PDD HOME Asperger's Autism  Childhood Disintegrative Disorder Rett's Fragile X Syndrome Not Otherwise Specified References Discussion

Autism is commonly referred to as Kanner's classic autism. Leo Kanner discovered multiple levels, from severe to high-functioning, within the autism spectrum beginning in 1943.

Within the definition of classic autism, several unique varieties exist. High-Functioning Autism (HFA) is usually characterized with a higher cognitive ability, ranging from low-average to average IQ.

One-third of the autism spectrum has extremely limited cognitive abilities, often accompanied by a lack of verbal communication. These individuals are categorized as severe and profound autistic.

Although popular media tends to focus on the autistic savants, only a small percentage of children with autism exhibit extraordinary abilities in specialized areas. These children have exceptional strengths that should be encouraged, but it is equally as important to build on their less developed skills.

According to the DSM-IV, the criteria for autism is as follows:

A. A total of at least six items from (1), (2), and (3), with at least two from (1), and one each from (2) and (3):

(1)  Qualitative impairment in social interaction as manifested by at least two of the following:

	Marked impairment in the use of multiple non-verbal behaviors such as eye-to-eye gaze, facial expression, body postures, and gestures to regulate social interaction.
	Failure to develop peer relationships appropriate to developmental level.
	Markedly impaired expression of pleasure in other people's happiness.
	Lack of social or emotional reciprocity.

(2) Qualitative impairment in communication as manifested by at least one of the following:

	Delay in, or total lack of, the development of spoken language (not accompanied by any attempts to compensate through alternative modes of communication such as gesture or mime).
	In individuals with adequate speech, marked impairment in the ability to initiate or sustain a conversation with others.
	Stereotyped and repetitive use of language or idiosyncratic language.
	Lack of varied spontaneous make-believe play or social imitative play appropriate to developmental level.

(3) Restrictive, repetitive and stereotyped patterns of behavior, interests and activities, as manifested by at least one of the following:

	Encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus.
	Apparently compulsive adherence to specific, nonfunctional routines or rituals.
	Stereotyped and repetitive motor mannerisms (e.g., hand or finger flapping or twisting, or complex whole body movements).
	Persistent preoccupation with parts of objects.

B. Delays or abnormal functioning in at least one of the following areas, with onset prior to age three:

	Social interaction
	Language as used in social communication.
	Symbolic or imaginative play

C. Not better accounted for by Rett's Disorder or Childhood Disintegrative Disorder.

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