What is Autism?

Autism is a range of conditions, some of which include intellectual disability, that affect the way a person communicates with and relates to other people, and how they experience the world around them.

Autism Spectrum Disorder (ASD) is a group of developmental disabilities that can cause significant social, communication and behavioral challenges. It is often referred to as autism spectrum disorder because there are many different types of ASD.

People with ASDs have trouble communicating and interacting with others. They may have difficulty with nonverbal communication such as facial expressions or body language. In addition to problems in social interaction, people with ASDs also can have unusual interests or behaviors that make it difficult for them to relate to other people.

Signs of Autism

Autism Spectrum Disorder (ASD) is a developmental disorder that is characterized by difficulties in social interaction, communication and behavior.

The signs of autism are often first noticed when a child is between 12 and 18 months old. They may include:

• Not responding to their name or being startled by loud noises
• Little or no eye contact
• Not reacting to other people’s emotions or feelings
• Playing alone with objects instead of engaging with other children
• Using gestures at an age when most children don’t use them, such as pointing, waving or shaking a rattle

Autism Spectrum Levels

Autism spectrum disorders are usually apparent in early childhood and affect each child differently. The main characteristics of ASD are problems with social interactions, verbal and nonverbal communication, and repetitive behaviors.

Levels of Severity:

There are five levels of severity for ASD, which include:

1) High Functioning Autism- Level 1 (HFA)

2) Moderate Functioning Autism- Level 2 (MFA)

3) Low Functioning Autism- Level 3 (LFA)

4) Severe Autism- Level 4 (SA)

5) Profound Autism- Level 5 (PA)

Level 1: Requires Support

Requires Support is a lower level of support. A child with this level of autism requires support to meet the needs of daily living, but they can communicate using speech and have a desire to interact socially with others. Children at this level may have some functional language skills (for example, they may be able to say one or two words), but they are not yet able to use these words appropriately in different situations. They will be able to engage in simple back-and-forth communication (for example, asking for something or saying “thank you”). Children at this level typically need additional support from family members or professionals when navigating daily life.

Examples:

The child has some functional speech, but not enough for full conversation.

The child may respond to their name and some other simple commands, but not consistently enough for independent living skills (such as dressing themselves).

Level 2: Requires Substantial Support

Autism Level 2 (ASD-2) is the second level in a five-level scale used by the U.S. Department of Education to classify students with disabilities who receive special education services under the Individuals with Disabilities Education Act (IDEA).

The following criteria must be met for a student to be considered eligible for services under ASD-2:

1. The child must have a diagnosis of autism, as defined by IDEA 2004;

2. The child must exhibit at least two of the following characteristics:

a. Qualitative impairment in reciprocal social interaction, as manifested by at least two of the following: i. marked impairment in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body postures, and gestures to regulate social interaction; ii. failure to develop peer relationships appropriate to developmental level; iii. a lack of spontaneous seeking to share enjoyment, interests, or achievements with other people (e.g., by a lack of showing, bringing, or pointing out objects of interest to other people); iv. lack of social or emotional reciprocity; b. Restricted repetitive & stereotyped patterns of behavior and interests.

Level 3: Requires Very Substantial Support

People with Autism Level 3, or severe autism, have significant impairments in communication and social interaction. They may be non-verbal or have limited verbal communication abilities. They may also have intellectual disability. People with autism at this level require very substantial support and services throughout their lives.

This level of support is also known as high-functioning autism or Asperger syndrome. Children and adults with this level of autism can have good language skills, but they may be delayed in learning to read and write. They often have poor social skills and limited interests that are narrow, repetitive, and stereotyped (e.g., collecting items such as bottle caps). Most people with this level of autism do not speak until after age 2 or 3, and some do not speak at all.

People with this level of autism often have some degree of sensory sensitivity (for example, they may dislike tags in their clothing or the feel of certain textures). They may also be upset by changes in routine or a lack of predictability in their environment. In addition to the challenges described above, people with a Level 3 diagnosis may also experience challenges related to anxiety or depression.

Limitations of ASD Levels

There are several limitations of the ASD Levels. One of the main limitations is that it is a self-report measure that was developed to assess individuals with ASD. It has not been tested on individuals with intellectual disability, and there is no information on its validity as a measure of adaptive functioning in other populations.

Another limitation is that the test may not be appropriate for children who have language delays or cognitive deficits. The test does not include items related to adaptive behavior such as hygiene, personal care skills and social interaction skills.

There are also some items in each category that are not relevant for all individuals with ASD. For example, most individuals with ASD do not need assistance with dressing or bathing but they might need help dressing themselves if they have poor motor skills or sensory issues like tactile defensiveness.