What is the Autism “Spectrum?”

I write often about labels and how tossing them around can be a grave disservice to students. Because it is easy to assign students different “learning disorders” and “processing issues,” we need to be mindful that we know our stuff before we make assumptions or paint with a broad brush.

One of the main areas of confusion and hearsay is with the student who has been diagnosed with autism spectrum disorder. Sometimes people pick up on a certain behavior and immediately label a student “on the spectrum.” But, as this is a serious and complex diagnosis, it is vital that we understand exactly what it is, what it means, and how to work with it. Below, we’ll explore the ins and outs of the autism spectrum.

What exactly does “spectrum” mean? This is one of the more complex diagnoses in the neurodevelopmental disorders category. It is not as simple as noting one or two behaviors, and, in fact, it manifests differently in different children. So, first, what in the world is even meant by “autism spectrum?” The short answer is that deficits extend across multiple contexts, not just in a classroom or at home. For instance, the spectrum of autism includes:

-deficits in social interaction or ability to converse and communicate

-difficulties developing and maintaining relationships and integrating into social groups

-restricted or repetitive patterns of behavior (this may include motor movements, inflexibility in adhering to routines, and fixated interests)

-unusually strong reactions to environmental cues such as sound or light

This is the short and not comprehensive answer; it’s merely an outline. Again—and we can’t stress this enough—there is no single symptom to look for with autism; rather, as the term “spectrum” suggests, these are problems that cross boundaries and encapsulate a broad range of the child’s life. A thorough understanding of the diagnosis is necessary before we can truly begin to help the student.

When does it start and what are the symptoms? Usually, symptoms of autism spectrum disorder are first recognized when the child is between 12 and 24 months of age. You may notice a child’s lack of interest in social interaction, delayed acquisition and mastery of language, odd play patterns, and unusual communication patterns (for instance, a child knowing the words to a song but having trouble responding to his own name), and repetitive behaviors.

More serious but less frequent symptoms include deafness or hearing impairment, and inability to practice self-care in terms of using the toilet or bathing. The good news is that, because these symptoms manifest early in life, interventions and accommodations can be arranged while the child is still young, setting up a supportive framework for life. The earlier the intervention, the smoother the path through school and beyond.

How does it affect learning? Autism spectrum disorder can affect students in a number of ways. Many of the symptoms described above have educational implications. For instance, the child who lacks social and communication abilities may have trouble working in groups in class, relating to peers, and being comfortable in a classroom setting. The child’s resistance to change and inflexibility can cause issues moving from activity to activity, following instructions in class, or “going with the flow” if lesson or class plans change unexpectedly.

These children often struggle with planning and organization, which can present marked challenges with assignments, projects, and homework. Furthermore, sensitivity to sensory effects may lead to problems, for instance, in a classroom that is too brightly lit or too “busily” decorated, as the child may become overstimulated. These are all important factors to keep in mind when seeking the most comfortable learning environment for this type of student and considering what accommodations are appropriate.

Where do I go for support? Knowing how to access supports and accommodations is the most important element of student success. For many children with this disorder, lifelong supports will be required in the workplace and in the individual’s daily routine. It is, then, vital that support begins at a young age and is continuous and effective. Locating supports is compounded by the fact that, unlike diseases which can be detected through blood tests, the diagnosis of autism spectrum disorder is reliant on screening and evaluation.

You can find the right resources by tapping into advocacy groups like Autism Speaks, which can point you in the right direction for finding the doctors and professionals you need when first dealing with a diagnosis. As the child becomes school-aged, you can reach out to your school’s child study team and guidance department for help in creating a support plan. Within your community, you will find resources as well—iAchieve Learning, with our strong belief in educational support for all students, has on staff experts to help you find solutions and who empathically understand tough diagnoses like autism spectrum disorder.

Written by Phil Lane

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