Running Head: Characteristics of Autism 1

Signature Assessment

Michelle de Mercado

Brandman University
Characteristics of Autism 2

Characteristics of Autism

The characteristics of Autism Spectrum Disorder (ASD) are separated into multiple,

categories. These categories consist of social impairments, cognitive and neurological

impairments, and communication difficulties. According to DSM-5, to meet criteria for ASD, a

child must demonstrate: 1. “persistent deficits in social communication and social interaction

across multiple contexts,” and 2. “restricted, repetitive patterns of behavior, interests or

activities” (Psychology: DSM-5 Boston: Pearson, 2014)

Autism spectrum disorder is a spectrum disorder, meaning that an individual may be

affected mildly, moderately or severely. According to the Official Diagnostic Manual (DSM-5),

individuals who meet the specified criteria are given the diagnosis of “autism spectrum disorder

(ASD)” with one of three levels of severity. Ciccarelli, S.K., & White, J. N. (2014). Psychology:

DSM-5. Boston: Pearson. The creators of the DSM-5 created three separate “levels of support.”

These levels reflect the individuals’ ability to communicate, adapt to new situations, expand

beyond restricted interests, and manage daily life. In the DSM-5 ASD is listed under the neuro-

developmental disorders which are a group of conditions that are marked as present in early

development, most often in infancy. These conditions often reflect abnormal brain development.

The level of support depends on the severity of the autism of the individual. Individuals

diagnosed as ASD Level 1 are able to function in and out of the classroom, however may have

hindered communication skills, inflexibly with behaviors and difficulty organizing and planning

work or daily activities. Individuals diagnosed as ASD Level 2 will have a defined deficit with

verbal and non-verbal communication, and impaired social interactions even with supports in
Characteristics of Autism 3

place to assist with these needs. These individuals may have limited interests, inflexible

behavior, and difficulty coping with changes. The individual who requires very substantial

support on ASD Level 3 may have severely affected verbal and non-verbal skills, may rarely

initiate interactions. These individuals have difficult redirecting their focus or actions to a

different task.

There is currently no traceable known cause for autism. It was believed that vaccinations,

in particular measles-mumps-and rubella and vaccines containing thimerosal, were associated

with autism. The Institute of Medicine (IOM) established the Immunization Safety Review

Committee for the sole purpose of evaluating evidence of possible associations between

immunizations and certain adverse outcomes. In their 8th report the committee examined the

hypothesis that the measles-mumps- and rubella vaccine and thimerosal were associated with

autism. This 2001 report concluded that,

“If MMR vaccine or thimerosal is one of many environmental causes of these effects (or

if thimerosal is one source of many of mercury exposure), without a specific “fingerprint” or

“signature” that suggests vaccine or mercury as the causative factor, knowing if MMR or

thimerosal is responsible for the adverse effects in an individual case is impossible.”

(Immunization safety review: vaccines and autism, 2004, 140)

With possible vaccine association being dismissed scientists are always

researching and studying possible causes for autism. It is possible that the cause may

never be known due to the fact that there is a complex nature of the disorder, and the fact

there is great variety in symptoms there are probably multiple causes with genetics and

environment being active participants.

Characteristics of Autism 4

Cognitive and neurological characteristics of autism are just as diverse as the spectrum

itself. The individual with autism may exhibit impairments in social communication, language,

cognitive skills and behavioral and emotional regulation. Cognitive and neurological disabilities

do not allow the individual to attempt solutions to problems.

Social communication has a main concern when considering the individual with autism.

The individual struggles with both verbal and non verbal skills. As examples of poor social

communication the individual may not understand the proper use of grammar, properly follow

the rules of pragmatics or respond when spoken to. The non verbal cues can be ignored or not

recognized such as tempo and tone of speech, and interpretation of facial expressions. The use of

pragmatics and tempo or prosody is the two areas of communication most noted for deficits.

The manner in which the brain process what it hears is known as auditory processing. If

an individual has an auditory processing disorder (APD) the he or she will be unable to hear a

clear conversation. With auditory processing the issue is not with what the ears hear however it

is what the brain does with what the ear hears. APD in autism means that the individual may be

hypo sensitive to noise, and have speech or language barriers. Weakness in the brains ability to

recognize signs, patterns, and distances are signs of visual processing disorder. A person with

ASD will be sensitive to the lights in the environment, have difficulty recognizing the writing on

a book or see pictures on a page.

The behaviors of autism are explained as communication and social, behavioral and

sensory deficits. Characteristics of these behaviors in autism vary depending on the ASD level

diagnosed. High functioning individuals with ASD Level 1 social, and communication skills and

behaviors of repetitive movements and sounds are only noticeable without supports. Individuals
Characteristics of Autism 5

of the ASD Level 2 have noticeable behaviors and marked communication deficits to the casual

observer. Individuals who are affected by sever autism or ASD Level 3require substantial

supports for daily routines and their behaviors are impacted severely.

Behavioral characteristics include but are not limited to self harm, harming others, refusal

or tantruming. An individual with communication and social deficits may ignore the fact that

they are being spoken to, not look at a speaker eye to eye, scream, hit due to frustration, or even

not recognize social cues. Sensory depressed individuals may not accept the tags on their

clothing; these individuals may have hypo sensitivity to noise or light. The characteristics of

behaviors of autism will vary between individuals with no set expected behavior per individual.

Evidence-based practices are, “a procedure that has been shown by research and

experience to produce optimal results and that is established or proposed as a standard suitable

for widespread adoption,” according to the Merriam-Webster dictionary. According to the

California Autism Professional Training and Information Network in 2014 there were 27 EBT’s

in use with individuals with Autism. (Gent-Vincent)

Evidence Based Practices:

Social Impairments:

Self-Management: Self-Management teaches the individual with ASD to recognize the

difference between expected and unexpected behaviors within the learning environment. The

student will learn self monitor and learn the intrinsic skill of self reward for the expected

behaviors.

Cognitive Behavioral Intervention: Cognitive behavioral Intervention (CBI) assists a learner,

to “restructure the thought process, provide affective education, and teaches cognitive and
Characteristics of Autism 6

behavioral skills to assist in basic decision-making, problem solving and coping.” ("AFIRM")

CBI is best utilized on learners with cognitive and behavioral skills of at least 6 years old with

the ability to read at the same cognitive age level.

Cognitive and Neurological Impairments:

Functional Behavior Assessment: A functional behavior assessment (FBA) can be used when

the intensity, duration, or type of interfering behavior creates safety concerns or impacts a child’s

development or learning. In conducting an FBA the behavior needing to be changed is identified,

it will be determined where the behaviors are occurring and not occurring, data will be collected

will be completed by direct observations with time sample and frequency recording. By

analyzing this data a hypothesis in regards to the function of the behaviors a positive behavior

intervention plan (BIP) will be developed and replacement behaviors will be determined. The

BIP will be tested and evaluated over time for success. Changes will be made to the plan as

needed.

Task Analysis: Task Analysis: (TA) is the process of chaining a task to less complex skills that

are easier to manage and complete. Task analysis is grouped into five categories: time recording,

prioritization, monitoring, analysis and optimization. To complete a task analysis the following

steps should be taken.

1. Identify the task to be assessed

2. Chain the task into smaller subtasks

3. Create a layered task diagram of each subtask

4. Review decomposed diagram

5. Present the decomposed diagram with learner

6. Gather data in regards to learning the task

Characteristics of Autism 7

Communication Difficulties:

Naturalistic Intervention: Naturalistic interventions (NI) identify a learners interests and

applying the principles of ABA (Applied Behavior Analysis) to the learner’s daily routines to

decrease unexpected behaviors and increase expected behaviors. NI is best practices in

individual’s birth to roughly 10 years of age. Once the target behavior has been identified data

will be collected and the targeted behavior will be worked with in natural opportunities for

learning and practice, during the regular routines and activities of the learner.

Picture Exchange Communication System: Picture exchange communication system (PECS)

is a unique communication system consists of six phases that teaches the learner a single picture

card of a desired item or action. The primary function of PECS is to provide a voice for

individual learners who may be non-verbal to aid in speech development. The system then

teaches identification and discrimination of picture and structuring sentences.

The diagnosis of autism impacts not just the individual diagnosed, but the family as a unit

as well. The family undergoes the emotional impact of feeling isolated, possibly resentful of the

diagnosed individual, sorrow over the disorder’s incurable nature and possibly even

embarrassment over the diagnosed individuals behaviors. The parents of the individual may also

feel stress within their marital relationship as there are financial burdens, alone time becomes

difficult as the parents are assuring that the child’s needs are met before their own. The siblings

feel the stress of their parents as well they may feel a jealousy of the ASD sibling due to the

attention provided to the diagnosed sibling. Most ASD treatments and therapies are not covered

by private insurance and are costly. Parents may also need to miss work or quit work depending

on their support system and the behavior needs of the child.

Characteristics of Autism 8

The internet has a never ending support system for families affected by autism. There are

resource pages on well known and trusted web pages about autism. Through these web based

resources the families are able to research their need when they deem fit since time is important,

especially in a home affected by ASD. Through local and national agencies parents are able to

seek assistance within their city and state with a quick search of the internet. As well, on the

internet parents can join pages where they are able to communicate and meet virtually or in

person where they will make friendships with other parents who understand the vast needs of an

individual with autism as well as the emotions that are attached to these needs.

The individual with autism will be supported in the school by a team of professionals in

order to meet academic and social needs. The individual may have the support of a general

education teacher with assistance from the resource teacher. Or may be in a special day class

where there is a special education teacher and assistance to assist with meeting the students’

needs. There are times where the student will be in a special school for students with severe

needs. In this setting the individual will also have assistants in the class to help. The student may

receive assistance by way of the occupational therapist (OT) who would work on muscle and

sensory concerns, adapted physical education (APE), who would adapt the physical education

curriculum to meet the student’s needs. Speech and language pathologists (SLP) are also often

times part of an IEP team of a student with autism. The SLP may use spoken language or sign

language as well as AAC devices (augmentative and alternative communication). The behavior

therapist may provide support to the student through ABA (Applied Behavior Analysis) behavior

modification tools, such as reinforcement’s strategies, to support students in building

communication tools, and to learn to play successfully with the students peers. Schools are hiring

professionals to serve the academic, social and emotional needs of students with autism.
Characteristics of Autism 9

The family of the student will be supported as well by the IEP team or stakeholders.

These individuals are able to offer support to the parents in the meetings in regards to the

students’ progress or needs. They can also provide information about outside agencies who are

able to offer support to the family or student in regards to the diagnoses of autism or other

concerns that the family may have. With the support of the IDEA parents have been listed as

equal partners in the development of the IEP and the IEP process for their child. This process

includes the stakeholders and family working together to better the educational journey of the

child.
Characteristics of Autism 10

References

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Indiana University Bloomington. (n.d.). Retrieved October 23, 2018, from

https://www.iidc.indiana.edu/pages/about-autism

(n.d.). Retrieved October 23, 2018, from

https://www.aboutkidshealth.ca/Article?contentid=1494&language=English

Ciccarelli, S. K., & White, J. N. (2014). Psychology: DSM 5. Boston: Pearson.

Rudy, L. J., & Forman, J. (n.d.). What Are the 3 Levels of Autism? Retrieved October 23, 2018,
from https://www.verywellhealth.com/what-are-the-three-levels-of-autism-260233

Autism Spectrum Disorder: Signs and Symptoms. (n.d.). Retrieved October 24, 2018, from
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mptoms

Bauman, M.L., & Kemper, T.L. (1994). Neuroanatomic observations of the brain in autism. In
M.L. Bauman & T.L. Kemper (Eds.), The Neurobiology of Autism. Baltimore: Johns
Hopkins UP.

Immunization safety review: Vaccines and autism. (2004). Washington, D.C.: National
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Stewart, M. E., Russo, N., Banks, J., Miller, L., & Burack, J. A. (2009). Sensory Characteristics
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Raising Children Network. (n.d.). Challenging behaviour: Children and teenagers with autism
spectrum disorder. Retrieved September 23, 2018, from
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l
Dictionary by Merriam-Webster: America's most-trusted online dictionary. (n.d.). Retrieved
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(n.d.). Retrieved October 25, 2018, from https://autismpdc.fpg.unc.edu/evidence-based-
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AFIRM. (n.d.). Retrieved October 26, 2018, from https://afirm.fpg.unc.edu/node/137

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