The 5 TYPES of AUTISM and their CHARACTERISTICS

According to the WHO, 1 in 160 children have an autism spectrum disorder^[1].

In this Psychology-Online article, we explain what are the types of autism and their characteristics, what are the traits that characterize people with this disorder and how we can promote a higher quality of life. It can be of great interest to people who want to know how to help someone in their environment, know the traits typical of this disorder or, simply, help the people who present it themselves to identify how and what feel.

The autism spectrum disorders, also called ASD, are a series of developmental disorders and, although people's traits may vary who present it, are usually people who have difficulty in social relationships, in understanding and communication. They tend to make little eye contact, have certain repetitive behaviors and very specific and selective interests. Disorders are usually diagnosed during the first 3 and 5 years of life, and early signs are often detected at school along with family involvement and collaboration.

Index

1. What are autism spectrum disorders?
2. Types of autism
3. Autism or Kanner syndrome: symptoms and characteristics
4. Asperger syndrome: symptoms and characteristics
5. Rett syndrome: symptoms and characteristics
6. Disintegrative disorder or Heller syndrome: symptoms and characteristics
7. Pervasive developmental disorder, unspecified
8. Autism treatment
9. In conclusion...

Autism spectrum disorder is a neurological involvement that becomes noticeably visible as the baby develops. It is characterized by an affectation in several areas of the development areas: the area of ​​language and speech, the area of ​​cognitive development and that of social and emotional development.

Diagnosis, especially when the child is very young, can present some difficulty for its diagnosis since each boy and each girl has a different development.

There are 5 types of autism spectrum disorders, these are: autism, Asperger syndrome, Rett syndrome, Heller syndrome or Pervasive Developmental Disorder and, finally, Pervasive Developmental Disorder does not specified.

Although not all people have the same disorder or have the same affectations, there is a generalization in their behavior or way of acting:

• They usually have a cognitive immaturity.
• They are characterized by being people with difficulties to relate and express themselves both at the language level and emotionally. It is difficult for them to maintain eye contact and body contact.
• They need routinesYhabits to feel safe, they are not comfortable outside their comfort zone and often it causes them helplessness / anger, as they do not understand what is happening.
• Selective interest. They do not usually show interest in what they are proposed or what the rest do, usually they show interest in unusual aspects. With the topics that are of interest to them, they are great experts, since they turn to everything that is in their hands, sometimes, it can even become obsessive.
• Repetitive movements or stereotypes. They usually carry out repetitive movements such as rocking the body, movement of the hands, movements with the mouth, the tongue, etc.

Disorders included within the types of autism They are:

1. Autism or Kanner syndrome.
2. Asperger syndrome.
3. Rett syndrome.
4. Heller syndrome or disintegrative disorder.
5. Pervasive developmental disorder, unspecified.

He is a neurodevelopmental disorder what it is usually detected during the first years of a child's life and will accompany him throughout his life cycle, since there is no cure. It is usually detected in school since it is where it spends most of the time. It has been shown that there is a greater effectiveness in its diagnosis if there is an involvement of the family, since there are times when they do not want to recognize that their child suffers from a disorder.

The most common characteristics in people with autism are usually:

• Communication and social relationship difficulties: In general, people with autism find it difficult to relate and interact with others.
• They follow repetitive patterns and routines: They are people who have very specific interests and who tend to follow a repetitive pattern. They don't like to get out of their routine and habitually dislike it.

In autistic children and / or adults, features that we usually observe are:

• Difficulty relating to other children, often there is an interest but they do not know how to do it since there is a difficulty in understanding the language.
• There is little eye contact and they limit physical contact.
• They have a strong specific interest in what they are passionate about and, usually, in unusual things. They do not usually share it with the rest. Many times, they are fascinated.
• They do not usually have a very rich language, it is quite limited.
• They have a hard time reacting when someone talks to them, even their parents. There is usually no feedback on their part.
• They don't usually smile much. They understand language in the literal sense, because they do not usually understand jokes or jokes, they do not have a sense of humor.
• There is little emotional expression.
• They tend to carry out repetitive behaviors, such as body rocking or constant hand movement. These movements are called stereotypies.
• There is usually an absence of symbolic play (playing with dolls or kitchens) and imaginative play. His game is different from other children, as well as obsessive and unusual, this can attract our attention.

We will take into account that there are different degrees of autism, we will consider the mild autism or high functioning autism as the least degree, where the person who presents it can lead a life as normal as possible without great affectations in the different areas, and the person who has a higher degree of autism, as a person who has more dependency.

The Asperger syndrome It is a type of autism characterized, above all, by little social interaction and a deficit in the ability to express and understand one's own verbal and non-verbal language, and that of others.

Social interaction

They are people who want or try to relate to others, but not having the necessary tools to do so, they can feel frustrated. Consequently, many are reserved and prefer to be alone or in little company, especially in the school environment, recess can become a difficult time for them. It is important to have someone to accompany you, such as a partner.

Language

As in autism, language is altered. Usually, it is more reduced and they understand the literal meaning of the sentences. Often times, they don't control the tone, volume, or fluency of words. They may talk about their interests for a long time but are not aware of when to end a conversation. They are normally able to answer questions posed to them without problem, but are unable to come up with a topic of conversation "on the fly."

Non-verbal communication

Less registration and use of non-verbal communication: gestures, looks, body position, distance, etc., all These factors are altered, making good communication difficult, since this is a very important part of the communication. When we speak, we perceive stimuli through non-verbal communication, they inform us about various aspects of the receiver. In this case, it is reduced, they cannot be appreciated.

Lack of empathy

People with Asperger's are usually people who don't have empathy. This is because, as we have commented previously, they cannot interpret the non-verbal communication of the person with whom they are speaking, many times, neither their emotions or feelings. It is important to convey verbally, clearly and precisely what we want to convey, because they understand the literal meaning of things and do not perceive what we mean by gestures, expressions, looks, etc.

Routine habits

By not understanding everything that happens around them, it gives them a lot of stability to determine some routines. To which they are affected, they cause resistance to change. They do not understand the reason for this change and many times it translates into anger and / or anxiety. It is important to verbalize the reason for the change and try to convince that it is nothing negative for him.

Few interests, very strong and unusual

They have a selective interest and are very passionate about what really interests them. They enrich themselves with knowledge as much as they can, they become experts on the subject. Many times, this passion allows them to dedicate themselves to it professionally, others, they only do it for pure entertainment and it can be a negative aspect, since they isolate themselves and obsess.

The interests or tastes of boys and girls with Asperger's are usually dinosaurs, calculations, some methods of transport, geometric shapes, etc.

Sensory perception

There are those who have hypersensitivity, some of the senses altered, causing discomfort to light, noise, strong odors, etc.

On the other hand, the sense of proprioception may be altered, they do not control the body in relation to the space and can become uncomfortable or cause discomfort in others due to excessive contact bodily. What for us can be a totally normal appearance, for a person suffering from Asperger's it can become really annoying.

In women ...

Normally, in women or girls with Asperger's, the disorder can appear in a more subtle way, presenting the features that we have discussed previously, but with a milder degree.

The rett syndrome, although it has long been included within autism spectrum disorders, in the new update of the DSM5, no longer appears as such. It differs from the other disorders in that it has a genetic origin, the disorder originates on the X chromosome and therefore occurs commonly in girls and women.

Normally, the disorder begins to be appreciated around 6-18 months when a developmental decline and this can be stagnant. It is a disorder where the child loses already acquired skills. Being degenerative, this process can go more or less fast depending on each particular case. The most deteriorating stage usually begins to occur around 10 years of age.

Characteristics

• Impaired coordination and movement. We can see that a child who began to want to crawl or walk loses dexterity instead of progressing. This point can create confusion, since not necessarily a child who does not crawl or does not walk, when she is supposed to "should", she has to present an ASD. Simply, she may have a slower development and need more time. We must consult with a specialist in case of any doubt.
• Loss of communication skills. We observe that there may be a deterioration in communication skills, as well as in eye contact. It is common for people with Rett syndrome to communicate in other ways, such as non-verbal language.
• frequent mood swings. They can go from being happy to breaking down into tears in a matter of minutes.
• Disconnectionmental it is one of the most common characteristics of girls or women with Rett syndrome.
• Crying as a form of expression. It is usual for them to use crying as a form of expression, since sometimes, in certain situations, they do not know how to do it otherwise.
• Night terrors. It is common for them to often have night terrors. These are a sleep disorder where the person, while asleep, can show signs of stress and panic. Typically, it manifests itself because the person may scream and actually appear in a panic while sleeping. The heart rate rises and sweating occurs. After a few minutes, the symptoms disappear and the person continues to sleep as if nothing had happened. Contrary to nightmares, the next day they usually don't remember anything.
• Bruxism It is another sleep disorder where the person tends to grind their teeth while sleeping, it is very common to occur in people with Rett syndrome.
• Stereotypes. Facial and body movements. They usually carry out movements with the jaw, lips or tongue, also with the hands. They move their eyes from one side to the other a lot or blink excessively.
• Sounds It is common for them to have a long, loud laugh or make "strange" verbal sounds / noises.
• Scoliosis. Suffering scoliosis, which is a deformity of the spine, is very common in people who have Rett syndrome.
• Problematic behaviors. There are cases, both in childhood autism and in adult autism, in which they have certain problematic and / or aggressive behaviors, although we will remember that they do not do it consciously and, many times, it is due to the misunderstanding of some situation or to the frustration.

The tdisintegrative crawl or also called Heller syndrome it is a pervasive disorder of cognitive development and is characterized as a late detection disorder.

It is a disorder that is very similar to autism, with the difference that before 2 or 3 years, none is observed anomaly or trait that may indicate that the child may have this disorder, a development is perceived Right. In autism, from babies, certain traits, behaviors or behaviors can be appreciated in the child that can put us on alert. In Heller syndrome there will be normal development up to a minimum of 2 years. From 2-3 years, it is when we will observe a deterioration, for example, in communication skills and language, as well as motor skills.

The characteristics of Heller syndrome are very similar to those of autism:

• Loss of acquired skills. We observe, from 2 or 3 years of age, already acquired communicative, social relationship and motor regressions. By age 3, a child who was already speaking and communicating fluently loses dexterity.
• Particular behavior As in autism, they are boys and girls who have little eye contact, smile little, and have communication difficulties.
• Cognitive immaturity. In children with Heller syndrome, we can see cognitive immaturity, especially when regressions or loss of skills already acquired begin to occur.

Pervasive Developmental Disorder, Unspecified is a term given in cases where the diagnosis is unclear. The person may have several characteristics or traits of more than one type of autism and a specific disorder cannot be diagnosed.

There is some disagreement regarding the classification of patients in this disorder and research is still being carried out on it, since it causes some confusion, especially in professionals.

It should be remembered that boys and girls have different rates of development and not always a slow or slow development. different has to lead to an ASD, even so, it is necessary to observe and be alert to changes, behaviors and regressions. It is very common that, when there is any suspicion on the part of teachers, professionals are requested. In these cases, psychologists and pedagogues come to make observations in the day-to-day classroom, and thus be able to identify and evaluate the possible special needs that a student may have.

ASDs currently have no cure, they will accompany the person throughout their life, but a series of actions can be carried out to help improve their quality of life. Although you have to look at each of the cases, as they may vary in the way we will intervene. The tips are as follows:

Method ABA

The ABA or Applied Behavior Analysis method deals with individualized interventions using specific techniques and strategies. Although the methodology is based on the specific needs of each person, it mainly focuses on the acquisition of new skills and reducing a greater impact on the development of ASD. Analysts observe conduct or behavior and develop interventions based on these observations. Interventions of 25 hours a week or more are commonly performed, where a notable improvement is seen in people with ASD.

Social skills training

These sessions aim to know, put into practice and rehearse the different social skills. There are different proposals for this, although Role Playing is a widely used technique. Try to create situations where the person is going to assume a specific role where they need the use of social skills. This technique allows the person to put themselves in a certain situation or role, it can be real but usually it is a previously prepared situation. An example could be to simulate the purchase in a store: ask, ask, express your wishes etc.

Creation of pictograms

When a person with ASD does not communicate fluently, or there is no communication, we can create pictograms (PECS). They are individually created panels with images that will be part of the day-to-day life of the child / adult and that will point out the requests, answers, questions or wishes of her with her finger. We can create all the panels we want, there are even those who create notebooks classified in various areas. Pictograms can include routines, questions, habits, actions, days of the week, photos of family members, food, clothing, activities, emotions, or anything else that we deem appropriate.

Trust and give autonomy

Many times ASDs are not given the possibility of being autonomous beings, we think that they are not capable and immediately we intervene. In order to favor this situation, we will try that the child / adult can resolve the circumstances that arise without directly intervening and encouraging them to ask us for help, something unusual. We will be present, valuing and trusting in its possibilities, letting the jacket be buttoned, for example. In this way, we help them feel valued and capable of solving their own problems.

Intervene as mediators

When the person is surrounded by many people, which can cause a lot of anxiety and insecurity, we can intervene as mediators to bring up a conversation, situation or, in the case of children, to join in playing with a group of children and girls "This is Marc and he would very much like to play with you with the clay. Will you give him a place on the bench so that he can sit with you? "

Swimming

Swimming allows them to relax, release tension and work on motor skills, control of their own body and coordination. at the same time that they generate an energy expenditure and strengthen the cardiovascular system. It gives them security and autonomy. Swimming with other partners will reinforce social skills and communication. If they do it with their father or mother, the family bond will be strengthened.

Music therapy

Music therapy has multiple benefits, since through music and body expression it helps perception auditory, visual and tactile, concentration, development of fine and gross motor skills, knowledge and control of one's own Body. It also improves communication as they interact with more children / adults. In addition, it helps them reduce anxiety and reduce tics and repetitive movements, a very common characteristic in people with ASD.

What toys to offer children with ASD?

It is recommended that the toys or materials that we offer them positively favor their development, that they encourage creativity and that they help to stimulate. Wooden constructions, therapeutic balls, clay and modeling clay, toys with lights or sounds, percussion instruments, figures geometric or unstructured material (tuppers, macaroni, brushes, sponges, strainers, wooden spoons ...) would be some of the toys that we can offer. If we have the opportunity, it is very beneficial that they try to play together with other children. It is advisable to restrict the use of tablets or consoles, as they do not favor social relationships and it is an area that has to be promoted.

Symbolic game

Although children with ASD usually do not have much interest in symbolic play, we can create situations and invite them to play. Little kitchens, playing dolls, "playing at being", etc., allow them to adapt roles and learn to cope in different situations, as well as practice social skills.

As we have seen, although there are some significant traits in common, each disorder is different and each person affects their development differently. By following the advice we have cited above, children and / or adults with autism can be helped to live better and with a better quality of life.

This article is merely informative, in Psychology-Online we do not have the power to make a diagnosis or recommend a treatment. We invite you to go to a psychologist to treat your particular case.

If you want to read more articles similar to Types of autism and their characteristics, we recommend that you enter our category of Clinical psychology.

1. WHO. (2018). Autism Spectrum Disorders - World Health Organization

• Spanish Association of Rett Syndrome - PDF common problems.
• Diagnostic and Statistical Manual of Mental Disorders (2013). - Pervasive Developmental Disorders in DSM-V.