Understanding autism
Autism is a complex developmental condition which results in differences in the way in which a person interacts, learns and behaves. Differences in neurology (brain structures and the way it works) means autistic people see, experience and understand the world in a unique way.
Autism is often referred to as a spectrum to reflect the range of variability in the skills and needs of autistic people. Every autistic person is unique, with their own individual strengths and challenges. We are continuing to learn more about our understanding of autism through the lived experiences of autistic people and a greater involvement from autistic people in research.
Autistic people may face challenges at different points in their lifetime, requiring varying degrees of support due to differences in neuro profiles. There is a lot of variability with how skills develop for autistic people across the lifespan, and the environmental supports required.
How common is autism?
Autism is very common, with 1-2 per cent of autistic people making up the Australian population. Autistic characteristics emerge within the first few years of life. Significantly more boys than girls are diagnosed autistic, however recent research suggests that there may be subtle differences in the way that girls with autism present, often resulting in later identification1.
What are the characteristics of autism?
Autistic people have differences with social communication and interaction as well as differences in behaviour, interests or activities.
Differences in social communication and interactions may be related to:
- Interaction style
- Use of gaze, gestures, facial expression and other body cues
- Developing and maintaining relationships
Differences in thinking and processing may include:
- Finding enjoyment and comfort in repetition, sometimes called stimming
- Preferences and comfort with routines
- Strong passions and interests
- Different ways of experiencing senses like smell, sight, touch, hearing, balance, movement, taste and inner body cues
Communication, social and behavioural characteristics vary and look different for every individual autistic person. For example, one autistic person may not use verbal speech to communicate, using their behaviour instead. Another person may use pictures to communicate. Another person may prefer to use words and sentences.
Similarly, differences in behaviour might consist of playing in different, unexpected or novel ways, a preference for predictability, and finding change challenging. Autistic people may also respond in different ways to sensory input in their environment.
There are co-occurring conditions that an autistic person may be more likely to have. These range but the most common include ADHD, intellectual disability, difficulties with language, and mental health challenges. Being autistic does not mean an individual will have these co-occurring conditions.
How is autism identified?
Autism can be identified reliably by around age two, and occasionally with younger children. For some people they may not be identified as autistic until they are older or even an adult. Young babies sometimes show early signs of an autistic profile, and it can be useful to support families with understanding their baby’s strengths and needs as soon as this is evident.
Autism is assessed through observation and report of certain behaviours. Autism identification is made in consideration of the individual’s developmental history as well as their current skills, strengths and challenges and the impact these challenges have on their daily life and participation. The criteria within the Diagnostic and Statistical Manual of Mental Disorders – Fifth Edition (DSM-5)2 is currently used to make an autism diagnosis; however, most acknowledge that this criteria is deficits focused. Across the world, researchers and advocates are currently looking at ways to make the process more strengths based for autistic children and adults.
The medical term for autism is Autism Spectrum Disorder (ASD) however the term ‘autism’ is preferred, as we don’t believe autism is a disorder – it’s just difference. We also use the term ‘autistic person’ as consultation with the autistic community has shown this is what autistic people prefer. Receiving an autism diagnosis can be important for a child and their family to further understand themselves and their identity; to access funding and supports and to be supported to live their best life.
What causes autism?
Research into the causes of autism is ongoing – currently there is no one, single known cause. Research suggests there is a strong genetic basis for the condition, however, this does not account for all cases. Researchers are continuing to investigate the role of environmental factors and other potential triggers for autism4,5. Autism isn’t caused by vaccinations, parenting or eating specific foods.
What is neurodiversity?
Neurodiversity is the idea that everybody has a different brain – and because everybody has a different brain and different neurological system, they have different experiences in life. No one brain is the ideal, and the fact that brains work differently is part of human variation. Autism is a type of neurodiversity, and an autistic person is neurodivergent. In a Neuroaffirming Framework we can accept challenges that individuals may face whilst leveraging their strengths – to support everyone to achieve their goals and have fulfilling lives.
References
- Altman, L., & Turk, J. (2016). 1.20 Comparison of Autistic Profiles in Young Females and Males with Autism Spectrum Disorder: A Review of the Literature. (Vol. 55, pp. S106-S106): Elsevier Inc.
- Diagnostic and statistical manual of mental disorders : DSM-5. (2013). (Fifth edition. ed.). Arlington, VA: American Psychiatric Publishing.
- Ronald, A., & Hoekstra, R. (2014). Progress in Understanding the Causes of Autism Spectrum Disorders and Autistic Traits: Twin Studies from 1977 to the Present Day (Vol. 2).
- Grabrucker, A. (2013). Environmental Factors in Autism. Frontiers in Psychiatry, 3(118). doi:10.3389/fpsyt.2012.00118
- Whitehouse, A. (2016). What causes autism? What we know, don't know and suspect. The Conversation. 6 Young, H., Oreve, M. J., & Speranza, M. (2018). Clinical characteristics and problems diagnosing autism spectrum disorder in girls.(Report). Archives de pediatrie, 25(6), 399. doi:10.1016/j.arcped.2018.06.008
- Goodling, L (2023). Wonderfully Wired Brains. Penguin Random House