Autism, or autism spectrum disorder (ASD), is a neurodevelopmental condition that affects an individual’s social communication,social interaction, and behavior.
Autistic individuals exhibit a widerange of characteristicsand support needs, highlighting the diversity within the autism spectrum.
Autism is a spectrum disorder, meaning that autistic individuals possess a varied set of strengths and challenges. The concept of neurodiversity recognizes autism as a natural variation in human brain development rather than a disorder or deficit.
Some common autistic traits according to the DSM-5. Everyone experiences autism differently and will experience a spectrum of traits.
It is crucial to dispel misconceptions and understand that autistic individuals have unique abilities and perspectives that contribute to the richness of human diversity.
This article will be using language such as ‘autistic people’ rather than ‘people with autism.’ This is because many autistic individuals feel that autism is an integral part of who they are as a whole rather than seeing it as a condition they have.
Signs of Autism
Autistic individuals may exhibit a range of characteristics and behaviors that vary in intensity and presentation. The following signs, based on the DSM-5 diagnostic criteria and research findings, are commonly observed in autistic individuals:
Social Communication and Interaction:
Restricted and Repetitive Patterns of Behavior, Interests, or Activities:
It is essential to note that the signs of autismcan vary significantly among individuals and may change over timeas they develop and learn new skills. Some autistic individuals may exhibit more subtle signs, while others may have more pronounced characteristics.
Masking can, therefore, make it very difficult to identify autism if someone has become so skilled at hiding their autistic traits. Anexample of maskingcan be to force eye contact and display ‘socially appropriate’ facial gestures during conversations, even though it feels unnatural to do so.
The Camouflaging Autistic Traits Questionnaire (CAT-Q) may also be used during the diagnostic process to identify autistic individuals who may not meet the criteria due to their ability to mask their autistic traits.
How is autism diagnosed?
Diagnosing autisminvolves a comprehensive assessment of an individual’s social communication, social interaction, and behavioral patterns.The Diagnostic and Statistical Manual (DSM-5)is commonly used to diagnose autism. The diagnostic process typically includes:
A multidisciplinary team, including psychologists, speech-language pathologists, and occupational therapists, may collaborate to provide an accurate diagnosis and develop an appropriate intervention plan.
Early identification and intervention can lead to better outcomes and access to support services tailored to the individual’s needs.
Many individuals are diagnosed as autistic in childhood, especially during crucial stages of development when differences may be identified. However, it is very common for a late diagnosis of autism to occur. Many older children, teenagers, and adults of all ages may receive a diagnosis of autism that was missed in early childhood.
A late diagnosis of autism is common in girls and women, people of color, those who do not have cooccurring learning difficulties, or those diagnosed with a mental health condition (sometimes as a misdiagnosis or failure to recognize that the mental health condition is as a result of being autistic).
Common Co-Occurring Conditions
Many autistic individuals have one or more co-occurring mental health conditions or neurodevelopmental disorders that can significantly impact their daily functioning and quality of life.
These conditions require separate diagnosis and tailored treatment approaches.
Anxiety Disorders
Anxietyis very common among autistic people, often emerging in childhood.
Separation anxiety, specific phobias related to sensory sensitivities, andsocial anxietyare most prevalent.
The challenges associated with autism can make the world feel overwhelming,fueling chronic anxietyand leading to difficulties in relationships, employment, and overall wellbeing.
Attention-Deficit/Hyperactivity Disorder (ADHD)
ADHDmay co-occur in more than a third of autistic individuals, especially those diagnosed in childhood.
The combination ofautism and ADHDcan lead to challenges in organization, focus, emotional regulation, and social functioning.
Impulsive behaviors can also increase vulnerability to social manipulation and school disciplinary issues.
Depressive Disorders
Autistic people are at increased risk for developingdepression, especially as they face mounting social challenges.
Social isolation, bullying, underemployment, and the stress of trying to “fit in” can contribute to low self-worth and despair.
Depression in autism may manifest as increased withdrawal, irritability, sleep and appetite changes, or loss of interest in special interests. Untreated depression can lead to self-harm and suicidal thoughts or attempts.
Other Conditions
Autistic people may also struggle with oppositional defiant disorder (ODD), obsessive-compulsive disorder (OCD), andeating disorders.
The high likelihood of co-occurring conditions in autism highlights the importance of comprehensive assessment and individualized support from a multidisciplinary care team.
With proper diagnosis, tailored therapies, and ongoing support, autistic people with co-occurring conditions can lead fulfilling lives.
Autism is a ‘spectrum’
Autism being a spectrum means that the condition manifests differently in each individual, with a wide range of abilities, challenges, and support needs. Some autistic individuals may have significant difficulties with social communication and interaction, while others may face fewer challenges in these areas.
Similarly, the presence and intensity of restricted and repetitive behaviors, interests, and sensory sensitivities can vary greatly among autistic individuals.
The spectrum encompasses individuals with varying levels of cognitive abilities, language skills, and adaptive functioning. This diversity in presentation highlights the need for personalized support and understanding that one-size-fits-all approaches may not be effective.
Recognizing autism as a spectrum helps to acknowledge the unique strengths and challenges of each autistic individual and underscores the importance of providing tailored support to meet their specific needs.
An unofficial idea of what the autism spectrum is and is not. Source:autism_sketches
There is a saying that if you have met one autistic person, then you have met only ONE autistic person. This means that if you know an autistic person and are aware of their particular support needs, interests, sensitivities, and social skills, this does not mean that every autistic person will be the same.
Autism in childhood
Autism can significantly impact various aspects of a child’s life, particularly in school and social settings. In the classroom, autistic children may struggle with:
These challenges can affect academic performance and may require accommodations, such as visual supports, structured schedules, and sensory-friendly spaces, to help autistic students thrive.
Socially, autistic children may have difficulty:
Supporting autistic children in developing social skills and fostering inclusive environments can help them build meaningful connections with peers and promote their overall well-being.
Autism in Adulthood
As autistic individuals enter adulthood, they may face unique challenges in various domains of life. In higher education, autistic adults may encounter difficulties with:
Providing targeted support, such as mentoring programs, academic accommodations, and transition planning,can help autistic adults succeed in higher education.
In the workplace, autistic adults may struggle with:
However, with appropriate accommodations and understanding from employers,autistic adults can bring valuable skills and perspectivesto the workforce.
Many autistic individuals might not be able to work at all, especially if they have high support needs, or they may only be able to cope with working a reduced number of hours.
Inpersonal relationships, autistic adults may face challenges with:
Social skills training, support groups, and open communication with partners can help autistic adults build and maintain meaningful relationships.
It is crucial to recognize that autism presents differently in each individual, and their experiences in adulthood may vary widely. Some autistic adults may require ongoing support, while others may develop coping strategies and find success in areas that align with their strengths and interests.
Embracing and accepting autism
Embracing and accepting autisminvolves shifting the narrative from a deficit-based perspective to a strength-based one.
To foster acceptance and create a more inclusive society, it is essential to:
1. Promote self-advocacy
Encourage and support autistic individuals to speak up for their rights, needs, and preferences. This involves providing platforms for autistic voices to be heard, valuing their insights and experiences, and involving them in decision-making processes that affect their lives.
Autistic-led organizations and advocacy groups play a crucial role in promoting self-advocacy and empowering autistic individuals.
2. Adopt neurodiversity-affirming practices
Recognize and value the unique strengths and abilities of autistic individuals in various settings, such as education and employment. This involves shifting away from trying to “cure” or “fix” autistic individuals and instead focusing on providing support and accommodations that enable them to thrive.
Examples include implementing flexible learning environments, providing sensory-friendly spaces, and offering diverse communication options.
3. Create inclusive environments
Design and adapt physical and social spaces to be accessible and accommodating to the diverse needs of autistic individuals. This may involve making sensory-friendly modifications, providing clear visual supports and instructions, and fostering a culture of understanding and acceptance.
Inclusive environments should aim to reduce barriers and promote a sense of belonging for autistic individuals.
Celebrate autistic culture
Acknowledge and appreciate the valuable contributions of autistic individuals to society. This includes recognizing the unique perspectives, talents, and achievements of autistic people across various fields, such as art, science, and technology.
Celebrating autistic culture also involves promoting positive representations of autism in media, challenging stereotypes, and fostering a greater understanding of the autistic experience.
Provide support and resources
Ensure that autistic individuals and their families have access to appropriate support services, resources, and accommodations.
This may include offering targeted interventions, such as social skills training, counseling, and occupational therapy, as well as providing information and guidance on navigating healthcare, education, and employment systems.
It is crucial to involve autistic individuals and their families in the development and implementation of these support services to ensure they meet their specific needs.
Conclusion
Understanding and accepting autism as a natural form of human diversity is crucial for creating a more inclusive and equitable society. By recognizing the unique strengths and challenges of autistic individuals and providing appropriate support and accommodations, we can foster an environment that celebrates neurodiversity.
Ongoing research, advocacy, and public education are essential to further our understanding of autism and improve the lives of autistic individuals across the lifespan.
FAQs
Is autism genetic?
While autism has a strong genetic component, with numerous genes potentially contributing to its development, no single gene has been identified as the sole cause.
Research suggeststhat autism likely results from a complex interaction between genetic predispositions and environmental factors.
The prevalence rate ofautism may be increasingin part due to family members receiving a diagnosis first.
Can autism be treated?A common myth about autismis that it can be treated. However, autism is a lifelong neurodevelopmental condition, and there is no known ‘cure.’There are some skills that autistic individuals can develop to cope with some of their symptoms, such asmanaging meltdowns and burnouts. There are also adjustments autistic individuals can make in their lives to make their environment more autism-friendly.Also, psychotherapy and medications may be used to address co-occurring conditions, such as anxiety or attention difficulties. The most effective approach is often a combination of interventions tailored to the individual’s specific needs and strengths
Can autism be treated?
A common myth about autismis that it can be treated. However, autism is a lifelong neurodevelopmental condition, and there is no known ‘cure.’There are some skills that autistic individuals can develop to cope with some of their symptoms, such asmanaging meltdowns and burnouts. There are also adjustments autistic individuals can make in their lives to make their environment more autism-friendly.Also, psychotherapy and medications may be used to address co-occurring conditions, such as anxiety or attention difficulties. The most effective approach is often a combination of interventions tailored to the individual’s specific needs and strengths
A common myth about autismis that it can be treated. However, autism is a lifelong neurodevelopmental condition, and there is no known ‘cure.’
There are some skills that autistic individuals can develop to cope with some of their symptoms, such asmanaging meltdowns and burnouts. There are also adjustments autistic individuals can make in their lives to make their environment more autism-friendly.
Also, psychotherapy and medications may be used to address co-occurring conditions, such as anxiety or attention difficulties. The most effective approach is often a combination of interventions tailored to the individual’s specific needs and strengths
What is high-functioning autism?The term “high-functioning autism” has been used to describe autistic individuals with average or above-average cognitive abilities and language skills. However, many people in the autism community find functioning labels offensive and misleading.Autism is not a linear spectrum ranging from “low-functioning” to “high-functioning,” but rather a complex constellation of strengths and challenges that varies from person to person.Labeling someone as “high-functioning” may dismiss the significant challenges they face in daily life, while labeling someone as “low-functioning” may overlook their unique strengths and abilities.It is essential to recognize the diverse experiences of autistic individuals and to provide support based on their individual needs, rather than relying on oversimplified labels
What is high-functioning autism?
The term “high-functioning autism” has been used to describe autistic individuals with average or above-average cognitive abilities and language skills. However, many people in the autism community find functioning labels offensive and misleading.Autism is not a linear spectrum ranging from “low-functioning” to “high-functioning,” but rather a complex constellation of strengths and challenges that varies from person to person.Labeling someone as “high-functioning” may dismiss the significant challenges they face in daily life, while labeling someone as “low-functioning” may overlook their unique strengths and abilities.It is essential to recognize the diverse experiences of autistic individuals and to provide support based on their individual needs, rather than relying on oversimplified labels
The term “high-functioning autism” has been used to describe autistic individuals with average or above-average cognitive abilities and language skills. However, many people in the autism community find functioning labels offensive and misleading.
Autism is not a linear spectrum ranging from “low-functioning” to “high-functioning,” but rather a complex constellation of strengths and challenges that varies from person to person.
Labeling someone as “high-functioning” may dismiss the significant challenges they face in daily life, while labeling someone as “low-functioning” may overlook their unique strengths and abilities.
It is essential to recognize the diverse experiences of autistic individuals and to provide support based on their individual needs, rather than relying on oversimplified labels
Can autistic people live independent lives?
Many autistic individuals can live independently, but the level of support needed may vary from person to person.
Some autistic adults are able to manage their own households, maintain employment, and navigate social relationships with minimal assistance. Others may require ongoing support in areas such as daily living skills, financial management, and social interaction.
Providing tailored support, accommodations, and resources can help autistic people maximize their potential for independence and lead fulfilling lives
Is the term ‘Asperger’s’ still used?
The term “Asperger’s Syndrome” was previously used to describe individuals with autism who had average or above-average language and cognitive skills. However, the term was removed from the DSM-5 in 2013, and Asperger’s Syndrome is now considered part of the broader autism spectrum disorder (ASD) diagnosis.
Some people find the term offensive because it creates a division within the autism community, suggesting that individuals with Asperger’s are “higher functioning” or “less autistic” than others on the spectrum.
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Volkmar, F. R., & Solomon, C. (2023). Youth with autism spectrum disorder and the transition to adulthood. In L. J. Crockett, G. Carlo, & J. E. Schulenberg (Eds.),APA handbook of adolescent and young adult development(pp. 457–468). American Psychological Association.https://doi.org/10.1037/0000298-028
an illustration of a young boy. title says autism spectrum followed by images to indicate the signs: repetitive behavior, delayed and disordered language, restricted range of interests, and impaired social interactions
Saul McLeod, PhD
BSc (Hons) Psychology, MRes, PhD, University of Manchester
Saul McLeod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.
Olivia Guy-Evans, MSc
BSc (Hons) Psychology, MSc Psychology of Education
Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.
