- Autism Spectrum Disorder (ASD)
- A. Persistent deficits in social communication and social interaction across multiple contexts, as manifested by the following, currently or by history:
- 1. Deficits 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.
- 2. Deficits in nonverbal 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.
- 3. Deficits 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.
- B. Restricted, repetitive patterns of behavior, interests, or activities, as manifested by at least two of the following, currently or by history:
- 1. Stereotyped or repetitive motor movements, use of objects, or speech.
- 2. Insistence on sameness, inflexible adherence to routines, or ritualized patterns of verbal or nonverbal behavior.
- 3. Highly restricted, fixated interests that are abnormal in intensity or focus.
- 4. Hyper- or hyporeactivity to sensory input or unusual interest in sensory aspects of the environment.
- C. 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).
- D. Symptoms cause clinically significant impairment in social, occupational, or other important areas of current functioning.
- E. 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 comorbid diagnoses of autism spectrum disorder and intellectual disability, social communication should be below that expected for general developmental level.
- Severity is based on social communication impairments and restricted, repetitive patterns of behavior.
- There are 3 levels of severity:
- Level 1: "Requiring Support"
- Level 2: "Requiring Substantial Support"
- Level 3: "Requiring Very Substantial Support" (Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, 2013)
For the full DSM-5 ASD definition: Autism Spectrum Disorder
- Attention Deficit/Hyperactivity Disorder (ADHD)
- A. A persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development, as characterized by (1) and/or (2):
- 1. Inattention: Six (or more) of the following symptoms have persisted for at least 6 months to a degree that is inconsistent with developmental level and that negatively impacts directly on social and academic/occupational activities:
- a. Often fails to give close attention to details or makes careless mistakes in schoolwork, at work, or during other activities.
- b. Often has difficulty sustaining attention in tasks or play activities.
- c. Often does not seem to listen when spoken to directly.
- d. Often does not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace.
- e. Often has difficulty organizing tasks and activities.
- f. Often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort.
- g. Often loses things necessary for tasks or activities.
- h. Is often easily distracted by extraneous stimuli (for older adolescents and adults, may include unrelated thoughts).
- i. Is often forgetful in daily activities.
- 2. Hyperactivity and Impulsivity: Six (or more) of the following symptoms have persisted for at least 6 months to a degree that is inconsistent with developmental level and that negatively impacts directly on social and academic/occupational activities:
- a. Often fidgets with or taps hands or feet or squirms in seat.
- b. Often leaves seat in situations when remaining seated is expected.
- c. Often runs about or climbs in situations where it is inappropriate. (Note: In adolescents or adults, may be limited to feeling restless.)
- d. Often unable to play or engage in leisure activities quietly.
- e. Is often “on the go,” acting as if “driven by a motor”.
- f. Often talks excessively.
- g. Often blurts out an answer before a question has been completed.
- h. Often has difficulty waiting his or her turn.
- i. Often interrupts or intrudes on others.
- B. Several inattentive or hyperactive-impulsive symptoms were present prior to age 12 years.
- C. Several inattentive or hyperactive-impulsive symptoms are present in two or more settings.
- D. There is clear evidence that the symptoms interfere with, or reduce the quality of, social, academic, or occupational functioning.
- E. The symptoms do not occur exclusively during the course of schizophrenia or another psychotic disorder and are not better explained by another mental disorder.
- Specify whether "Combined Presentation", "Predominantly Inattentive Presentation", or "Predominantly Hyperactive/Impulsive Presentation". (Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, 2013)
For the full DSM-5 ADHD definition: Attention Deficit/Hyperactivity Disorder
What does this all mean?
Autism, as a "disorder", is seen as an inability to communicate and have proper social engagements. Based upon the severity; the Neurodiverse person may need a few supports to manage their lives, or could be severely impacted where supports may be needed for a lifetime.
ADHD, is seen as "disorder" of the inability to concentrate and lack in proper engagement skills. This is due to being considered too inattentive to their environment; or being too hyper and intrusive with with others to build those relationships.
Hearing from the Real Deal
NOW! I would like for you to hear about what Autism and ADHD are from real people. I have provided youtube videos and personal statements from those who are Neurodiverse. Take a look:
What is Aspergers Syndrome/Autism - Video of someone describing their Autistic, Neurodiverse self. He has an entire video series on Youtube, dedicated to helping others Neurodiverse and Neurotypical understand Autism.
Carly's Cafe - Experience Autism Through Carly's Eyes - Video of a young woman who is Autistic, and describing her autism in a story like way. This young woman is also considered non-verbal and hosts her own show.
How to (Explain) ADHD - Video of a woman who is an ADHDer, and she has dedicated her life to helping those with ADHD learn how to accept themselves; and to help those who are Neurotypical understand ADHD.
"Autism... to me, it's like living in a world of Picasso's... I know that they are people, but I have a hard time seeing their faces" (anonymous, personal statement, 2018).
"ADHD, hmmm... to me, it's like I have a radio that is scanning all of the stations, and cannot stay tuned on one specific station. In picking up different signals all the time, it is so hard to be able to know what is being said and what is important. I miss the ending to somethings as the station changes, I do not get to finish the song... It is exhausting." (anonymous, personal statement, 2018).
See, Autism is not just a "disorder". It is a population of people who have been considered a "disorder" because of their differences in how they relate to the world. Same as ADHD, it is also not just a "disorder", it is a group of people who have a different way of navigating through the world. These Neurodiverse populations are not wrong in their way of engaging and development. They are merely people, whose brains have developed differently from the general population; which gives them a unique way of engaging in the world. Which goes into my next topic...
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