Did you know that according to the Centre for Disease Control, one in 36 children in the US lie somewhere in the Autism spectrum disorder?
Inclusivity in all facets of human life has finally reached. Even popular culture and binge-worthy shows have begun representing autistic people, whether we speak of the drama series The Good Doctor or the feel-good Netflix show Atypical.
By now, if you’re someone passionate about or learning more about mental health every day, it’s likely you’ve come across the word “spectrum” or references to “people on the spectrum.”
But what exactly does it mean for autism to be called “Autism Spectrum Disorder”? This blog will dive into this question and, hopefully, help you understand neurodiversity better.
What Is Autism Spectrum Disorder?
Autism, or autism spectrum disorder (ASD), refers to a wide range of neurological and developmental conditions that affect how individuals communicate, learn, and interact with others (Autism speaks).
One can be diagnosed with autism at any age, but it is usually identified in early childhood. Symptoms begin to appear within the first two years of life, according to NIMH.
Main areas that characterize Autism include (as given by IIDC):
- Social Communication Impairments:
Autistic people may find social interactions challenging from an early age. A toddler, for example, may avoid eye contact or show a lack of interest in group play. Other children may reject attempts from others to engage. They may also find it challenging to decipher nonverbal cues to understand jokes and sarcasm.
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- Speech/Language Impairments:
Autistic individuals may find it challenging to communicate with other people. For instance, a child might repeat lines from their favorite TV show (known as echolalia) during conversations or an adult may use advanced vocabulary in their areas of interest but struggle with everyday phrases.
- Speech/Language Impairments:
- Repetitive or Stereotyped Patterns of Behavior, Interests, and Activities:
A characteristic feature of autistic people may be observed in routines and specific interests, as many find comfort in them. This makes it difficult for many on the spectrum to deal with transitions or changes — whether it’s to a schedule or the loss of a beloved object.
- Executive Function Impairments:
Executive functioning skills consist of higher-order functions such as planning, organizing, and problem-solving. If impaired, autistic people may find it overwhelming to do complex tasks such as a complicated homework task.
The next section goes over more concepts that help us understand autism.
Did You Know That Autism Was Once Misdiagnosed as Childhood Schizophrenia?
Historically, autism was often misunderstood and misdiagnosed. In fact, it was once grouped under the umbrella of “childhood schizophrenia” until Austrian pediatrician Hans Asperger and American psychiatrist Leo Kanner, in the mid-20th century, began identifying it as a distinct condition. Even before this, Russian child psychiatrist Grunia Sukhareva had described Autism in her paper in 1925, but her work could not reach the English-speaking world.
Over time, the definition of autism has expanded.
Autism is a Spectrum.
Autism is considered to be a “spectrum” — because no two people with autism experience it in the same way. Some might face challenges with speech or social skills, and others may exhibit repetitive behaviors or sensory sensitivities.
Here are some points to understand the spectrum better:
- Being on the Spectrum is NOT About Being “Less Autistic” or “More Autistic”.
When learning about Autism or Autism Spectrum Disorder (ASD), many may assume that the spectrum is about severity of the condition — but in reality, autism is a collection of traits, and each autistic person has a unique combination of strengths and challenges.
Imagine a rainbow with all the colors. Would you consider the red end severe or the violet end milder? No! Both those colors are whole parts of the rainbow.
Now, imagine three individuals with autism:
- Person A is highly verbal and analytical but struggles with sensory processing. This makes noisy environments very overwhelming for them.
- Person B is non-verbal but socially perceptive. They use a communication device to share their witty and insightful thoughts.
- Person C experiences intense sensory overload and struggles with transitions but excels at pattern recognition and problem-solving.
All three of these people are on the spectrum – but could you really call one “more” or “less” autistic than the other?
Instead of a linear scale, imagine the autism spectrum as a radar chart. It has multiple axes representing traits like social communication, sensory processing, pragmatic language, executive functioning, and repetitive behaviors.
- We’re Not “All a Little Autistic”
Relating to some facets of autistic traits does not equate to being on the spectrum. Autism involves challenges across multiple areas, not just one or two traits.
For instance:
- If someone struggles only with social communication, they might struggle with social communication, not autism.
- If a person experiences sensory overload but not other challenges, they might have issues with sensory processing, not autism.
Autism is a combination of traits that manifest together, not isolated characteristics.
- We Listen and We Don’t Judge
Making judgements about autistic individuals based on visible traits does not paint the whole picture of their struggles. For example, someone who avoids eye contact but speaks fluently might be dismissed as “not really autistic.” Or in another case, an autistic person whose non-verbal may be wrongly assumed to lack intelligence.
However, outward behaviors don’t reflect the full picture. For example, renowned autistic scientist Temple Grandin struggled with social interactions but had absolutely impeccable visual thinking skills, leading her to the success she’s today considered.
The beauty of the autism spectrum is its diversity. Just like the colors in a rainbow, every autistic person has their own unique way of shining.
- Autism is Lifelong – But More of a Uniqueness, Not Illness
Autism is a lifelong condition. An autistic person’s needs, strengths and challenges may change over time. As they transition through life stages, they may need different types of support and accommodations.
It is also not clear what causes autism. Neglectful parenting, or early childhood adversity are not behind autism, which is why it is important to avoid putting blame onto an autistic individual or their upbringing.
Most importantly, acceptance is long due for those on the spectrum – as being different neurologically does not equate to being ill, which suggests that there’s something to be “fixed” or “treated”. Inclusive therapies around autism tend to celebrate this difference as a uniqueness and a strength – and are targeted towards adjustment to daily life rather than “fitting in”.
Breaking Stereotypes – Let Us All Embrace Neurodiversity
Anybody can be autistic, regardless of sex, age, race or ethnicity. However, research suggests that boys get diagnosed with autism four times more often than girls.
This huge gap in diagnosis can once again be traced back to the complexity of the spectrum. Autism may look different in girls and boys – girls may have more subtle presentation of symptoms, fewer social and communication challenges, and fewer repetitive behaviors. A stereotype is associated with how autistic individuals appear, and this makes it difficult for girls to get a proper diagnosis. Getting a diagnosis is also harder for autistic adults, who often learn to “mask”, or hide, their autism symptoms.
While stereotypes need to be addressed in terms of underdiagnosis and misdiagnosis – when it comes to developmental or neurological disorders like Autism or Autism Spectrum Disorder (ASD) – a new movement of neurodiversity has taken significance. To truly understand the struggles and rights of people on the spectrum, it is essential to understand the concept of neurodiversity.
What is Neurodiversity?
According to Harvard Health, neurodiversity refers to the idea that there are diverse ways in which people experience and interact with the world. Thus, it suggests that there is NO “right” or “wrong” way of thinking, learning, and behaving. Differences must not be viewed as deficits.
The concept of neurodiversity is more of a collective movement but is often associated with sociologist Judy Singer, who coined the term in the 1990s, advocating for the rights and acceptance of autistic individuals like herself. She is now known as the “mother of neurodiversity”. Popular also is Jim Sinclair’s essay Don’t Mourn For Us — which emphasized that being autistic was not the life-defeating tragedy that many parents and society generally treated it as.
Today, this movement has extended to other neurological and developmental conditions such as Attention-Deficit Hyperactive Disorder (ADHD) and learning disabilities.
Viewing neurodiverse individuals through the lens of difference rather than disorder is essential to enable and promote inclusivity. This perspective helps remove stigma and focuses on helping individuals thrive in their environments.
How Society Can Support Neurodiversity
Wondering what changes are needed to support neurodiverse individuals? Here are some basic ways:
Empathy and Curiosity: Embracing neurodiversity starts with understanding that different ways of thinking and processing are natural and valid. So, if you’ve read this blog until here – congratulations! You’re one step closer to supporting neurodiverse individuals.
Systemic Change: Apart from individual initiative, stigma around neurodiverse individuals needs to be dealt with systematically. Breaking stereotypes is the first step. The next step is to encourage creating inclusive environments across education, workplaces, and public spaces – so that neurodiverse individuals can also access work and life as freely as others.
Listening to neurodivergent voices. Their experiences provide us with rich accounts and guidance towards the directions we must take.
Going by the neurodiversity model, modern interventions should focus on celebrating strengths and supporting unique needs, rather than aiming to “normalize” differences.
Conclusion
Understanding that autism or Autism Spectrum Disorder (ASD) is a spectrum is key to embracing the diversity it represents. No two individuals with autism are the same, and this variability enriches our society in countless ways.
Moving beyond outdated labels and stereotypes can help us appreciate the unique strengths, perspectives, and contributions of those on the spectrum. Taking inspiration from the neurodiversity movement, it is important to cultivate empathy and curiosity for difference from a lens that does not emphasize deficit. In embracing neurodiversity, we take a vital step toward creating a more compassionate, inclusive, and equitable society.
