Chapter 1 - What is ASD?
What is Autism?
Autism is a neurotype, or a natural variation of human development, characterized by unique combinations of sensory, cognitive, motor, and communication differences (ASAN, 2025). These differences are part of the broad spectrum of human diversity and not inherently deficits or disorders. Examples of differences are listed in the bulleted list below:
sensory systems
motor abilities
communication
regulation
behavior
cognition
Even though Autistic children may have differences in the areas listed above, not every single Autistic child will have the same combinations of differences. It is important to understand that every Autistic experience for every Autistic individual will fall differently on the spectrum.
In addition to differences in the areas listed above, it is also very common for Autistic individuals to possess comorbidities (medical condition(s) simultaneously present alongside another) such as motor coordination challenges (e.g., apraxia), ADHD, obsessive-compulsive disorder (OCD), etc.
“Why fit in when you were born to stand out?” - Dr. Seuss
Early Signs of Autism
In the two figures below, there are lists of various signs that can potentially occur early on. This is not in any way an exhaustive list, nor does every sign have to be checked off for your child to be diagnosed with Autism. These are just common signs that arise at an early age.
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These are signs that you can notify your medical provider about if you notice them. A gentle reminder that there is nothing “wrong” with your child. He or she is seeking the world in a different way than what is considered “typical.”
May prefer not to make or sustain eye contact
May not respond consistently to their name by 9 months
May express emotion or connection in ways that differ from facial expressions or expected affect
May connect with caregivers in nontraditional ways or through less overt expressions of joy
May not engage in typical back-and-forth games by 12 months but may show interest through other forms of play like lining up toys
May use few conventional gestures (like waving), but may communicate through alternative means
May share interests differently or engage with peers in unique ways
May imitate less frequently or in different contexts
May not point to share interest by 18 months, but may use other strategies to communicate curiosity
Gentle Reminders
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These are signs that you can notify your medical provider about if you notice them. A gentle reminder that there is nothing “wrong” with your child. He or she is seeking the world in a different way than what is considered “typical.”
May arrange toys or objects in specific ways and experience distress if that order is changed, as this organization brings comfort or meaning
May use repeated phrases, words, or sounds as a form of regulation, communication, or enjoyment
May engage in movements like hand flapping, rocking, or spinning—these are often self-regulating (stimming) actions that support sensory processing or emotional expression
May develop deep interests in particular topics or objects and form strong connections with them
May be highly sensitive to certain sensory inputs (such as specific textures, sounds, or routines)
May seek out specific sensory experiences that feel comforting, stimulating, or regulating
These behaviors are not signs that something is “wrong”—they may simply reflect a different way of communicating, connecting, or experiencing the world. Some children develop along timelines or through pathways that differ from standardized expectations. Observing how a child expresses themselves can help caregivers and educators understand how to support them best.
These behaviors are not “symptoms”—they are valid expressions of identity, communication, and regulation for many autistic individuals. Understanding them helps us support each child’s unique way of engaging with the world.
“Acceptance is the bridge that connects us to genuine happiness and peace.” - Thich Nhat Hanh
Diagnosing Autism
According to the Center for Disease Control (2024), receiving a diagnosis for Autism Spectrum Disorder (ASD) relies on information from two important sources.
Description of the child’s development from the parent and or caregiver of the child in question in various settings (e.g., home, school, community, etc.).
A healthcare provider’s or professional’s observation of the child’s behaviors.
The American Psychiatric Association's Diagnostic and Statistical Manual, Fifth Edition (DSM-5) provides standardized criteria to diagnose Autism Spectrum Disorder (ASD).
According to the DSM-5, in order to meet diagnostic criteria for Autism, a child must have persistent challenges in each of the three areas for social communication and interaction (see A.1. through A.3. to the right) as well as at least two of four types of restricted, repetitive behaviors (see B.1. through B.4. to the right).
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Challenges in social-emotional reciprocity, ranging, for example, from abnormal social approach and failure of normal back-and-forth conversation; to reduced sharing of interests, emotions, or affect; to failure to initiate or respond to social interactions.
Challenges in non-verbal communicative behaviors used for social interaction, ranging, for example, from poorly integrated verbal and nonverbal communication; to abnormalities in eye contact and body language or deficits in understanding and use of gestures; to a total lack of facial expressions and nonverbal communication.
Challenges in developing, maintaining, and understanding relationships, ranging, for example, from difficulties adjusting behavior to suit various social contexts; to difficulties in sharing imaginative play or in making friends; to absence of interest in peers.
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Stereotyped or repetitive motor movements, use of objects, or speech (e.g., simple motor stereotypes, lining up toys or flipping objects, echolalia, idiosyncratic phrases).
Insistence on sameness, inflexible adherences to routines, or ritualized patterns or verbal nonverbal behavior (eg, extreme distress at small changes, difficulties with transitions, rigid thinking patterns, greeting rituals, need to take same route or eat food every day).
Highly restricted, fixated interests that are abnormal in intensity or focus (eg, strong attachment to or preoccupation with unusual objects, excessively circumscribed or perseverative interest).
Hyper- or hypo- reactivity to sensory input or unsual interets in sensory aspects of the environment (eg, apparent indifference to pain/temperature, adverse response to specific sounds or textures, excessive smelling or touching of objects, visual fascination with lights or movement).
Additionally, the child must also meet the following diagnostic criteria below:
Symptoms must be present in the early developmental period (but may not become fully manifest until social demands exceed limited capacities or may be masked by learned strategies in later life).
Symptoms cause clinically significant impairment in social, occupational, or other important areas of current functioning.
These disturbances are not better explained by intellectual disability (intellectual developmental disorder) or global developmental delay. Intellectual disability and Autism Spectrum Disorder frequently co-occur; to make co-morbid diagnoses of Autism Spectrum Disorder and intellectual disability, social communication should be below that expected for general developmental level.