Conduct Disorder

conduct disorder

Diagnostic Criteria for Attention _Deficit /Hyperactivity Disorder

Diagnostic Criteria for Attention _Deficit /Hyperactivity Disorder

 A  .        either (1)   or  (2)

 (1)

six (or more) of the following symptoms of inattention have persisted for at leas 6 months to a degree that is maladapuve  and inconsistent with developmental level 

 Inattention

   often fails to give close attention to details or makes careless mistakes in schoolwork ,work 

 or other activities (a)

often has difficulty sustaining attention in tasks or play activities 

often does not seem to listen when spoken to directly

often does not follow through on instructions and fails to finished school-work, chores, or duties in the workplace (not due to oppositional behavior or failure to understand instruction)

often has difficulty organizing tasks and activitie

often avoids dislikes,or is reluctant to engage in tasks that require sustained mental effort (such as school work or homework)

often loses things necessary for tasks or activities (e.g ., toys, school assignments, pencils, books, or tools)

is often easily distracted by extranerous stimuli

is often forgetful in daily activities

(2)

six(or more) of the following symptoms of hyperactivity - impulsivity have persisted for at least 6 months to a degree that is maladaptive and inconsistent with development level

Hyperactivity

often fidgets with hands or feet or squirms in seat

often leaves seat in classroom or in other situation in with remaining seated is expected

often runs about or climbs excessively in situation in which it is inappropriate ( in adolescents or adults, may be limited to subjective feelings of restlessness

often has difficulty playing or engaging in leisure activities quietly

"is often "on the go" or often acts as if "driven by a motor

often talks excessively

Impulsivity

often blurts out answers before questions have been completed

often has difficulty awaiting turn

often interrupts or intrudes on others (e.g., butts into conversation or games

B ) .   some hyperactive-impulsive or inattentive symptoms that  caused impairment were present before age 7 years 

C)      some impairment from the symptoms is present in two or more setting (e,g., at school or work and at home

D).         There must be clear evidence of clinically significant impairment in social, academic, or occupational functioning 

E) .            the symptoms do not occur exclusively during the course of a pervasive developmental disorder, schizophrenia, or other psychotic disorder and are not better accounted for by another mental disorder(e,g.,mood disorder, anxiety disorder, dissociative disorder or a personality disorder 

 

  

Autism Disorder / Diagnostic Criteria For Asperger's Disorder

                  

    A)  qualitative impairment in social interaction, as manifested by at least two of the following 

marked impairment in the use of multiple nonverbal behaviors such as eye-to-eye of gaze, facial
expression, body postures, and gestures to regulate social interaction

failure to develop peer relationships appropriate to developmental level

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

lack of social or emotional reciprocity

B )  restricted repetitive and stereotyped patterns of behavior, interests, and activities, as manifested by at least one of the following  

encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus

   apparently inflexible adherence to specific , nonfunctional routines or rituals

  stereotyped and repetitive motor mannerisms (e.g., hand or finger flapping or twisting or complex whole-body movements

  persistent preoccupation with parts of objects

C)    the disturbance causes clinically significant impairment in social ,occupational, or other important areas of functioning 

D) there is no clinically significant general delay in language (e.g., single words used by age 2 years, communicative phrases used by age 3 years 

E)    there is no clinically significant delay in cognitive development or in the development of age-appropriate self-help skills, adaptive behavior (other than in social interaction) , curiosity about the environment in childhood

     F)     Criteria are not met for another specific pervasive developmental disorder or schizophrenia

  

autistic asperger's Disorder

asperger's Disorder

Diagnostic Features

the essential features of asperger's Disorder are severe and sustained impairment in social interaction  and the development of restricted, repetitive patterns behavior, interests,and activities the disturbance must cause clinically significant impairment in social, occupational, or other important areas of functioning . in contrast to autistic Disorder there are no clinically significant delays or deviance in language acquisition (e.g.,single non-echoed words are used communicatively by age 2 years, and spontaneous communicative phrases are used by age 3 years ) , although more subtle aspects of social communication ( e.g, typical give-and-take in conversation ) may be affected. in addition, during the first 3 years of life, there are no clinically significant delays in cognitive development as manifested by expressing normal curiosity about the environment or in the acquisition of age-appropriate learning skills and adaptive behaviors (other than in social interaction ) . finally, the criteria are not met for another specific pervasive developmental Disorder or for schizophrenia . this condition is also termed Asperger's syndrome

the impairment in reciprocal social interaction is gross and sustained. there may be marked impairment in the use of multiple nonverbal behavior (e.g., eye-to-eye of gaze, facial
expression, body postures, and gestures to regulate social interaction and communication . may be failure to develop peer relationships appropriate to developmental level
that may take different forms at different ages  younger individuals may have little or no interest in friendships / older individuals may have an interest in friendship but lack understanding of the conventions of social interaction 

 

autistic disorder/ diagnostic criteria for autistic diorder

 Diagnostic Criteria for Autistic Disorder

A - A total of six ( or more ) items from (1), (2), and (3), with at least two from (1 ) , and one each from (2),and (3

 (1)qualitative impairment in social interaction, as manifested by at least two of the followin)
(a)
marked impairment in the use of multiple nonverbal behaviors such as eye-to-eye of gaze, facial
expression, body postures, and gestures to regulate social interaction
(b)
failure to develop peer relationships appropriate to developmental level
(c)
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
(d)
lack of social or emotional reciprocity

(2)qualitative impairments incommunication, as manifested by at least one of the followin)

 a ) delay in or lack of , the development of spoken language ( not accompanied by an attempt to 

compensate through alternative modes of communication such as gesture or mime)

b ) in individuals with adequate speech, marked impairment in the ability to initiate or sustain a conversation with others 

( c ) stereotyped and repetitive use of language or idiosyncratic language

( d ) lack of varied spontaneous make-believe play or social imitative play appropriate to developmental level

 restricted repetitive and stereotyped patterns of behavior, interests, and activities, as manifested by at least of the following (3 

 ( a ) encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus

 b )  apparently inflexible adherence to specific , nonfunctional routines or rituals

 c ) stereotyped and repetitive motor mannerisms (e.g., hand or finger flapping or twisting or complex whole-body movements

 d ) persistent preoccpation with parts of objects

b .  delays or abnormal functioning in at least one of the following area, with onset prior to age 3 years:(1) social interaction, (2) language as used in social communication, or(3) symbolic or imaginative play

c.  the disturbance is not better accounted for by retts disorder or childhood Disinte-grative Disorder

autistic disorder / diagnostic features

the essential features of autistic disorder are the presence of markedly abnormal or impaired
 development in social interaction
and communication and a markedly restricted repertoire of activity and interests
manifestations of the disorder vary greatly depending on the developmental level and chronological age of the individual
       autistic disorder is  sometimes referred to as early infantile autism, childhood autism, or kanners
autism
the impairment in reciprocal social interaction is gross and sustained. there may be marked   impairment in the use of multiple nonverbal behaviors (e.g., eye - to- eye of gaze, facial expression, body postures and gestures) to regulate social interaction and communication . there may be failure to develop peer relationships appropriate to develomental level
that may take different forms at different ages  younger individuals may have little or no interest in friendships / older individuals may have an interest in friendship but lack understanding of the conventions of social interaction
there may be a kack of spontaneous seeking to share enjoyment, interests,or achievments with other people (e.g, not shwing, bringing, or pointing out object they find interesting ) lack of social or emotional reciprocity may be present ( not actively participating in simple  social play or games , preferring solitary activities or involving others in activities only as tools or "mechanical" aids
often an individuals awareness of others is markedly impaired. individuals with this disorder may be oblivious to other children ( including sibling ) , may have no concept of the needs of others , or may not notice another persons distress
the impairment in communication is also marked and sustained and affects both verbal and nonverbal skills. there may be delay in, or total lack of, the development of spoken language . in individuals who do speak, there may be marked impairment in the ability to initiate or sustain a conversation with others , or a stereotyped and repetitive use of language or idiosyncratic language there may also be a lack of varied, spontaneous make-believe play or social imitative play appropriate to developmental level. when speech does develop, the pitch, intonation, rate, rhythm,or stress may be abnormal ( e.g, tone of voice may be monotonous or inappropriate to context or may contain question like rises at ends of statements) . grammatical structures are often immature and include stereotyped and repetitive use of language ( e.g , repetition of words or phrases regardless of meaning , repeating jingles or commercials or idiosyncratic language ( i.e, language that has meaning only to those familiar with the individuals communication style ). language comprehension is often very delayed, and the individual may be unable to understand simple question or direction. a disturbance in the pragmatic ( social use ) of language is often evidenced by an inability to integrate words with gestures or understand humor or nonliteral aspects of speech such as irony or implied meaning imaginative play is often absent or markedly impaired . these individuals also tend not to engage in the simple imitation games or routines of infancy or early childhood or do so only out of context or in a mechanical way
 individuals with autistic disorder have restricted , repetitive, and stereotyped patterns of behavior interests, and activities. there may be an encompassing preoccupation with one or more stereotyped and restricted patters of interest that is abnormal either in intensity or focus an apparently inflexible adherence to specific, nonfunctional routines or rituals
stereotyped and repetitive motor mannerisms or a persistent preoccupation with parts of objects
individuals with autistic disorder display a markedly restricted range of interests and are often preoccupied with one narrow interest ( e.g ,dates , phone numbers, radio station call letters ) they may line up an exact number of play things in the same manner over and over again or repetitively mimic the actions of a television actor they may insist on sameness and show resistance to or distress over trivial changes ( e.g , a younger child may have a catastrophic reaction to a minor change in the environment such as rearrangement of the furniture or use of a new set of utensils at the dinner table

autism / Symptoms

Symptoms

?What Are the Symptoms of Autism

Autism spectrum disorders (ASD) are characterized by social-interaction difficulties, communication challenges and a tendency to engage in repetitive behaviors. However, symptoms and their severity vary widely across these three core areas. Taken together, they may result in relatively mild challenges for someone on the high functioning end of the autism spectrum. For others, symptoms may be more severe, as when repetitive behaviors and lack of spoken language interfere with everyday life.
As illustrated by the graph on the left, the basic symptoms of autism are often accompanied other medical conditions and challenges. These, too, can vary widely in severity.
While autism is usually a life-long condition, all children and adults benefit from interventions, or therapies, that can reduce symptoms and increase skills and abilities. Although it is best to begin intervention as soon as possible, the benefits of therapy can continue throughout life.

Social Challenges

Communication Difficulties

Repetitive Behaviors

Physical and Medical Issues that may Accompany Autism 

Social Challenges 

Typically developing infants are social by nature. They gaze at faces, turn toward voices, grasp a finger and even smile by 2 to 3 months of age. By contrast, most children who develop autism have difficulty engaging in the give-and-take of everyday human interactions. By 8 to 10 months of age, many infants who go on to develop autism are showing some symptoms such as failure to respond to their names, reduced interest in people and delayed babbling. By toddlerhood, many children with autism have difficulty playing social games, don’t imitate the actions of others and prefer to play alone. They may fail to seek comfort or respond to parents' displays of anger or affection in typical ways.

Research suggests that children with autism are attached to their parents. However the way they express this attachment can be unusual. To parents, it may seem as if their child is disconnected. Both children and adults with autism also tend to have difficulty interpreting what others are thinking and feeling. Subtle social cures such as a smile, wave or grimace may convey little meaning. To a person who misses these social cues, a statement like “Come here!” may mean the same thing, regardless of whether the speaker is smiling and extending her arms for a hug or frowning and planting her fists on her hips. Without the ability to interpret gestures and facial expressions, the social world can seem bewildering.
Many persons with autism have similar difficulty seeing things from another person's perspective. Most five year olds understand that other people have different thoughts, feelings and goals than they have. A person with autism may lack such understanding. This, in turn, can interfere with the ability to predict or understand another person’s actions.
It is common – but not universal – for those with autism to have difficulty regulating emotions. This can take the form of seemingly “immature” behavior such as crying or having outbursts in inappropriate situations. It can also lead to disruptive and physically aggressive behavior. The tendency to “lose control” may be particularly pronounced in unfamiliar, overwhelming or frustrating situations. Frustration can also result in self-injurious behaviors such as head banging, hair pulling or self-biting.
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Communication Difficulties

By age three, most children have passed predictable milestones on the path to learning language. One of the earliest is babbling. By the first birthday, most typically developing toddlers say a word or two, turn and look when they hear their names, point to objects they want or want to show to someone (not all cultures use pointing in this way). When offered something distasteful, they can make clear – by sound or expression – that the answer is “no.”
By contrast, young children with autism tend to be delayed in babbling and speaking and learning to use gestures. Some infants who later develop autism coo and babble during the first few months of life before losing these communicative behaviors. Others experience significant language delays and don’t begin to speak until much later. With therapy, however, most people with autism do learn to use spoken language and all can learn to communicate.
Many nonverbal or nearly nonverbal children and adults learn to use communication systems such as pictures (image at left), sign language, electronic word processors or even speech-generating devices.
When language begins to develop, the person with autism may use speech in unusual ways. Some have difficulty combining words into meaningful sentences. They may speak only single words or repeat the same phrase over and over. Some go through a stage where they repeat what they hear verbatim (echolalia).
Some mildly affected children exhibit only slight delays in language or even develop precocious language and unusually large vocabularies – yet have difficulty sustaining a conversation. Some children and adults with autism tend to carry on monologues on a favorite subject, giving others little chance to comment. In other words, the ordinary “give and take” of conversation proves difficult. Some children with ASD with superior language skills tend to speak like little professors, failing to pick up on the “kid-speak” that’s common among their peers.
Another common difficulty is the inability to understand body language, tone of voice and expressions that aren’t meant to be taken literally. For example, even an adult with autism might interpret a sarcastic “Oh, that's just great!” as meaning it really is great.
Conversely, someone affected by autism may not exhibit typical body language. Facial expressions, movements and gestures may not match what they are saying. Their tone of voice may fail to reflect their feelings. Some use a high-pitched sing-song or a flat, robot-like voice. This can make it difficult for others know what they want and need. This failed communication, in turn, can lead to frustration and inappropriate behavior (such as screaming or grabbing) on the part of the person with autism. Fortunately, there are proven methods for helping children and adults with autism learn better ways to express their needs. As the person with autism learns to communicate what he or she wants, challenging behaviors often subside. (See section on Treatments.)
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Repetitive Behaviors

Unusual repetitive behaviors and/or a tendency to engage in a restricted range of activities are another core symptom of autism. Common repetitive behaviors include hand-flapping, rocking, jumping and twirling, arranging and rearranging objects, and repeating sounds, words, or phrases. Sometimes the repetitive behavior is self-stimulating, such as wiggling fingers in front of the eyes.
The tendency to engage in a restricted range of activities can be seen in the way that many children with autism play with toys. Some spend hours lining up toys in a specific way instead of using them for pretend play. Similarly, some adults are preoccupied with having household or other objects in a fixed order or place. It can prove extremely upsetting if someone or something disrupts the order. Along these lines many children and adults with autism need and demand extreme consistency in their environment and daily routine. Slight changes can be extremely stressful and lead to outbursts
Repetitive behaviors can take the form of intense preoccupations, or obsessions. These extreme interests can prove all the more unusual for their content (e.g. fans, vacuum cleaners or toilets) or depth of knowledge (e.g. knowing and repeating astonishingly detailed information about Thomas the Tank Engine or astronomy). Older children and adults with autism may develop tremendous interest in numbers, symbols, dates or science topics.
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Associated Medical Conditions

Thanks to donor support, Autism Speaks continues to fund research into the causes and treatment of the medical conditions associated with ASD. You can explore these studies here. This research is reflected in the comprehensive care model at the heart of our Autism Treatment Network(ATN) clinics. To find out if there is an ATN clinic close to you, click here. For in depth information on medical conditions, please see our website’s related pages: “Treatments for Associated Medical Conditions” and “What Treatments are Available for Speech, Language and Motor Impairments,” in addition to the information below.
Genetic Disorders 
Some children with autism have an identifiable genetic condition that affects brain development. These genetic disorders include Fragile X syndrome, Angelman syndrome, tuberous sclerosis and chromosome 15 duplication syndrome and other single-gene and chromosomal disorders. While further study is needed, single gene disorders appear to affect 15 to 20 percent of those with ASD. Some of these syndromes have characteristic features or family histories, the presence of which may prompt your doctor to refer to a geneticist or neurologist for further testing. The results can help guide treatment, awareness of associated medical issues and life planning.
Gastrointestinal (GI) Disorders 
GI distress is common among persons with autism, and affects up to 85 percent of children with ASD. These conditions range in severity from a tendency for chronic constipation or diarrhea to inflammatory bowel disease. Pain caused by GI issues can prompt behavioral changes such as increased self soothing (rocking, head banging, etc) or outbursts of aggression or self-injury. Conversely, appropriate treatment can improve behavior and quality of life. Please see our treatment section on “Gastrointestinal Disorders.” It includes discussion of popular dietary interventions. Thanks to donor support, Autism Speaks continues to fund research into causes and treatments.
Seizure Disorders 
Seizure disorders, including epilepsy, occur in as many as 39 percent of those with autism. It is more common in people with autism who also have intellectual disability than those without. Someone with autism may experience more than one type of seizure. The easiest to recognize is the grand mal, or tonic-clonic, seizure. Others include “petit mal” seizures (when a person temporarily appears “absent”) and subclinical seizures, which may be apparent only with electroencephalogram (EEG) testing.
Seizures associated with autism tend to start in either early childhood or adolescence. But they may occur at any time. If you are concerned that you or your child may be having seizures, it is important to raise the issue with your doctor for possible referral to a neurologist for further evaluation.
Sleep Dysfunction
Sleep problems are common among children and adolescents with autism and may likewise affect many adults. For more information and helpful guidance, see our ATN Sleep Strategies Tool Kit (available for free download).
Sensory Processing Problems 
Many persons with autism have unusual responses to sensory input. They have difficulty processing and integrating sensory information, or stimuli, such as sights, sounds smells, tastes and/or movement. They may experience seemingly ordinary stimuli as painful, unpleasant or confusing. (Explore our donor-funded research on causes and treatments here.)
Some of those with autism are hypersensitive to sounds or touch, a condition also known as sensory defensiveness. Others are under-responsive, or hyposensitive. An example of hypersensitivity would be the inability to tolerate wearing clothing, being touched or being in a room with normal lighting. Hyposensitivity can include failure to respond when one’s name is called. Many sensory processing problems can be addressed with occupational therapy and/or sensory integration therapy. (More information on these therapies, here.)
Pica 
Pica is a tendency to eat things that are not food. Eating non-food items is a normal part of development between the ages of 18 and 24 months. However, some children and adults with autism and other developmental disabilities continue to eat items such as dirt, clay, chalk or paint chips. For this reason, it is important to test for elevated blood levels of lead in those who persistently mouth fingers or objects that might be contaminated with this common environmental toxin.
For more information and resources, please see our Video Glossary and FAQs and special sections on Diagnosis, Learn the Signs, Treatment, Your Child’s Rights, Asperger Syndrome and PDD-NOS. We also offer a number of resource-packed tool kits for free download (here and here). They include our 100 Day Kit for families who have a child recently diagnosed with autism. These resources are made possible through the generous support of our families, volunteers and other donors.

autistic disorder / How Is Autism Diagnosed?

?How Is Autism Diagnosed

 Presently, we don’t have a medical test that can diagnose autism. Instead, specially trained physicians and psychologists administer autism-specific behavioral evaluations.

Often parents are the first to notice that their child is showing unusual behaviors such as failing to make eye contact, not responding to his or her name or playing with toys in unusual, repetitive ways. For a description of early indicators of autism, see Learn the Signs.

The Modified Checklist of Autism in Toddlers (M-CHAT) is a list of informative questions about your child. The answers can indicate whether he or she should be further evaluated by a specialist such as a developmental pediatrician, neurologist, psychiatrist or psychologist. (Take the M-CHAT here.)

We encourage parents to trust their instincts and find a doctor who will listen and refer their child to appropriate specialists for diagnosis. Unfortunately, doctors unfamiliar with diagnosing autism sometimes dismiss parent concerns, delaying diagnosis and the opportunity for early intervention therapies. Autism Speaks and other autism organizations are working hard to raise awareness of early signs among physicians as well as parents.

From birth to at least 36 months of age, every child should be screened for developmental milestones during routine well visits. When such a screening—or a parent—raises concerns about a child's development, the doctor should refer the child to a specialist in developmental evaluation and early intervention. These evaluations should include hearing and lead exposure tests as well as an autism-specific screening tool such as the M-CHAT. Among these screening tools are several geared to older children and/or specific autism spectrum disorders. (Also see our pages on What Is Autism?, Asperger Syndrome and PDD-NOS.)

A typical diagnostic evaluation involves a multi-disciplinary team of doctors including a pediatrician, psychologist, speech and language pathologist and occupational therapist. Genetic testing may likewise be recommended, as well as screening for related medical issues such as sleep difficulties. This type of comprehensive helps parents understand as much as possible about their child's strengths and needs. (For local and regional centers specializing in the coordinated medical care of children and adolescents with autism, explore our Autism Treatment Network and visit our Resources page)

Sometimes an autism spectrum disorder is diagnosed later in life, often in relation to learning, social or emotional difficulties. As with young children, diagnosis of adolescents and adults involves personal observation and interview by a trained specialist. Often, a diagnosis brings relief to those who have long struggled with difficulties in relating socially while not understanding the source of their difficulties. A diagnosis can also open access to therapies and assistive technologies that can improve function in areas of difficulty and, so, improve overall quality of life. (Learn more about Adult Services here.)

DSM-5 (DSM-V) 

The American Psychiatric Association is currently revising the  medical definition of autism spectrum disorder in ways that are expected to change its diagnostic characteristics. This change will go into effect in May 2013. Stay tuned for more information!

For more information and resources, please see our Video Glossary and FAQs and special sections on Symptoms, Learn the Signs, Treatment, Your Child’s Rights, Asperger Syndrome and PDD-NOS. We also offer a number of resource-packed tool kits for free download (here and here). They include our 100 Day Kit for families who have a child recently diagnosed with autism. These resources are made possible through the generous support of our families, volunteers and other donors.

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?How Is Autism Treated

Each child or adult with autism is unique and, so, each autism intervention plan should be tailored to address specific needs.

Intervention can involve behavioral treatments, medicines or both. Many persons with autism have additional medical conditions such as sleep disturbance, seizures and gastrointestinal (GI) distress. Addressing these conditions can improve attention, learning and related behaviors. (Learn more about Treatment of Autism’s Core Symptoms and Treatment of Associated Medical Conditions.)

Early intensive behavioral intervention involves a child's entire family, working closely with a team of professionals. In some early intervention programs, therapists come into the home to deliver services. This can include parent training with the parent leading therapy sessions under the supervision of the therapist. Other programs deliver therapy in a specialized center, classroom or preschool. (Learn more about Early Intervention.)

Typically, different interventions and supports become appropriate as a child develops and acquires social and learning skills. As children with autism enter school, for example, they may benefit from targeted social skills training and specialized approaches to teaching.

Adolescents with autism can benefit from transition services that promote a successful maturation into independence and employment opportunities of adulthood. (Learn more about Transition in our Transition Tool Kit.)

What Early Intervention Therapies Are Currently Available?

Objective scientific studies have confirmed the benefits of two methods of comprehensive behavioral early intervention. They are the Lovaas Model based on Applied Behavior Analysis (ABA) and the Early Start Denver Model. Parents and therapists also report success with other commonly used behavioral therapies, including Floortime, Pivotal Response Therapy and Verbal Behavior Therapy. For still more information, also see the “Treatment and Therapies” chapter of our 100 Day Kit. 

Treatment Options for Toddlers and Preschool Children

Scientific studies have demonstrated that early intensive behavioral intervention improves learning, communication and social skills in young children with autism. While the outcomes of early intervention vary, all children benefit. Researchers have developed a number of effective early intervention models. They vary in details, but all good early intervention programs share certain features. They include:

√ The child receives structured, therapeutic activities for at least 25 hours per week.

√ Highly trained therapists and/or teachers deliver the intervention. Well-trained paraprofessionals may assist with the intervention under the supervision of an experienced professional with expertise in autism therapy.

√ The therapy is guided by specific and well-defined learning objectives, and the child’s progress in meeting these objectives is regularly evaluated and recorded.

√ The intervention focuses on the core areas affected by autism. These include social skills, language and communication, imitation, play skills, daily living and motor skills.

√ The program provides the child with opportunities to interact with typically developing peers.

√ The program actively engages parents in the intervention, both in decision making and the delivery of treatment.

√ The therapists make clear their respect for the unique needs, values and perspectives of the child and his or her family.

√ The program involves a multidisciplinary team that includes, as needed, a physician, speech-language pathologist and occupational therapist.

Do Children or Adults Diagnosed with Autism Ever Move Off "the Spectrum"? 

 Growing evidence suggests that a small minority of persons with autism progress to the point where they no longer meet the criteria for a diagnosis of autism spectrum disorder (ASD). Various theories exist as to why this happens. They include the possibility of an initial misdiagnosis, the possibility that some children mature out of certain forms of autism and the possibility that successful treatment can, in some instances, produce outcomes that no longer meet the criteria for an autism diagnosis.

You may also hear about children diagnosed with autism who reach “best outcome” status. This means they have scored within normal ranges on tests for IQ, language, adaptive functioning, school placement and personality, but still have mild symptoms on some personality and diagnostic tests. 

 Some children who no longer meet the criteria for a diagnosis of autism spectrum disorder are later diagnosed with attention deficit and hyperactivity disorder (ADHD), anxiety disorder or a relatively high-functioning form of autism such as Asperger Syndrome. 

Currently, we don’t know what percentage of persons with autism will progress to the point where they “lose their diagnosis.” We likewise need further research to determine what genetic, physiological or developmental factors might predict who will achieve such outcomes.

We do know that significant improvement in autism symptoms is most often reported in connection with intensive early intervention—though at present, we cannot predict which children will have such responses to therapy. 

We also know that many people with autism go on to live independent and fulfilling lives, and that all deserve the opportunity to work productively, develop meaningful and fulfilling relationships and enjoy life. With better interventions and supports available, those affected by autism are having better outcomes in all spheres of life. 

For more information and resources, please see our Video Glossary and FAQs and special sections on Symptoms, Diagnosis, Learn the Signs, Your Child’s Rights, Asperger Syndrome and PDD-NOS. We also offer a number of resource-packed tool kits for free download from our Family Services Tool Kits page and our Autism Treatment Network Tools You Can Use page). Our 100 Day Kit is for families who have a child recently diagnosed with autism. These resources are made possible through the generous support of our families, volunteers and other donors, as well as through grants administered by the National Institutes of Health.