[M.I.N.D. Institute]] in California ([[17 October]] [[2002]]), claimed that the increase in autism is real, even after those complicating factors are accounted for (see reference in this section below).
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Other researchers remain unconvinced (see references below), including Dr. Chris Johnson, a professor of pediatrics at the University of Texas Health Sciences Center at [[San Antonio]] and cochair of the [[American Academy of Pediatrics]] Autism Expert Panel, who says, "There is a chance we're seeing a true rise, but right now I don't think anybody can answer that question for sure." ([[Newsweek]] reference below).
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The answer to this question has significant ramifications on the direction of research, since a ''real increase'' would focus more attention (and research funding) on the search for environmental factors, while ''little or no real increase'' would focus more attention to genetics. On the other hand, it is conceivable that certain environmental factors (vaccination, diet, societal changes) may have a particular impact on people with a specific genetic constitution. There is little public research on the effects of [[in vitro fertilization]] on the number of incidences of autism.
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One of the more popular theories is that there is a connection between "geekdom" and autism. This is hinted, for instance, by a ''Wired Magazine'' article in 2001 entitled "The [[Geek]] Syndrome", which is a point argued by many in the autism rights movement{{ref|Wired}}. This article, many professionals assert, is just one example of the media's application of mental disease labels to what is actually variant normal behavior&mdash;they argue that shyness, lack of athletic ability or social skills, and intellectual interests, even when they seem unusual to others, are not in themselves signs of autism or Asperger's syndrome. Others assert that it is actually the medical profession which is applying mental disease labels to children who in the past would have simply been accepted as a little different or even labeled 'gifted'. See [[clinomorphism]] for further discussion of this issue.
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Due to the recent publicity surrounding autism and autistic spectrum disorders, an increasing number of adults are choosing to seek diagnoses of high-functioning autism or Asperger's syndrome in light of symptoms they currently experience or experienced during childhood. Since the cause of autism is thought to be at least partly genetic, a proportion of these adults seek their own diagnosis specifically as follow-up to their children's diagnoses. Because autism falls into the [[pervasive developmental disorder]] category, strictly speaking, symptoms must have been present in a given patient before age seven in order to make a [[differential diagnosis]].
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