The 4 types of autism and their characteristics

The autism spectrum disorders (ASD) They are a set of developmental disorders, with symptoms that are often chronic and can range from mild to severe. 1 in 100 children may appear to have some type of autism spectrum disorder, although recent research in the United States states that ASD has a prevalence of 68%.

Generally, ASD is characterized by the alteration of the individual's ability to communicate and establish social relationships. It is a complex disorder that affects the development of the individual who suffers from it and, generally, it is usually diagnosed around the age of 3.

There are different types of autism spectrum disorder. However, this classification has undergone some modification with the publication of the Statistical Diagnostic Manual of Mental Disorders (DSM-V). Next we will review the different subtypes of ASD and the changes reflected in the DSM-V in its latest editions.

Changes in DSM-V regarding autism spectrum disorder (ASD)

In its fifth edition, the DSM, published by the

American Psychiatric Association, has incorporated changes with respect to ASD, since it has eliminated diagnostic criteria used for decades. In fact, over the years, the TEA has undergone various modifications to this manual. In its first edition (1952), it was classified with the term "infantile schizophrenia", which is far from the current concept. Each of these changes has created some controversy, and the new edition of the DSM has been no exception..

One of the most notable modifications with respect to DSM-IV refers to the symptoms of ASD. If in the fourth edition the diagnostic definition of autism spectrum disorder was characterized by three symptoms known as the triad: deficiencies in social reciprocity, deficiencies in language or communication, and restricted repertoire of interests and activities, and repetitive. In the fifth edition there are only two categories of symptoms: deficiencies in social communication (that is, it includes the first two previous categories although it presents some changes with respect to these) and restricted behaviors and repetitive.

Also, if in the DSM-IV autism belonged to the “pervasive developmental disorders” (PDD). In DSM-V, this definition has been replaced by “autism spectrum disorders” (ASD), which is included within “neurodevelopmental disorders”.

On the other hand, the subcategories of this disorder have also undergone modifications. The fourth edition included five subtypes of autism: autistic disorder, Asperger syndrome, childhood disintegrative disorder, pervasive developmental disorder not specified (PDD not specified), and Rett syndrome. In the fifth edition, Rett Syndrome has been dispensed with, leaving only 4 subtypes.

Types of Autism Spectrum Disorder disorders

But, What are the characteristics of types of autism? In the following lines we will explain it to you in detail, although it must be taken into account that all phenomena described by these differentiated categories, in practice, overlap a lot and share features.

1. Autism or Kanner Syndrome

This is the disorder that most individuals associate with autism spectrum disorder., and receives on behalf of Kanner Syndrome in connection with Dr. Kranner, a physician who studied and described this condition in the 1930s.

Subjects with autism have a limited emotional connection to others, and it seems that they are immersed in their own world. They are more likely to display repetitive behaviors, for example, they can organize and rearrange the same group of objects, back and forth for extended periods of time. And they are highly sensitive individuals to external stimuli such as sounds.

Namely, they can get stressed or become agitated when exposed to specific noises, bright lights or sounds or, on the other hand, they will insist on wearing certain clothes or colors or they will want to be located in certain areas of the room for no reason apparent.

• To know more about the symptoms of autism and some lesser known aspects, you can read our article: "Autism: 8 things you didn't know about this disorder"

2. Asperger syndrome

Asperger's Syndrome is a more complicated autism spectrum disorder to diagnose and, sometimes, this diagnosis is usually made later than the previous case. This occurs because these subjects with Asperger's present a medium (high) intelligence that can cause the difficulties and limitations presented by these subjects to be underestimated.

The deficit is, therefore, in the field of social skills and behavior, being important enough to seriously compromise their development and social and labor integration. In addition, people with Asperger's Syndrome show deficiencies in the empathy, little psychomotor coordination, they do not understand the ironies or the double meaning of language and they become obsessed with certain topics.

The cause of Asperger's Syndrome appears to be dysfunction of various brain circuits, and the affected areas are the amygdala, the fronto-striatum and temporal circuits and the cerebellum, brain areas that are involved in the development of the social relationship.

Although the media have helped spread an image of Asperger's syndrome in which this condition is described as a mental disorder associated with high intelligence, it should be noted that the majority of people grouped in this category do not score significantly above normal IQ, and a very small number of them obtain very high scores.

• You can deepen your knowledge of this disorder in our article: "Asperger syndrome: 10 signs to identify this disorder"

3. Childhood Disintegrating Disorder or Heller Syndrome

This disorder, normally referred to as Heller Syndrome, usually appears around the age of 2, although it may not be diagnosed until after 10 years.

It is similar to previous ASDs because it affects the same areas (language, social function and motor skills), although differs from these in its regressive and sudden character, which can cause even the subject himself to realize the problem. Individuals with Heller Syndrome can have normal development up to 2 years, and after this time suffer the characteristic symptoms of this disorder. Different studies conclude that this disorder is between 10 and 60 times less frequent than autism. However, his prognosis is worse.

4. Pervasive developmental disorder, unspecified

When the clinical symptoms presented by the subject with autism spectrum disorder are too heterogeneous and they do not fully fit with the previous three types, the diagnostic label of "pervasive developmental disorder unspecified" is used.

The subject with this disorder is characterized by having a deficit of social reciprocity, problems communication and the existence of peculiar interests and activities, restricted and stereotyped.

It should be noted that if the rest of the types of autism are already diverse in themselves, in this last category it is even more important to take into account account for the unique characteristics of each individual, and do not fall into the trap of letting the label fully explain the person. This classification system is only an aid that allows you to rely on a series of concepts to better understand this condition, but it does not exhaust all possible explanations about what each person is experiencing or what is needs to.

Difficulties when studying autism

One thing to keep in mind about the different types of autism is that it is very difficult to study them without falling into bias.

For example, it is problematic to investigate the communication patterns of autistic people using their ability to interpret the emotions reflected in the expression of the eyes, since they tend not to fixate on that part of the expensive.

Thus, the inability to interpret these expressions does not exactly mean that they do not know how to interpret the emotions of others, but do not know how to do it in that specific way, but perhaps using other ways for it.

In turn, errors made by not taking into account these variables that contaminate studies can lead to artificial distinctions. between types of autism where only personality variables, motivation variables when following instructions, etc. are really working.

Bibliographic references:

• Arndt TL, Stodgell CJ, Rodier PM (2005). The teratology of autism. International Journal of Developmental Neuroscience. 23(2–3): 189 - 199.
• Baker, J.P. (2013). Autism at 70 - redrawing the boundaries. The New England Journal of Medicine. 369(12): 1089 - 1091.
• Martos, J. et al (Ed) (2005) Autism: The future is today. Madrid: Imserso-APNA.
• Monfort, M and Monfort, I (2001). In mind 2. A graphic support for the training of pragmatic skills in children. Entha Editions.
• Quill, K.A. (2000). “Do-Watch-Listen-Say. Social and Communication Intervention for children with Autism ”. Brookes.
• Szatmari, P. (2006) A different mind. Guide for parents. Editorial Paidós.