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Haley Coker
Ms. Tillery
British Literature
27 October 2011
The Unique World of Autism
Autism is a distinct malady in a category revolving around autism spectrum
disorders (ASD). Characteristics include “social impairments, communication
difficulties, and restricted, repetitive and stereotyped patterns of behavior“(Autism Fact
Sheet). The term relates towards the overall development issue that occur from infancy to
early childhood. The signs and symptoms usually occur before the age of three, but they
depend on the lack of communication and skills available within the brain. Although
there is no cure, early preventions have been recommended to prohibit the disease from
occurring. The leading types of Autism include Asperger’s disorder, Kanner’s syndrome,
pervasive developmental disorder, Rett’s syndrome, and childhood disintegrative
disorder, which portray different sub categories for different levels of disability or
function (Evans).
While some children begin to exhibit their symptoms during early infancy, others
may begin normal development only to become withdrawn, become aggressive and
irritated easily, or lose social skills they have already acquired. Young children who
develop the disorder have a hard time noticing the feelings of others, and often cannot
stand to be touched or embraced. They show repetitive movements, develop specific
routines, cannot stand change, and often use an object of interest to comfort them. As
they mature, they become slightly more engaged with their social skills, but still continue

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to have difficulty with their speech and communication. A small amount of children with
Autism are put in the category of “autism savants”; this sort possesses extraordinary
skills in the art, math, or music field (Autism, Mayo).
Areas ranging from maternal age of conception to environmental factors have
been blamed for the creation of autism spectrum disorders. Also, the number of vaccines
given to a child before the age of five plays a key role in suggesting the lack of brain
tissue existing for the child to function properly. Abnormal patterns like gastrointestinal
dysfunctions, neuro-inflammation, decreased blood flow to key areas in the cranium, and
oxidative stress have shown signs that could react to form various disturbances while the
child is in the womb. Prior to conception, a woman can improve her diet and lifestyle
habits, begin an exercise routine, and add a source of Omega 3 to lessen her child’s
probability of being diagnosed with ASD. If the woman is already pregnant, she can
continue a highly organic diet, avoid dental work, and supply herself full of protein
(Research: How to Prevent Autism Now).
The most common type of Autism, Asperger’s Disorder, revolves around the
concept of inability to socialize and lack of development of proper communication. They
often set a routine to live by, and become very aggravated if a change must occur. Their
motor skills are considered “under-developed” which makes them clumsy and sensitive
to bright lights or loud sounds. However, children with Asperger’s are exceedingly
intelligent and almost always excel in a specific talent (Hassam). These talents vary from
education, to art or music. It is proven that children inherit this disorder from generations
that exhibited history of depression and bipolar disorder. Scientists hypothesize that the
result of the disorder is damage to the brain tissue either before or during childbirth.

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Often, Asperger’s is misunderstood; the child wants a healthy relationship among their
family and peers, but they are unable to show and receive the emotions necessary to
prove it. As they mature, their comfort level increases among select people. The comfort
level rises the more the child is around the person, and is usually physically and
emotionally attached to their family. Often enough, the child can absorb themselves in a
topic and quote facts without being able to tell whether the person is interested in the
topic or not. This concept is helpful when trying to succeed among society, and can be
fully taken advantage of if the person is capable of living a normal life. Otherwise, the
child will be unable to interact with others. The disease will slow down their
development and ability to be social.
Discovered and classified by Dr. Kanner in the 1930s, Kanner’s syndrome is the
most severe of all. Ability to communicate is not an option, and they are limited to the
amount of interaction available. This syndrome limits the amount of speech available, if
any. They lack the ability to get emotionally attached and are caught up in their own
thoughts. According to Mosby’s Medical Dictionary, the syndrome is based on “rituals
and compulsive behavior manifested by a resistance to change and repetitive acts”
(Kanner’s Syndrome). Strong smells, bright lights, and loud noises affect their behavior
and can often lead to a disruption in their choreographed pattern. The only treatment
currently available includes psychotherapy and special education, which depends fully
upon the child’s capability and their comfort level.
The “classic” form of autism, also known as Pervasive Developmental Disorder,
reverts back to the idealistic form of autism. There is not an obvious difference between
the two; they go hand in hand with one another. However, it includes children that may

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possess the other four types, and it includes children that may not meet the requirements
of any of the four types depending on the severity of their symptoms. Pervasive
Developmental Disorder is not limited to specific symptoms; they vary depending on the
child and their exact form of diagnosis (NINDS Pervasive Developmental Disorders
Information Page). Recommended treatment includes specialized classroom where the
child can build their social standards along with accepting instruction on a one-on-one
basis, and someone that is capable and experienced in the autism field of study. The
disorder does not affect life span and is never fatal; it simply complicates the child’s
ability to understand concepts and emotions, along with change.
Certain forms of Autism go completely unrecognized in the beginning. Rett’s
syndrome occurs strictly in females and is very rare throughout many of the neurological
disorders. The symptoms include the loss of muscle tone, apraxia, also known as the loss
of motor skills, and irregular eye contact. Hand controls also become an issue and usually
result in constant, repetitive motions. The disease itself is divided into four stages starting
between six and eighteen months after birth. Stage I often goes unnoticed since it tends to
be vague and can only be detected by slow development depending upon the age of the
infant. Stage II occurs when the child loses hand control along with spoken language.
Stage III is considered the pseudo-stationary age, and is usually detected by seizures or
apraxia. However, this stage can also show improvement among alertness, attention span,
and communication skills. Stage IV can result in scoliosis and other muscle weaknesses.
This stage is expected to last for years or decades (Rett Syndrome Fact Sheet). Girls with
this disease are diagnosed with mental retardation, and are expected to require personal
care for the rest of their lives (Hassam).

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Childhood Disintegrative Disorder, another rare and late-showing form, usually
takes effect between the ages of two and four. Once the disorder has fully developed, the
child loses language, motor, social, etc. skills they have already acquired. Symptoms that
are common to differentiate this disorder include lack of play, loss of bowel and bladder
control, and problems forming relationships with children and family members
(Childhood Disintegrative Disorder). Childhood schizophrenia and PDD are often
intertwined among this disorder; the most apparent symptom is the loss of skills already
learned along with isolation. The diagnosis usually requires “lost function in at least two
areas of development” (Autism, PubMed). The most common experimental treatment
uses steroid shots in order to hinder any progression expected.
All in all, autism is a wide spectrum of many symptoms that require physical and
emotional needs along with a mentor that is patient and understanding. The disease
revolves around one other, but still retains their differences in order to determine how to
treat different types of autism. ASD may vary, but it is shown among all different types
of ethnic groups, age groups, and gender. Males suffer from a higher risk of getting the
disorder, however females have their own specific form of autism. ASD’s most distinct
feature is the focus on the impairment of social interaction. Other features include
repetitive movements, loss of muscle tissue, the ability of becoming easily aggravated,
and the lack of ability to control emotions. More advances and treatments are being
tested, and hopefully a cure for autism will be found.

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Works Cited
“Autism.” Mayo Clinic. N.p., 4 Apr. 2011. Web. 14 Sept. 2011.
<http://www.bing.com////?q=autism>.
“Autism.” PubMed Health. Ed. Neil K. Kaneshiro and David Zieve. National Library of
Medicine, n.d. Web. 12 Sept. 2011. <http://www.ncbi.nlm.nih.gov///>.
“Autism Fact Sheet.” National Institute of Neurological Disorders and Stroke. 09-1877
ed. National Institutes of Health, Sept. 2009. Web. 13 Sept. 2011.
<http://www.ninds.nih.gov///_autism.htm>.
“Childhood Disintegrative Disorder.” PubMed Health. Ed. Benjamin W. Van Vorhees
and David Zieve. A.D.A.M. Medical Encyclopedia, 13 May 2010. Web. 13 Oct. 2011.
<http://www.ncbi.nlm.nih.gov///>.
Evans, Rachel. “Five Autism Types Explained.” Iser Home. Special Education &
Learning Disabilities Resources: A Nationwide Directory, n.d. Web. 15 Sept. 2011.
<http://www.iser.com//types.html>.
Hassam. “Types of Autism.” HubPages. N.p., n.d. Web. 15 Sept. 2011.
<http://hassam.hubpages.com//Of-Autism>.
“Kanner’s syndrome.” The Free Dictionary. 8th ed. Farlex, 2009. Web. 24 Oct. 2011.
<http://medical-dictionary.thefreedictionary.com/’s+syndrome>.
“NINDS Pervasive Developmental Disorders Information Page.” National Institute of
Neurological Disorders and Stroke. National Institutes of Health, n.d. Web. 13 Oct. 2011.
<http://www.ninds.nih.gov///.htm>.
“Research: How to Prevent Autism Now.” Autism Research Institution. N.p., n.d. Web.
13 Sept. 2011. <http://www.autism.com/_preventing_autism_now.asp>.

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“Rett Syndrome Fact Sheet.” National Institute of Neurological Disorders and Stroke.
National Institutes of Health, 16 Aug. 2011. Web. 13 Oct. 2011.
<http://www.ninds.nih.gov/ers//_rett.htm>.