Autism is one example of a pervasive developmental disorder with varying degrees of severity. Other disorders often referred to as “Autism Spectrum Disorders” include Asperger’s Syndrome and Pervasive Developmental Disorder (PDD) - Not Otherwise Specified (NOS).

Autism is a neurological disorder that affects a person’s abilities in three main areas:

• Communication
• Social Interactions
• Behavior

Symptoms of autism usually begin prior to the age of three. A person with autism has difficulty communicating with others. A child may exhibit difficulties in speech and language development. S/he may not speak to others, and may appear as though s/he does not hear what is being said to him/her, or may not respond to communication by others. A child’s speech and language skills may appear significantly behind that of children his/her age. For a child who does talk, s/he may demonstrate odd speech patterns that do not help the child communicate with others.

A person with autism has difficulty with social interactions, and may exhibit significant deficits in social skills as compared to peers. S/he may not initiate interaction with others, and may not respond to others’ attempts to interact. Rather than showing an interest in people, there may be more interest in objects. Social difficulties can range from being very withdrawn and isolated to engaging with others in an awkward or sometimes inappropriate manner.

There are other behavioral features that are associated with autism. Behaviors may include a significant preoccupation with particular objects or activities, or the child might demonstrate repetitive behaviors. Such behaviors may further interfere with communication and interaction with others. A child with autism may appear very rigid and inflexible, and may have strong reactions to changes in routines. Sensory integration issues are also common among individuals with autism.

While a child with autism may exhibit deficits in communication and social skills, some children with autism may also demonstrate exceptional skills in another area of development. For instance, the child may not be able to communicate or interact well with others, but may be able to read at a young age, long before his/her peers. These may be referred to as “splinter skills”.

Some individuals with autism may also be referred to as “high functioning”. Individuals considered high functioning meet the diagnostic criteria for autism in early childhood, but by school age, his/her language skills are adequately developed and cognitive functioning is within average range as compared to peers. High functioning individuals with autism may be confused as having Asperger’s Syndrome, or may be referred to as having “mild autism”.

Asperger’s Syndrome has many similar features of autism, with the exception of a history of speech and language delay or impairment. Due to language development that appears consistent with that of peers, Asperger’s Syndrome may not be identified until a child reaches school age, when the social and behavioral differences become more apparent.

PDD-NOS includes impairment in the areas of communication, social interactions, and behavior. However, the symptoms and behaviors present do not meet the full criteria for autism, but result in similar difficulties. PDD-NOS is sometimes referred to as “atypical autism”.