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.

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 5 to 15 per 10,000 births. 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).