kindergarten. All children with ASD demonstrate deficits in 1) social interaction, 2) verbal and nonverbal communica- tion, and 3) repetitive behaviors or interests. In addition, they will of- ten have unusual responses to sen- sory experiences, such as certain sounds or the way objects look. Each of these symptoms runs the gamut from mild to severe. They will present in each individual dif- ferently. For instance, a child may Not until the middle of the twenti- eth century was there a name for a disorder that now appears to affect an estimated 3.4 out of every 1,000 children ages 3-10, a disorder that causes disruption in families and unfulfilled lives for many children. In 1943 Dr. Leo Kanner of Johns Hopkins Hospital studied a group of 11 children and introduced the label early infantile autism. At the same time a German scientist, Dr. Hans Asperger, described a milder form of the disorder that became known as Asperger syndrome. Today, these two disorders are described and listed in the Diagnos- tic and Statistical Manual of Mental Disorders DSM-IV as two of the five pervasive developmental disorders (PDD), more often referred to today as autism spectrum disorders (ASD). All these disorders are characterized by varying degrees of impairment in communication skills, social interactions, and re- stricted, repetitive and stereotyped patterns of behavior. Autism spectrum disorders can often be reliably diagnosed by age 3, and in some cases as early as 18 months. Studies suggest that many children eventually may be accu- rately diagnosed by age 1 or even younger. The appearance of any of the warning signs of ASD is reason to have a child evaluated by a medical professional. Parents are usually the first to notice unusual behaviors in their child. In some cases, the baby seemed "different" from birth, unresponsive to people or focusing intently on one item for long peri- ods of time. The first signs of an ASD can also appear in children who seem to have been developing normally. When an engaging, babbling toddler suddenly becomes silent, withdrawn, self-abusive, or indifferent to social overtures, some- thing is wrong. Research has shown that parents are usually correct about noticing developmental prob- lems, although they may not realize the specific nature or degree of the problem. The pervasive developmental disor- ders, or autism spectrum disorders, range from a severe form, called autistic disorder, to a milder form, Asperger syndrome. If a child has symptoms of either of these disor- ders, but does not meet the specific criteria for either, the diagnosis is called pervasive developmental dis- order not otherwise specified (PDD- NOS). Other rare, very severe disor- ders that are included in the autism spectrum disorders are Rett syn- drome and childhood disintegrative disorder. The autism spectrum disorders are more common in the pediatric population than are some better known disorders such as diabetes, spinal bifida, or Down syndrome. Prevalence studies have been con- ducted in the US and around the world. The wide range of prevalence points to a need for earlier and more accurate screening. The earlier the disorder is diagnosed, the sooner the child can be helped through treatment interventions. Pediatricians, family physicians, daycare providers, teachers, and parents may initially dismiss signs of ASD, optimistically thinking the child is just a little slow and will "catch up." Although early interven- tion has a dramatic impact on re- ducing symptoms and increasing a child's ability to grow and learn new skills, it is estimated that only 50 percent of children are diagnosed before have little trouble learning to read but exhibit extremely poor social interaction. Each child will display communication, social, and behav- ioral patterns that are individual but fit into the overall diagnosis. Children with ASD do not follow the typical patterns of child devel- opment. In most cases, the prob- lems in communication and social skills become more noticeable as the child lags further behind other children the same age. Some other children start off well enough. Of- tentimes between 12 and 36 months old, the differences in the way they react to people and other unusual behaviors become appar- ent. Some parents report the change as being sudden, and that their children start to reject people, act strangely, and lose language and social skills they had previously acquired. In other cases, there is a plateau, or leveling, of progress so that the difference between the child with autism and other chil- dren the same age becomes more noticeable. DIVISION OF DEVE LO PMENT A L DISABILITIES SERVICES Volume 1, Issue 1 January 2, 2008 A Publication of the Office of Training and Professional Development The Learning Curve “Enhancing the Knowledge of DDDS Professionals” Did you know that... • A 2007 CDC report found that 1 in 150 children in America have an Autism Spectrum Disorder. In 1995, it was 1 in 2,500. • The American Society of Autism (ASA) estimates that 1.5 million Americans and their families are now affected. • Autism a national health crisis, costs the US at least $35 billion annually. • There are 371 Delawar- eans with Autism, 207 are over the age of 21. A Study of... Autism Awareness Ribbon The puzzle pattern of this ribbon reflects the mystery and complex- ity of autism. The different colors and shapes represents the diversity of people and families living with this disorder. The brightness of the ribbon signals hope—through research and increasing awareness. .. Autism Society of Delaware 5572 Kirkwood Highway Wilmington, DE 19808 (302) 472-2638 Fax: (302) 472-2640 Lower DE Autism Foundation 33815 Clay Road, Suite F Lewes, DE 19958 (302) 644-3410 www.delautism.org