A. A total of six or more 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 nonverbal 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
   • a lack of spontaneous seeking to share enjoyment, interests, or achievements with other people (e.g., by a lack of showing, bringing, or pointing out objects of interest)
   • lack of social or emotional reciprocity


2. qualitative impairments 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 an attempt 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. restricted 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 inflexible adherence to specific, nonfunctional routines or rituals
   • stereotyped and repetitive more 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 3 years: (1) social interaction, (2) language as used in social communication, or (3) symbolic or imaginative play.

C. The disturbance is not better accounted for by Rett’s Disorder or Childhood Disintegrative Disorder.

A psychologist, psychiatrist, or medical doctor can diagnose Autism. However, it is recommended that the professional should have expertise in the area of Autism. Communication between professionals and a thorough evaluation is essential. (See SPED testing for more information)

• Clinical Interview - A professional will discuss the symptoms with the parent and ask questions related to the DSM-IV criteria. A lot of focus will be spent on early development and social skills.


• Rating Scales - A rating scale will often be provided to parents, teachers, and the students to obtain information from multiple sources. These scales are useful because they help to quantify the degree of the problem by comparing the student’s symptoms to other children of the same age and gender.


• Observation - Watching the child in her natural environment can help a professional see if she is displaying characteristics associated with Autism. This usually occurs in the classroom, but it is good to see a child across settings and in less structured events such as recess or lunch.


• Educational testing data - cognitive and academic assessments are important to determine strengths and weaknesses, as well as his style of learning.


• Medical records- to ensure the problems are not related to another medical disorder.

Early intervention is recommended to help with social and educational training while a child's brain is still forming. If you suspect Autism in your child, do not wait to have an evaluation or begin treatment.

• Special Education Services - Talk to his teacher to see if an eligibility meeting can be convened to determine if your child is eligible to receive special education services at school. (See SPED referrals for more information)


• Parent education and training - This may help parents understand their child better as well as give specific strategies to help. Look for groups in your area.


• Social skills training - This will help your child better understand conventional social norms.


• Speech and Language Therapy - Assist in pragmatics of language.


• Sensory integration training - A child is desensitized to stimuli to which he is overly sensitive

• www.autismva.org - Commonwealth Autism Service


• www.autism-pdd.net - Autism and PDD Support Network


• www.autismspeaks.org - Autism Awareness


• www.autism-society.org - Autism Society of America


• www.nationalautismassociation.org - National Autism Association


• www.autism-resources.com - Autism Resources and Links


• www.autism-pdd.net/disability-resources.html

---

---