Example of Autistic Disorder Peter never was an easy baby. He cried frequently and his mother could rarely comfort him for long periods of time. Once he reached his toddler years, tantrums were frequent and often very intense. Peter usually slept very poorly, frequently waking up during the night and rarely sleeping for more than a few hours at a time. In addition, he ate a very narrow range of the foods that were offered to him. Although his parents noticed early on that he was very different from other young children, they became especially concerned when his language did not develop by the age of 2. Peter was placed into the special education program when he began public school at age 6, primarily because he still had not developed the ability to speak and had very limited nonverbal communication. For example, he rarely pointed to things that he wanted or smiled at other people when participating in enjoyable activities. Despite these challenges, Peter showed some unusual talents, like putting pieces of complicated puzzles together, sorting a wide variety of objects, and working persistently at tasks that interested him.

What are Autism Spectrum Disorders?

ASDs are considered to belong to the category of pervasive developmental disorders because they begin during the first 3 years of life and have life-long implications. Although it is important to note that manifestations of ASD may vary greatly depending on the individual person, their developmental level, and a variety of other factors, the most common features are represented by the following three domains:

1. Impairments in social interaction. These may include problems in the use of multiple nonverbal behaviors to regulate social interaction (e.g., making eye contact, appropriate facial expressions), failure to develop peer relationships at the appropriate developmental level, a lack of the spontaneous desire/ability to share enjoyment, interest, or achievements with other people, and difficulties understanding social or emotional reciprocity (e.g., turn-taking during conversation or play).
2. Impairments in communication. Marked and sustained impairment in communication often includes either a delay in or lack of the development of spoken language, problems with the ability to initiate or sustain conversations, stereotyped and repetitive use of language, and lack of spontaneous, make believe, or social-imitative play. In those who develop speech, often the pitch, intonation, rate, rhythm, or stress maybe abnormal.
3. Narrow, restrictive behaviors. A child may be tend to be completely absorbed or preoccupied with one or more stereotyped or restricted patterns of interest (e.g., machines with motors). In addition, a child may rigidly perform certain behaviors, rituals, or routines (e.g., counting steps, separating food by colors), exhibit repetitive motor mannerisms (e.g., hand flapping), and present a persistent preoccupation with parts of objects.

Sources: Rogers, S. J., & Vismara, L. A. (2008). Evidence-based comprehensive treatments for early autism. Journal of Clinical Child & Adolescent Psychology, 37, 8-38.