Hans Asperger adopted the term autism in the 1940s to introduce a syndrome in children with behavioral differences in social interaction and communication, and restrictive and repetitive interests ( 1, 2). The distinction is based on the severity of presentation and the degree of support required by each individual with ASD.While “autism” as a term was initially introduced to describe a behavioral symptom of self-withdrawal in schizophrenic patients, psychiatrists Dr. Associated with other neurodevelopmental, mental, or behavioral disorders with catatonia.Associated with a known medical or genetic condition.With or without intellectual impairment.Individuals with marked deficits in social communication who do not meet criteria for ASD should be evaluated for social (pragmatic) communication disorder. Note: Individuals with well-established DSM IV criteria or Pervasive Developmental Disorder (PDD) should be given the diagnosis of ASD. Intellectual disability and Autism Spectrum Disorder frequently co-occur to make a comorbid diagnosis of ASD and intellectual disability social communication should be below that expected for the general developmental level. ![]() These disturbances are not better explained by intellectual disability (intellectual development or disorder) or global developmental delay.Symptoms cause clinically significant impairment in social, occupational, or other important areas of current functioning. ![]() Symptoms must be present in the early developmental period (but may not be fully manifested until social demands exceed limited capacities, or be masked by learned strategies in late life).Hyper- or hypoactivity to sensory input, or unusual interest in sensory aspects of the environment (e.g., apparent indifference to pain/temperature, adverse response to specific sounds or textures, excessive smelling or touching of objects, visual fascination with lights or movements).Highly restricted, fixated interests that are abnormal in intensity or focus (e.g., strong attachment to, or preoccupation with unusual objects, excessively circumscribed or preservative interests).Insistence on sameness, inflexible adherence to routines, or ritualistic patterns of verbal or nonverbal behavior (e.g., extreme distress at small changes, difficulties with transitions, rigid thinking patterns, greeting rituals, need to take same route or eat same food every day).Stereotyped or repetitive motor movements, use of objects, or speech (e.g., simple motor stereotypies, lining up toys, flipping objects, echolalia, idiosyncratic phrases).Restricted, repetitive patterns of behavior, interest, or activities, as manifested by at least two of the following, currently or by history (examples are illustrative, not exhaustive).Deficits in developing, maintaining, and understanding relationships, ranging, for example, from difficulties adjusting behaviors to suit various social contexts to difficulties in sharing, imaginative play or making friends, to the absence of interest in peers.Deficits in nonverbal communicative behaviors used for social interactions, ranging, for example, from poorly integrated verbal and nonverbal communication to abnormalities in eye contact and body language or deficit in understanding the use of gestures to a total lack of facial expressions and nonverbal communication.Deficits in social emotional reciprocity, ranging, for example, from abnormal social approach and failure of normal back-and-forth conversation to reduced sharing of interests, emotions, or affect, to failure to initiate or respond to social interaction. ![]()
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