What is Autism? What is ASD?

How do I tell if my child is autistic?

As a society, we are increasingly aware of autism but what might you see in your child or young person?

Read on to discover more!

Pete Wharmby, is an autistic writer, teacher and vlogger, talks here about the definition of autism.

Autism as a neurodevelopmental difference

This means that there are differences in how the brain, nervous and sensory system have developed which has occurred since birth.

You cannot 'catch' autism, it is not a disease and whilst the technical term is Autism Spectrum Disorder, we see it very much not as a disorder.

What is the DSM-V diagnostic criteria for autism?

The diagnostic criteria for autism (based on the Diagnostic Statistical Manual Five; DSM-V) is inherently deficit driven and inherently ableist, constructed from the medical model by 'neurotypical' professionals. Differences exist and have been reframed below:

DSM-V diagnostic criteria

Persistent deficits in social communication and social interaction across multiple contexts (Category A).
Restricted, repetitive patterns of behavior, interests, or activities (Category B).
Symptoms must be present in the early developmental period (Criterion C).
Symptoms cause clinically significant impairment in social, occupational, or other important areas of current functioning (Criterion D).
These disturbances are not better explained by intellectual disability or global developmental delay (Criterion E).

Strength-based diagnostic criteria

Are there different 'levels' or types of autism?

Parents will often ask us about what 'level' of autism does their child have. The DSM-V diagnostic criteria allows a clinician to give a level of autism at diagnosis; Level 1 to 3. However, whilst it is helpful that the DSM-V has recognised that autistic people need different levels of support, this criteria does not recognise the fluctuating nature of support needs, depending on context, time of day or situation. For example, a child may need considerably more support during some aspects of school, or the sensory environment is more overwhelming. In other situations at school, they may need less support as the environment or teaching is more conducive to their needs and way of working.

Terms like 'high functioning autism' and 'Aspergers Syndrome' has historically been used as a way of defining differences in support needs to those that have 'classic autism'. High Functioning Autism often referred to child and young people who had 'typical' IQ levels and language that wasn't delayed. Again, these terms are not helpful and are often rejected by the autism community, in favour of use of autism.

Autism is often referred to as a 'spectrum'. This refers to the range of differences within the neurotype as it typical for any brain construction. Support needs vary over time, development, context and situation, and the spectrum represents this concept well.

Find out more about diagnostic assessments

Checklist - what might I see in my child?

Differences in use of eye contact

The myth of lack of eye contact continues in many people's understanding of autism. For many autistic people, yes, eye contact can be very challenging, intrusive and some say, painful. Some autistic people can make eye contact readily, though this can be exhausting and distracting for them. For many autistic people however, there is a qualitative difference in how eye contact is used communicatively, either to reference objects of interest, or during a social interaction.

Differences in use of facial expression

As there are differences in general as to how non-verbal communication is utilised for autistic people, so how facial expressions are used and understood are different. Your child may not use different facial expressions readily but may communicate how they are feeling in different ways, such as through their behaviours, interests or activities. They may also find it more challenging (and often distracting) to try and interpret other people's facial expressions, and can appear confused by the mismatch between what someone may be expressing verbally and through other non-verbal means.

Differences in making and maintaining friendships

Another common myth for autistic people is that they don't need or seek friendships. This is completely inaccurate as many autistic people thrive in relationships. For many, trauma and rejection in the past has led to a mistrust and ultimately avoidance of relationships.

Often autistic people find the conventions of neurotypical relationships confusing and unpredictable. There can often be misunderstandings and misperceptions between the autistic person and their peers. The autistic child may crave predictability within the relationship and this can manifest as a need to control and manage the play and relationship. They may not always notice emotions in their peers and therefore may not always know how to respond if someone is feeling sad, for example.

Differences within conversations

Autistic people may not always engage in the neurotypical convention of social chit chat. They may prefer to talk about their interests and passions, and be less concerned with those of who they are talking to. They may be easily confused when people are imprecise in their use of language, struggling to make sense of sarcasm, teasing and jokes. They may struggle with the concept of reciprocity within conversations, preferring interactions that are more straight forward and interest based.

thoughtful kid girl reading book alone in her room in the veening or early morning

Young woman and little girl with autistic disorder playing at home

Autism Online Test

Online screening tests are no substitute for a comprehensive diagnostic assessment. However if you are wondering if your child is autistic, a quick online screening test could be helpful. Click on the link below for a tool that you can use.

Link to online screening test for autism

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