Recent estimates from 2020indicate that approximately 1 in 36 children are diagnosed as autistic. Although autism is often diagnosed in childhood, some people may receive a diagnosis in adulthood.
While the specific cause of autism is unknown,it is thought thata complex interplay of genetic and environmental factors can contribute to its development.
Autism is present from birth and is lifelong. Autistic individuals may display a range of traits that vary on a spectrum, and these may also vary throughout life.
Autism can present as a variety of traits on a spectrum, so while these above traits may impact most autistic people, how they are experienced can differ from person to person.
While many people who are not autistic can relate to some of the traits associated with autism, there are certain criteria that have to be met to be officiallydiagnosed as autistic.
It is essential to recognize that autism is a natural variation in human neurodiversity, and while it may present challenges, it also comes with unique strengths and perspectives.
Below will be a discussion of some of the main signs of autism and examples of how this may look.
Social communication and interaction
According to the DSM-5 criteria, autistic individuals have differences in 3 areas of social communication and interaction:
1. Social-emotional reciprocity
Examples:
2. Nonverbal communication differences
3. Relationship differences
Repetitive behaviors
According to the DSM-5 autistic individuals must also experience at least 2 of the 4 types of restricted, repetitive behaviors outlined below:
1. Repetitive movements
Self-stimulating behaviors (also known as stimming) can be used to provide a pleasing sensory experience for autistic individuals as well as to help them regulate their emotions orcope with an overwhelming situation.
Examples of stimming can include:
2. Preference for sameness or routines
3. Fixated interests
4. Sensory differences
Autistic individuals may have hyper or hyposensitivity to sensory input. This can vary from person to person, with some seeking out sensory stimuli while others actively avoiding the same stimuli.
Some examples of sensory differences include:
Many autistic individuals may have a strong response to certain sensory stimuli and may even report feeling pain or discomfort.
Is masking a sign of autism?
Masking(or camouflaging) is a strategy that some individuals use to hide or suppress their autistic traits in order to fit in with societal norms and expectations.
Many people might read the list of traits associated with autism and think that it does not apply to them because they might frequently use appropriate facial expressions or make eye contact for instance.
However, on further investigation, they may realize that they are forcing facial expressions and eye contact even when it feels uncomfortable and unnatural to them because they do not want to be negatively perceived. This is an instance of masking.
For example, you are meeting a friend for coffee who has just told you she has unfortunately lost her job. While you may genuinely feel bad for her, it does not feel natural to express this.
However, you do not want your friend to think you don’t care, so you adjust your facial expression to one of concern (frown and brows furrowed), and you tell her that you are so sorry that this happened.
Otherexamples of masking autismcan involve suppressing stimming, especially when in public, holding back on talking about special interests, pretending to be fine when plans go wrong, following a social script to cope with social situations, or pretending to understand a vague request.
Masking ismentally and emotionally exhausting, often leading toburnout and fatigue. The pressure to conform to neurotypical norms and the constant effort to mask one’s true selfcan also have detrimental effects on mental health, such as increasedanxiety.
It is, therefore, important to take into account masking behaviors when addressing the traits of autism, and it should be considered during the diagnostic process.
Autism in adults
There is often a misconception that autism is something that can only impact children. However, autistic children grow up to beautistic adults.
The signs of autism noted above can apply to both children and adults in varying ways.
The challenges associated with autism, such as difficulties in social communication, restricted interests, and sensory sensitivities, continue to impact individuals throughout their lives.
As awareness and understanding of autism have grown, more adults are being diagnosed as autistic, highlighting the importance of recognizing and supporting autistic individuals across the lifespan.
In many cases, autistic adults may have learned compensatory methods to cope with living in a world that is not always neurodiverse-friendly.
Likewise, many autistic adults have learned what they do and do not like and have been able to live a life for themselves that is authentic to who they are.
References
Bölte, S., Girdler, S., & Marschik, P. B. (2019). The contribution of environmental exposure to the etiology of autism spectrum disorder.Cellular and Molecular Life Sciences,76, 1275-1297.https://doi.org/10.1007/s00018-018-2988-4
Cage, E., & Troxell-Whitman, Z. (2019). Understanding the reasons, contexts and costs of camouflaging for autistic adults.Journal of autism and developmental disorders,49(5), 1899-1911.https://doi.org/10.1007/s10803-018-03878-x
Maenner, M. J. (2023). Prevalence and characteristics of autism spectrum disorder among children aged 8 years—Autism and Developmental Disabilities Monitoring Network, 11 sites, United States, 2020.MMWR. Surveillance Summaries,72.
Mandy, W. (2019). Social camouflaging in autism: Is it time to lose the mask?.Autism,23(8), 1879-1881.https://doi.org/10.1177/136236131987855
Skuse, D., Greaves-Lord, K., Rodrigues da Cunha, G., & Baird, G. (2024). Autism spectrum disorder. In G. M. Reed, P. L. -J. Ritchie, A. Maercker, & T. J. Rebello (Eds.),A psychological approach to diagnosis: Using the ICD-11 as a framework(pp. 61–77). American Psychological Association.https://doi.org/10.1037/0000392-004
Thomas, R. P., Coulter, K. L., & Fein, D. A. (2023). Autism spectrum disorder. In G. G. Brown, T. Z. King, K. Y. Haaland, & B. Crosson (Eds.),APA handbook of neuropsychology: Neurobehavioral disorders and conditions: Accepted science and open questions(pp. 707–724). American Psychological Association.https://doi.org/10.1037/0000307-033
Further information
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.
