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This chart is intented to help identify where a child is on the autistic spectrum: whether the diagnosis is Asperger’s Syndrome, Autism, or PDD-NOS.
Asperger’s Syndrome, Autism, or PDD-NOS? A quick reference chart to help distinguish between the three forms of high-functioning autism spectrum disorders mAriLyN J. mONteirO, ph.D. Asperger’s Autism pDD-NOs Language skills well developed with Often display a well developed Language skills typically less Asperger’s Syndrome; usually have vocabulary for labeling; use of developed than in children with LANguAge AND developed one or more areas of language is rote and self-directed with Asperger’s Syndrome; use of language COmmuNiCAtiON passionate interest; conversation with frequent use of scripted language is prompt-dependent on adults; may others focuses on conveying facts and have developed one or more areas of details about preferred topics passionate interest but have difficulty sharing details with others Usually initiate and extend social Become anxious with social Prompt-dependent on adults to sOCiAL reLAtiONships AND exchanges even though they do so exchanges and do not generally structure social exchanges; will initiate on their agenda; most comfortable initiate or sustain social interactions; and extend as long as structure is emOtiONAL respONses with adults or younger children; peer tend to remove themselves from present; lack flexibility in their play relationships are often a source of social exchanges; most comfortable routines; may become anxious and anxiety; may have difficulty regulating with others when sharing sensory agitated during loosely structured emotional states interests and limited language is used language and social interactions Have developed one or more areas Tend to focus intently on the Display some drive to establish of passionate interest; sensory- sensory aspects of the toys; seek out sensory-driven play but can be driven quality to their narrative when manipulative materials with visual redirected by the examiners; during seNsOry use sharing information with others and tactile features; create repetitive social play, tend to create rigid and AND iNterests about preferred topics; may resist sensory routines as a means to self- inflexible play routines infrequent touching sensory toys; unusual body regulate anxiety; frequently display display of unusual body movements movements are subtle but repetitive distinctive unusual body movements and mannerisms and mannerisms In average range; verbal may be Cognitive pattern of development Cognitive pattern of development higher than nonverbal; WISC-IV is uneven; typically show higher is uneven; typically show higher COgNitive pAtterN: Working Memory sometimes lower nonverbal and lower verbal abilities nonverbal and lower verbal abilities than other areas; written expression is frequently an area of challenge © 2010 Marilyn J. Monteiro, Ph.D. www.autismconversations.com
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