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The Autism Spectrum and the Importance of Visual Aids

Asperger’s Syndrome and Autism Spectrum Disorders

Autism Spectrum Disorders

(also known as Pervasive Developmental Disorders) constitute a wide range of symptoms that affect

an individual’s sensory, cognitive, motor, language, and social-emotional development. Asperger’s Syndrome, autism, and Pervasive

Developmental Disorder–Not Otherwise Specified (PDD-NOS) are some of the most common Autism Spectrum Disorders.

The autism spectrum is considered a “spectrum” because the individuals who comprise it vary greatly from each other.

Intellectually, some fall in the mentally retarded range while others clearly fall in the superior intellectual range. Asperger’s Syndrome

and High-Functioning Autism involve, by definition, individuals with average to above average intellectual ability and better

communication skills than those with more “classic” autism who tend to have lower intellectual functioning and more communication

difficulties. Those who have symptoms of an Autism Spectrum Disorder but do not meet the full criteria for a specific diagnosis like

autism or Asperger’s Syndrome are typically given the diagnosis PDD-NOS. This actually represents the largest category of individuals

on the spectrum, which means that although we can identify individuals on the spectrum, the diagnostic process is not yet good at

making specific differential diagnoses among Autism Spectrum Disorders.

Current diagnostic criteria describe Autism Spectrum Disorders as involving difficulties in three general areas: (a) qualitative

impairment in social interactions (e.g., impairment in responding to or initiating interactions with others, or failure to form peer

relationships), (b) qualitative impairment in verbal and nonverbal communication (e.g., no mode of communication, or impairment

in the ability to initiate or sustain conversations), and (c) restricted, repetitive, and stereotyped patterns of behavior, interests or

activities (e.g., preoccupation with restricted patterns of interest, or inflexible adherence to nonfunctional routines or rituals) (American

Psychiatric Association, 1994).

Problems with social interaction can include difficulties initiating or responding to conversation, difficulties using or responding

to nonverbal gestures (e.g., pointing out objects), lack of or inconsistent eye contact, impairment in responding to others’ feelings,

difficulties working cooperatively with peers, and subsequent failure to develop peer relationships. Understanding what to do or say in

social situations is a core concern for autistic individuals.

Communication problems range from no ability to communicate and use language to more subtle difficulties with the flow of

conversation and social communication (pragmatic language). Some classically autistic individuals may have difficulties understanding

the meanings of most words and may show little spontaneous language communication. In contrast, those with High-Functioning

Autism and Asperger’s may appear to have excellent command of language in terms of their ability to express themselves and