Jump to content
Donate Now Read more... ×

Autism Awareness Month


Event details

What is Autism?


what_is_autismAutism spectrum disorder (ASD) is a complex developmental disability; signs typically appear during early childhood and affect a person’s ability to communicate, and interact with others. ASD is defined by a certain set of behaviors and is a “spectrum condition” that affects individuals differently and to varying degrees. There is no known single cause of autism, but increased awareness and early diagnosis/intervention and access to appropriate services/supports lead to significantly improved outcomes. Some of the behaviors associated with autism include delayed learning of language; difficulty making eye contact or holding a conversation; difficulty with executive functioning, which relates to reasoning and planning; narrow, intense interests; poor motor skills’ and sensory sensitivities. Again, a person on the spectrum might follow many of these behaviors or just a few, or many others besides. The diagnosis of autism spectrum disorder is applied based on analysis of all behaviors and their severity.

In March 2014, the Centers for Disease Control and Prevention issued their ADDM autism prevalence report. The report concluded that the prevalence of autism had risen to 1 in every 68 births in the United States – nearly twice as great as the 2004 rate of 1 in 125 – and almost 1 in 54 boys. The spotlight shining on autism as a result has opened opportunities for the nation to consider how to serve families facing a lifetime of supports for their children. In June 2014, researchers estimated the lifetime cost of caring for a child with autism is as great as $2.4 million. The Autism Society estimates that the United States is facing almost $90 billion annually in costs for autism. (This figure includes research, insurance costs and non-covered expenses, Medicaid waivers for autism, educational spending, housing, transportation, employment, related therapeutic services and caregiver costs.)

Know the signs: Early identification can change lives

Autism is treatable. Children do not “outgrow” autism, but studies show that early diagnosis and intervention lead to significantly improved outcomes. For more information on developmental milestones, visit the CDC’s “Know the Signs. Act Early” site.

Here are some signs to look for in the children in your life:

  • Lack of or delay in spoken language
  • Repetitive use of language and/or motor mannerisms (e.g., hand-flapping, twirling objects)
  • Little or no eye contact
  • Lack of interest in peer relationships
  • Lack of spontaneous or make-believe play
  • Persistent fixation on parts of objects
Minnesota Association for
Children’s Mental Health
165 Western Avenue North, Suite 2
Saint Paul, MN 55102-4613
Autism Spectrum Disorder Fact Sheet
© 2014 Minnesota Association for Children’s Mental Health • macmh.org • 800-528-4511 • 651-644-7333
Autism spectrum disorder (ASD) is a neurodevelopmental disorder that can
cause significant communication, social, and behavioral impairment. The
Diagnostic and Statistical Manual of Mental Disorders (DSM-5) defines ASD as
a single disorder that includes disorders that were once diagnosed separately,
including Asperger’s syndrome and pervasive developmental disorder not
otherwise specified (PDD). The cause of autism is not known. However it is
generally believed that both genetics and environment play a role.
The Centers for Disease Control and Prevention (CDC) estimates that about 1
in 68 children has been identified with ASD. ASD occurs in all ethnic, racial,
social, and economic groups and is almost 5 times more common among boys
than among girls. Symptoms begin in early childhood, however, they are
often not identified until later in a child’s life.
The symptoms of ASD are unique for each child or adolescent. ASD symptoms
may vary greatly from mild to very severe. A student’s ability to learn and
think may range from gifted to extremely challenged. The symptoms fall into
two main areas: impairment in social communication and interactions, and
repetitive and restrictive behaviors.
Communication and social interactions present significant challenges
for students with ASD. Students with ASD frequently avoid eye contact,
interpret communication literally, and misread nonverbal cues. They often
have difficulty participating in reciprocal communication or back-and-forth
conversation patterns and misunderstand sarcasm, jokes and metaphors.
Students with these symptoms also struggle to use language “in context,”
such as using tone of voice to match the setting. They may not tolerate social
interactions that don’t go “their way” or as they expected. Their social skills
may not be age appropriate and they are generally socially awkward. Students
with ASD have difficulty developing friendships with students their own
age. Their interests can be overly focused or fixated and consequently they
may resist trying new games or activities. Students with ASD may also have
repetitive behaviors such as flapping their arms, lining up toys or repeating the
words said by another person. They depend on rigid routines and schedules
and are intolerant to any changes. Disruptions may result in strong verbal
complaints or physical outbursts that appear out of context to the situation.

Asperger’s Syndrome



Asperger’s syndrome (also known as Asperger’s Disorder) was first described in the 1940s by Viennese pediatrician Hans Asperger, who observed autism-like behaviors and difficulties with social and communication skills in boys who had normal intelligence and language development. Many professionals felt Asperger’s syndrome was simply a milder form of autism and used the term “high-functioning autism” to describe these individuals. Uta Frith, a professor at the Institute of Cognitive Neuroscience of University College London and editor of Autism and Asperger Syndrome, describes individuals with Asperger’s as “having a dash of autism.”

Asperger’s Disorder was added to the American Psychiatric Association’s Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) in 1994 as a separate disorder from autism. However, there are still many professionals who consider Asperger’s Disorder a less severe form of autism. In 2013, the DSM-5 replaced Autistic Disorder, Asperger’s Disorder and other pervasive developmental disorders with the umbrella diagnosis of autism spectrum disorder.


What distinguishes Asperger’s Disorder from classic autism are its less severe symptoms and the absence of language delays. Children with Asperger’s Disorder may be only mildly affected, and they frequently have good language and cognitive skills. To the untrained observer, a child with Asperger’s Disorder may just seem like a neurotypical child behaving differently.

Children with autism are frequently viewed as aloof and uninterested in others. This is not the case with Asperger’s Disorder. Individuals with Asperger’s Disorder usually want to fit in and have interaction with others, but often they don’t know how to do it. They may be socially awkward, not understand conventional social rules or show a lack of empathy. They may have limited eye contact, seem unengaged in a conversation and not understand the use of gestures or sarcasm.

Their interests in a particular subject may border on the obsessive. Children with Asperger’s Disorder often like to collect categories of things, such as rocks or bottle caps. They may be proficient in knowledge categories of information, such as baseball statistics or Latin names of flowers. They may have good rote memory skills but struggle with abstract concepts.

One of the major differences between Asperger’s Disorder and autism is that, by definition, there is no speech delay in Asperger’s. In fact, children with Asperger’s Disorder frequently have good language skills; they simply use language in different ways. Speech patterns may be unusual, lack inflection or have a rhythmic nature, or may be formal, but too loud or high-pitched. Children with Asperger’s Disorder may not understand the subtleties of language, such as irony and humor, or they may not understand the give-and-take nature of a conversation.

Another distinction between Asperger’s Disorder and autism concerns cognitive ability. While some individuals with autism have intellectual disabilities, by definition, a person with Asperger’s Disorder cannot have a “clinically significant” cognitive delay, and most possess average to above-average intelligence.

While motor difficulties are not a specific criterion for Asperger’s, children with Asperger’s Disorder frequently have motor skill delays and may appear clumsy or awkward.


Diagnosis of Asperger’s Disorder has increased in recent years, although it is unclear whether it is more prevalent or more professionals are detecting it. When Asperger’s and autism were considered separate disorders under the DSM-IV, the symptoms for Asperger’s Disorder were the same as those listed for autism; however, children with Asperger’s do not have delays in the area of communication and language. In fact, to be diagnosed with Asperger’s, a child must have normal language development as well as normal intelligence. The DSM-IV criteria for Asperger’s specified that the individual must have “severe and sustained impairment in social interaction, and the development of restricted, repetitive patterns of behavior, interests and activities that must cause clinically significant impairment in social, occupational or other important areas of functioning.”

The first step to diagnosis is an assessment, including a developmental history and observation. This should be done by medical professionals experienced with autism and other PDDs. Early diagnosis is also important as children with Asperger’s Disorder who are diagnosed and treated early in life have an increased chance of being successful in school and eventually living independently.

Contact us for information on Asperger’s resources, including support groups and websites.

Sign in to follow this  

Recommended Comments

There are no comments to display.