What is autism?
Autism is a problem people grow up with, affecting how they
interact with the world around them and other people. An
American doctor, Leo Kanner, first identified autism in 1943.
Today, we refer to these disabilities as ‘autistic spectrum disorders’
(ASDs), because some people are more severely disabled than
others.
ASDs cause difficulties with the ability to communicate and to
interact socially with other people, and also restrict the way people
lead their lives. Unlike some disabilities, you can’t tell that a person
has an ASD just by looking at them. Some people feel that
because an ASD is ‘invisible,’ it’s harder for others to understand
or empathise with them. Although it’s not thought of as a learning
disability itself, a large number of people who have ASDs have
some level of learning disability as well. Most people with ASDs
receive services and support from learning disability organisations.
What is Asperger syndrome?
Someone with Asperger syndrome may have autistic symptoms
but be of average or above average intelligence. In many ways,
this condition can be harder to cope with because it is much more
subtle and more difficult to diagnose. People with Asperger
syndrome may not receive appropriate help and support, because
the problem is not officially defined as a learning disability and
they tend to fall between services. Other people may also be less
forgiving of their difficulties; people with Asperger syndrome
often become the target of bullying.
Someone with Asperger syndrome is also more likely to be aware
of the restrictions and loneliness they face, and there’s a high
rate of mental health problems among them (see p. 6, below).
But many people with Asperger syndrome go on to achieve highly
in terms of employment, develop satisfying relationships and lead
fulfilling lives.
How are ASDs diagnosed?
ASDs affect people in three different ways, to varying degrees.
Clinicians refer to these three characteristics as ‘the triad of
impairment’ and need evidence of each to make this diagnosis.
They are only able to do so once children reach a certain level
of development, at around two or three years old.
How are ASDs diagnosed?
ASDs affect people in three different ways, to varying degrees.
Clinicians refer to these three characteristics as ‘the triad of
impairment’ and need evidence of each to make this diagnosis.
They are only able to do so once children reach a certain level
of development, at around two or three years old.
Communication
People with ASDs have difficulty with words and other ways of
expressing themselves, and some never develop any speech. It also
affects their ability to understand what others are saying to them.
This can lead to great confusion, anxiety and frustration.
People with ASDs have difficulty with words and other ways of
expressing themselves, and some never develop any speech. It also
affects their ability to understand what others are saying to them.
This can lead to great confusion, anxiety and frustration.
Body language, facial expression and other non-verbal ways of
communicating, can be just as puzzling to them, and may lead
them to behave inappropriately.
People who have Asperger syndrome may have very good
language skills, but the way that they speak – their tone of
voice or choice of words – may seem unnatural or very formal.
Social interaction
It’s not surprising that communication difficulties bring problems
with social situations. Someone with a severe ASD may seem
completely withdrawn and uninterested in other people. In milder
cases, a person may not understand the unspoken ‘rules’ of
certain social situations. Conversations can feel odd or one-sided,
and subtleties such as humour or teasing may be completely lost.
Group situations can be very anxiety provoking, and someone with
an ASD may withdraw, or express this anxiety in their behaviour,
by rocking back and forth, for example. It can be devastating
for a parent to feel that their child is not interested in loving or
cuddling, but is in a world of their own.
Restricted activities and imagination
Imaginative or creative thinking is limited. Children don’t play
‘let’s pretend’ or develop imaginative play. It’s very difficult for
them to put themselves in someone else’s shoes, or to grasp
symbolic or metaphorical speech. Everyday phrases like ‘I laughed
my head off,’ can be very disturbing for them, and they don’t
usually grasp abstract concepts, such as time passing. All this
increases their social difficulties.
In compensation, people with ASDs place great value on
structure and routine. They will often follow a limited range of
pursuits, rigidly and repetitively. In milder cases, this may be an
interest or hobby, which is obsessive or taken to extremes.
Most people with ASDs prefer very predictable patterns and
routines, and can become extremely upset when anything
unexpected happens.
