The growing rate of autism in recent years has led to considerable interest in its core symptoms and diagnosis. According to the Center for Disease Control (CDC), there was a 57 percent increase in the number of children diagnosed with autism and similar disorders between 2002 and 2006. Currently 1 in every 110 children is diagnosed with autism.
Definition
Autism is a disorder commonly diagnosed in childhood in which children show abnormal development in the areas of social interaction, communication, and behavior patterns. These three areas of deficiency are the core symptoms of the disorder. Signs of the disorder can often be seen in the toddler years, and impairments must become evident by age 3 in order to meet criteria for the diagnosis, according to the “Diagnostic and Statistical Manual of Mental Disorders.”
Possible Causes
As described by Robert Weis in “Introduction to Abnormal Child and Adolescent Psychology,” autism may be the result of several combined factors. There is evidence of a strong genetic component to the disorder, meaning that it tends to run in families. Other research suggests that autism may be the result of differences in brain structure and development. Three areas of the brain, the prefrontal cortex, amygdala, and fusiform gyrus, are thought to help in the processing of social information, and have been found to operate differently in individuals with autism. Additionally, early social development in children with autism is significantly impaired, including the ability to share with others, to demonstrate empathy, and engage in pretend play. It is thought that the combination of these three factors lead to the core symptoms of autism.
Social Interaction
Difficulties in social interaction are often the most prevalent symptom of autism. As discussed by Robert Weis in “Introduction to Abnormal Child and Adolescent Psychology,” children with autism have little interest in interacting with others, preferring to live in their own world. They will not seek out interaction with others by pointing to objects or sharing their interests or activities. Nonverbal communication is limited. These children may not use eye contact or facial expressions to convey their feelings or communicate with others. They may even seem unresponsive when others call their name or try to engage them. Children with autism also tend not to show emotion and may pull away from physical touch. Forming friendships is difficult for these children, who usually prefer to play alone. When they do interact socially, children with autism often appear rigid and awkward, and these interactions may appear one-sided.
Communication
Children with autism may have a range of difficulties with communication. Some children do not develop language at all, while others demonstrate delays or oddities, as noted in the the “Diagnostic and Statistical Manual of Mental Disorders.” A child may use language repetitively, repeating words or phrases heard spoken by others. This is often done out of context. As described by Robert Weis in “Introduction to Abnormal Child and Adolescent Psychology,” these children may refer to themselves in the third person or have an unusual tone or rhythm to their speech. They may struggle to have conversations with others, often seeming awkward or going on tangents that are unrelated. When these children do communicate, it may seem one-sided. Furthermore, when playing with others, these children rarely imitate or engage in make-believe play.
Behavior Patterns
The behavior of children with autism often follows unusual patterns and may appear rigid and repetitive. They may have an intense preoccupation with a particular interest, such as a specific game or type of toy. Similarly, these children may show a fascination with specific parts of objects (e.g. buttons on clothing). Robert Weis describes repetitive motor behaviors that may occur, such as hand flapping, rocking or clapping, as well as unusual body postures such as walking on tiptoes, in his book “Introduction to Abnormal Child and Adolescent Psychology.” Additionally, children with autism may have specific routines they must follow, such as following the same steps to get ready for school each morning. Routines and behaviors are rigidly followed and any change in routine can create significant distress. Also noted in the “Diagnostic and Statistical Manual of Mental Disorders,” children with autism tend to show interest in objects that move or spin, such as wheels or doors.
References
- Centers for Disease Control and Prevention: Prevalence of Autism Spectrum Disorders
- “Diagnostic and Statistical Manual of Mental Disorders, 4th edition, text revision”; American Psychiatric Association; 2000
- “Introduction to Abnormal Child and Adolescent Psychology”; Robert Weis; 2008
