The DSM-5 (2013) American Psychiatric Association: Diagnostic & Statistical Manual of Mental Disorders (5th Edition), states the following criteria as, along with other criteria on the checklist, a sign of Autism. Criteria especially deficits in language & back-&-forth conversation; plus, highly restricted, fixed interests and/or focus of abnormal intensity. These symptoms of autism are present in developmental period, but may not manifest until social demands exceed the child’s capacities.
Staff Writers (2022) say that children with Autism have persistent difficulties, beginning in the developmental period. Problems with the social use of verbal & nonverbal communication which are not better explained by another reason, such as having Non-Verbal Learning Disability (NVLD). A child with Autism, depending on the Level of Severity, has difficulty with age-appropriate spoken language. While the child with NVLD, has a wide vocabulary & strong language skills.
< My Thoughts > “‘Level of Severity’…”
Autism Spectrum Disorder, Level 1 – The individual ‘Requires Support’ for daily functions. This is the mildest form of autism.
Autism Spectrum Disorder, Level 2 – The individual ‘Requires Substantial Support’ for daily functions. Due to narrow interests combined with purposeless repetitive behaviors.
Autism Spectrum Disorder, Level 3 – The individual ‘Requires Very Substantial Support’ for daily functions. Like Levels 1 & 2, but to an extreme degree. Staff writers (2022)
Authors go on to say that another possible comparison is that of ‘visual-spatial’ processing. Both may experience this in ways which make them seem disoriented, clumsy, or focused on one detail, instead of the ‘big picture’.
A child with ‘repetitive behavior’ as a possible tool for self-calming can include repeating phrases or pacing back & forth.
Staff Writers (2022) say that children with Autism have persistent difficulties, beginning in the developmental period. Problems with the social use of verbal & nonverbal communication which are not better explained by another reason, such as having Non-Verbal Learning Disability (NVLD). A child with Autism, depending on the Level of Severity, has difficulty with age-appropriate spoken language. While the child with NVLD, has a wide vocabulary & strong language skills.
< My Thoughts > “‘Level of Severity’…”
Autism Spectrum Disorder, Level 1 – The individual ‘Requires Support’ for daily functions. This is the mildest form of autism.
Autism Spectrum Disorder, Level 2 – The individual ‘Requires Substantial Support’ for daily functions. Due to narrow interests combined with purposeless repetitive behaviors.
Autism Spectrum Disorder, Level 3 – The individual ‘Requires Very Substantial Support’ for daily functions. Like Levels 1 & 2, but to an extreme degree. Staff writers (2022)
Authors go on to say that another possible comparison is that of ‘visual-spatial’ processing. Both may experience this in ways which make them seem disoriented, clumsy, or focused on one detail, instead of the ‘big picture’.
A child with ‘repetitive behavior’ as a possible tool for self-calming can include repeating phrases or pacing back & forth.
< My Thoughts > “…‘visual-spatial’ processing & …‘repetitive behavior’…”
‘Visual-spatial’ processing requires organizing visual information into meaningful patterns, plus understanding how these patterns operate/function. Such as the mathematic rules of operation & processing; or, the ability to see the 3-diamensional aspects of objects during observation.
A child with ‘repetitive behavior’ may repeat phrases from TV commercials, their favorite movie characters’ dialog, or something they’ve heard in a song. Our non-verbal son usually responds laughingly to my demands when prefaced by Buzz Lightyear’s phrase – “I have a laser, & I will use it!”
According to the Staff Writers (2022) poor spatial skills, paired with good language skills, are the essential features required in the diagnosis of Non-Verbal Learning Disability (NVLD). But, this is often undiagnosed or misdiagnosed until noticed by teachers when the student is having difficulty with grade-level school performance. Students may then be referred to additional professionals for observation & testing. This would be necessary to determine if the child has Autism or a Non-Verbal Learning Disability (NVLD).
REFERENCES:
DSM-5 (2013). American Psychiatric Association: Diagnostic & Statistical Manual of Mental Disorders (5th Edition).
Staff Writers (2022). Retrieved online from – https://www.verywellhealth.com/what-are-the-three-levels-of-autism-260233.
‘Visual-spatial’ processing requires organizing visual information into meaningful patterns, plus understanding how these patterns operate/function. Such as the mathematic rules of operation & processing; or, the ability to see the 3-diamensional aspects of objects during observation.
A child with ‘repetitive behavior’ may repeat phrases from TV commercials, their favorite movie characters’ dialog, or something they’ve heard in a song. Our non-verbal son usually responds laughingly to my demands when prefaced by Buzz Lightyear’s phrase – “I have a laser, & I will use it!”
According to the Staff Writers (2022) poor spatial skills, paired with good language skills, are the essential features required in the diagnosis of Non-Verbal Learning Disability (NVLD). But, this is often undiagnosed or misdiagnosed until noticed by teachers when the student is having difficulty with grade-level school performance. Students may then be referred to additional professionals for observation & testing. This would be necessary to determine if the child has Autism or a Non-Verbal Learning Disability (NVLD).
REFERENCES:
DSM-5 (2013). American Psychiatric Association: Diagnostic & Statistical Manual of Mental Disorders (5th Edition).
Staff Writers (2022). Retrieved online from – https://www.verywellhealth.com/what-are-the-three-levels-of-autism-260233.
RSS Feed