Autism, or autism spectrum disorder (ASD), is a neurodevelopmental condition that affects an individual’s social communication, social interaction, and behavior.
Autistic individuals exhibit a wide range of characteristics and support needs, highlighting the diversity within the autism spectrum.
Autism is a spectrum disorder, meaning that autistic individuals possess a varied set of strengths and challenges. The concept of neurodiversity recognizes autism as a natural variation in human brain development rather than a disorder or deficit.
It is crucial to dispel misconceptions and understand that autistic individuals have unique abilities and perspectives that contribute to the richness of human diversity.
My experience:
I received an official autism diagnosis in early 2024 at the age of 30 after suspecting that I was autistic for a few years prior. While autism can indeed come with some challenges, specifically with social communication, burnout, and trying to ‘fit’ into a world that is not always neurodiverse-friendly, we should also celebrate our differences and promote the acceptance of autism.
This article will be using language such as ‘autistic people’ rather than ‘people with autism.’ This is because many autistic individuals feel that autism is an integral part of who they are as a whole rather than seeing it as a condition they have.
Signs of Autism
Autistic individuals may exhibit a range of characteristics and behaviors that vary in intensity and presentation. The following signs, based on the DSM-5 diagnostic criteria and research findings, are commonly observed in autistic individuals:
Social Communication and Interaction:
- Difficulties with social-emotional reciprocity, such as challenges in initiating and maintaining conversations, and reduced sharing of interests and emotions
- Differences in nonverbal communication, including in eye contact (e.g., difficulty maintaining eye contact), limited facial expressions, and difficulties understanding and using gestures and body language
- Challenges in developing, maintaining, and understanding relationships, such as adjusting behavior to suit various social contexts, making friends, and showing interest in peers
Restricted and Repetitive Patterns of Behavior, Interests, or Activities:
- Stereotyped or repetitive motor movements, use of objects, or speech, such as hand flapping, lining up toys, echolalia (repeating words or phrases), and idiosyncratic language
- Insistence on sameness, inflexible adherence to routines, or ritualized patterns of behavior, such as extreme distress at small changes, difficulties with transitions, rigid thinking patterns, and need for predictability
- Highly restricted, fixated interests that are high in intensity or focus, such as strong attachment to unusual objects or excessively narrow interests
- Hyper- or hypo-reactivity to sensory input or significant interest in sensory aspects of the environment, such as apparent indifference to pain or temperature, adverse response to specific sounds or textures, excessive smelling or touching of objects, and visual fascination with lights or movement
It is essential to note that the signs of autism can vary significantly among individuals and may change over time as they develop and learn new skills. Some autistic individuals may exhibit more subtle signs, while others may have more pronounced characteristics.
Additionally, the presence of these signs and how noticeable they are can be influenced by factors such as cognitive abilities, language skills, and co-occurring conditions.
It should also be noted that ‘masking’ is very common in autistic individuals, especially if they are diagnosed later in life. Masking is a strategy often used by neurodivergent individuals (e.g., those with ADHD) to consciously or unconsciously hide parts of their neurodiversity as a way to ‘fit in’ and be accepted.
Masking can, therefore, make it very difficult to identify autism if someone has become so skilled at hiding their autistic traits. An example of masking can be to force eye contact and display ‘socially appropriate’ facial gestures during conversations, even though it feels unnatural to do so.
The Camouflaging Autistic Traits Questionnaire (CAT-Q) may also be used during the diagnostic process to identify autistic individuals who may not meet the criteria due to their ability to mask their autistic traits.
How is autism diagnosed?
Diagnosing autism involves a comprehensive assessment of an individual’s social communication, social interaction, and behavioral patterns. The Diagnostic and Statistical Manual (DSM-5) is commonly used to diagnose autism. The diagnostic process typically includes:
- Developmental history and parent/caregiver interviews
- Observations of the individual’s behavior and social interactions
- Assessment of cognitive abilities and adaptive functioning
- Evaluation of language and communication skills
- Consideration of co-occurring medical or mental health conditions
A multidisciplinary team, including psychologists, speech-language pathologists, and occupational therapists, may collaborate to provide an accurate diagnosis and develop an appropriate intervention plan.
Early identification and intervention can lead to better outcomes and access to support services tailored to the individual’s needs.
Many individuals are diagnosed as autistic in childhood, especially during crucial stages of development when differences may be identified. However, it is very common for a late diagnosis of autism to occur. Many older children, teenagers, and adults of all ages may receive a diagnosis of autism that was missed in early childhood.
A late diagnosis of autism is common in girls and women, people of color, those who do not have cooccurring learning difficulties, or those diagnosed with a mental health condition (sometimes as a misdiagnosis or failure to recognize that the mental health condition is as a result of being autistic).
Common Co-Occurring Conditions
Many autistic individuals have one or more co-occurring mental health conditions or neurodevelopmental disorders that can significantly impact their daily functioning and quality of life.
These conditions require separate diagnosis and tailored treatment approaches.
Anxiety Disorders
Anxiety is very common among autistic people, often emerging in childhood.
Separation anxiety, specific phobias related to sensory sensitivities, and social anxiety are most prevalent.
The challenges associated with autism can make the world feel overwhelming, fueling chronic anxiety and leading to difficulties in relationships, employment, and overall wellbeing.
Attention-Deficit/Hyperactivity Disorder (ADHD)
ADHD may co-occur in more than a third of autistic individuals, especially those diagnosed in childhood.
The combination of autism and ADHD can lead to challenges in organization, focus, emotional regulation, and social functioning.
Impulsive behaviors can also increase vulnerability to social manipulation and school disciplinary issues.
Depressive Disorders
Autistic people are at increased risk for developing depression, especially as they face mounting social challenges.
Social isolation, bullying, underemployment, and the stress of trying to “fit in” can contribute to low self-worth and despair.
Depression in autism may manifest as increased withdrawal, irritability, sleep and appetite changes, or loss of interest in special interests. Untreated depression can lead to self-harm and suicidal thoughts or attempts.
Other Conditions
Autistic people may also struggle with oppositional defiant disorder (ODD), obsessive-compulsive disorder (OCD), and eating disorders.
These conditions can be influenced by the characteristic features of autism, such as inflexible thinking patterns, sensory sensitivities, and preference for routines.
The high likelihood of co-occurring conditions in autism highlights the importance of comprehensive assessment and individualized support from a multidisciplinary care team.
With proper diagnosis, tailored therapies, and ongoing support, autistic people with co-occurring conditions can lead fulfilling lives.
Autism is a ‘spectrum’
Autism being a spectrum means that the condition manifests differently in each individual, with a wide range of abilities, challenges, and support needs. Some autistic individuals may have significant difficulties with social communication and interaction, while others may face fewer challenges in these areas.
Similarly, the presence and intensity of restricted and repetitive behaviors, interests, and sensory sensitivities can vary greatly among autistic individuals.
The spectrum encompasses individuals with varying levels of cognitive abilities, language skills, and adaptive functioning. This diversity in presentation highlights the need for personalized support and understanding that one-size-fits-all approaches may not be effective.
Recognizing autism as a spectrum helps to acknowledge the unique strengths and challenges of each autistic individual and underscores the importance of providing tailored support to meet their specific needs.
Although this illustration featured above is not a clinical model and was made by one individual, it gives a good idea of what is meant by an autism spectrum and how differences can vary between one autistic individual and another.
There is a saying that if you have met one autistic person, then you have met only ONE autistic person. This means that if you know an autistic person and are aware of their particular support needs, interests, sensitivities, and social skills, this does not mean that every autistic person will be the same.
Autism in childhood
Autism can significantly impact various aspects of a child’s life, particularly in school and social settings. In the classroom, autistic children may struggle with:
- Following complex instructions and staying organized
- Maintaining focus and attention, especially during lengthy lessons or in distracting environments
- Adapting to changes in routines or transitioning between activities
- Participating in group work or class discussions due to social communication challenges
- Sensory overload from classroom noise, bright lights, or other stimuli
These challenges can affect academic performance and may require accommodations, such as visual supports, structured schedules, and sensory-friendly spaces, to help autistic students thrive.
Socially, autistic children may have difficulty:
- Initiating and maintaining friendships with peers
- Engaging in imaginative or cooperative play
- Understanding and responding to social cues and norms
- Expressing emotions and empathizing with others
- Managing conflicts or dealing with bullying
Supporting autistic children in developing social skills and fostering inclusive environments can help them build meaningful connections with peers and promote their overall well-being.
Autism in Adulthood
As autistic individuals enter adulthood, they may face unique challenges in various domains of life. In higher education, autistic adults may encounter difficulties with:
- Navigating complex social dynamics in college or university settings
- Managing increased academic demands and independent living responsibilities
- Adapting to changes in routines and schedules
- Advocating for necessary accommodations and support services
Providing targeted support, such as mentoring programs, academic accommodations, and transition planning, can help autistic adults succeed in higher education.
In the workplace, autistic adults may struggle with:
- Job interviews and navigating the hiring process
- Adapting to workplace social norms and expectations
- Managing sensory sensitivities in the work environment
- Advocating for necessary accommodations and support
- Becoming overwhelmed from working in an environment that feels uncomfortable to them
However, with appropriate accommodations and understanding from employers, autistic adults can bring valuable skills and perspectives to the workforce.
Many autistic individuals might not be able to work at all, especially if they have high support needs, or they may only be able to cope with working a reduced number of hours.
In personal relationships, autistic adults may face challenges with:
- Initiating and maintaining friendships and romantic partnerships
- Communicating emotional needs and understanding others’ perspectives
- Navigating social expectations and norms in various settings
Social skills training, support groups, and open communication with partners can help autistic adults build and maintain meaningful relationships.
It is crucial to recognize that autism presents differently in each individual, and their experiences in adulthood may vary widely. Some autistic adults may require ongoing support, while others may develop coping strategies and find success in areas that align with their strengths and interests.
Embracing and accepting autism
Embracing and accepting autism involves shifting the narrative from a deficit-based perspective to a strength-based one.
To foster acceptance and create a more inclusive society, it is essential to:
1. Promote self-advocacy
Encourage and support autistic individuals to speak up for their rights, needs, and preferences. This involves providing platforms for autistic voices to be heard, valuing their insights and experiences, and involving them in decision-making processes that affect their lives.
Autistic-led organizations and advocacy groups play a crucial role in promoting self-advocacy and empowering autistic individuals.
2. Adopt neurodiversity-affirming practices
Recognize and value the unique strengths and abilities of autistic individuals in various settings, such as education and employment. This involves shifting away from trying to “cure” or “fix” autistic individuals and instead focusing on providing support and accommodations that enable them to thrive.
Examples include implementing flexible learning environments, providing sensory-friendly spaces, and offering diverse communication options.
3. Create inclusive environments
Design and adapt physical and social spaces to be accessible and accommodating to the diverse needs of autistic individuals. This may involve making sensory-friendly modifications, providing clear visual supports and instructions, and fostering a culture of understanding and acceptance.
Inclusive environments should aim to reduce barriers and promote a sense of belonging for autistic individuals.
Celebrate autistic culture
Acknowledge and appreciate the valuable contributions of autistic individuals to society. This includes recognizing the unique perspectives, talents, and achievements of autistic people across various fields, such as art, science, and technology.
Celebrating autistic culture also involves promoting positive representations of autism in media, challenging stereotypes, and fostering a greater understanding of the autistic experience.
Provide support and resources
Ensure that autistic individuals and their families have access to appropriate support services, resources, and accommodations.
This may include offering targeted interventions, such as social skills training, counseling, and occupational therapy, as well as providing information and guidance on navigating healthcare, education, and employment systems.
It is crucial to involve autistic individuals and their families in the development and implementation of these support services to ensure they meet their specific needs.
Conclusion
Understanding and accepting autism as a natural form of human diversity is crucial for creating a more inclusive and equitable society. By recognizing the unique strengths and challenges of autistic individuals and providing appropriate support and accommodations, we can foster an environment that celebrates neurodiversity.
Ongoing research, advocacy, and public education are essential to further our understanding of autism and improve the lives of autistic individuals across the lifespan.
For me, I feel that our general understanding of autism is slowly getting to a place of acceptance, rather than something that requires 'treating' or seen as something that is 'wrong' with us. My hope is that with my articles, I can help to dispel some of the myths surrounding autism and provide a voice that represents the autistic community.
FAQs
Is autism genetic?
While autism has a strong genetic component, with numerous genes potentially contributing to its development, no single gene has been identified as the sole cause.
Research suggests that autism likely results from a complex interaction between genetic predispositions and environmental factors.
Studies have shown that siblings of autistic individuals have a higher likelihood of being diagnosed with autism themselves, supporting the idea of a genetic influence. However, the exact mechanisms by which genes and environment interact to give rise to autism remain unclear and require further investigation.
The prevalence rate of autism may be increasing in part due to family members receiving a diagnosis first.
Can autism be treated?
A common myth about autism is that it can be treated. However, autism is a lifelong neurodevelopmental condition, and there is no known ‘cure.’
There are some skills that autistic individuals can develop to cope with some of their symptoms, such as managing meltdowns and burnouts. There are also adjustments autistic individuals can make in their lives to make their environment more autism-friendly.
Also, psychotherapy and medications may be used to address co-occurring conditions, such as anxiety or attention difficulties. The most effective approach is often a combination of interventions tailored to the individual’s specific needs and strengths
What is high-functioning autism?
The term “high-functioning autism” has been used to describe autistic individuals with average or above-average cognitive abilities and language skills. However, many people in the autism community find functioning labels offensive and misleading.
Autism is not a linear spectrum ranging from “low-functioning” to “high-functioning,” but rather a complex constellation of strengths and challenges that varies from person to person.
Labeling someone as “high-functioning” may dismiss the significant challenges they face in daily life, while labeling someone as “low-functioning” may overlook their unique strengths and abilities.
It is essential to recognize the diverse experiences of autistic individuals and to provide support based on their individual needs, rather than relying on oversimplified labels
Can autistic people live independent lives?
Many autistic individuals can live independently, but the level of support needed may vary from person to person.
Some autistic adults are able to manage their own households, maintain employment, and navigate social relationships with minimal assistance. Others may require ongoing support in areas such as daily living skills, financial management, and social interaction.
The ability to live independently is influenced by factors such as cognitive abilities, adaptive skills, and access to appropriate support services. It is important to recognize that independence is not a one-size-fits-all concept and that autistic individuals may achieve independence in different ways and to varying degrees.
Providing tailored support, accommodations, and resources can help autistic people maximize their potential for independence and lead fulfilling lives
Is the term ‘Asperger’s’ still used?
The term “Asperger’s Syndrome” was previously used to describe individuals with autism who had average or above-average language and cognitive skills. However, the term was removed from the DSM-5 in 2013, and Asperger’s Syndrome is now considered part of the broader autism spectrum disorder (ASD) diagnosis.
Some people find the term offensive because it creates a division within the autism community, suggesting that individuals with Asperger’s are “higher functioning” or “less autistic” than others on the spectrum.
This division can lead to the minimization of the challenges faced by individuals with Asperger’s and the perpetuation of stereotypes. Additionally, the term’s namesake, Hans Asperger, has been linked to the Nazi regime, which has led to further controversy surrounding the use of the term
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