Characteristics of ASD

Determining eligibility under ASD is a complicated process. All people demonstrate certain characteristics included in the following lists. Eligibility is determined by finding substantial patterns of behavior across time that is significant enough to impact daily functioning in all four areas, while ruling out other factors that may cause the demonstration of characteristics.

Communication

• Difficulty attending to verbal stimuli

• Unusual vocal quality and/or inflection (tone, pitch or rate)

• Stereotyped, repetitive use of speech

• Difficulty following verbal directions

• Does not relate needs or wants

• Uses and interprets language literally

• Asks repetitive questions

• Does not volunteer information

• Does not initiate speech

• Difficulty with topic maintenance

• Inability to repair communication breakdowns

• Lack understanding and/or use of non-verbal expressions

• May use age or above age appropriate language when discussing preferred topics, but reverts to below age level language when responding to topics of little or no interest

• Difficulty with pragmatics- either rote or applied

• Difficulty taking turns in a conversation

• Demonstrates few facial expressions and gestures

• Does not initiate greetings or departures

• Difficulty understanding the hidden meaning of language and applying it appropriately

• Difficulty extending a conversation beyond the initial greeting/statement

• Inappropriate application of gestures to social situation

• Does not respond to name

• Limited facial expressions

• Requires specific directions to begin most tasks

• Limited ability to take perspective in a conversation

• Limited ability to generate language to learn about other people’s interests

• Difficulty asking for help

Social Interaction

• Limited or no initiations with others

• Pretend play is absent, unimaginative or repetitive

• Lack of spontaneous seeking to share enjoyment, interests, achievements with other people

• Laughs, giggles or cries at times that are inappropriate for the context

• Difficulty shifting attention appropriately

• Plays alongside peers rather that with them

• Difficulty initiating and sustaining a social interaction appropriate to the social context

• Lack of social or emotional reciprocity

• Difficulty showing empathy

• Impaired awareness of the feelings of others

• Unaware of the impact of behavior on others

• Difficulty working in cooperative learning groups

• Difficulty interpreting the intentions of others

• Difficulty recognizing when others are teasing

• Prefers to work alone

• Limited interaction with peers during unstructured time

• Difficulty identifying how others are feeling, can be unaware of the needs of others

• Has difficulty understanding what causes people to like or dislike him or her

• Difficulty navigating friendships

• Difficulty predicting social consequences

• Difficulty interpreting facial expressions and other body language

• Continued fear of other student’s perception of him or her

• Difficulty understanding higher level nuances in social interaction and applying them appropriately to match the concepts

• Desire to develop relationships with peers, but lacks understanding of skills to do so

• Difficulty applying problem solving strategies and conflict resolution skills across all environments

Patterns of Behavior

• Repetitive, unusual manipulation of toys or objects

• Compulsive adherence to routines or rituals

• Show interest in certain play activities or themes, but not be flexible in a variety of play activities

• Overly attached to or preoccupied with certain objects, activities or people

• Preoccupied with parts of objects

• Exclusively focuses on an idea or activity until it is completed

• Literal thought process

• Difficulty with changes in environment

• Unable to tolerate change

• Intense interest in certain subjects/hobbies

• Excellent memory for facts related to areas of interest

• Asks the same questions repetitively for clarification

• Needs a high amount of reassurance if things change or go wrong

• Often chooses to do school work he loves first, does not always understand he needs to complete the other work as well

• Struggles to “go back in time” after an absence to complete missed requirements

• Repetitive behaviors/body movements

• Rule based thinking

• Difficulty transferring learned skills to work, or using them independently

• At home, closet is meticulously organized by item type, color and hanger use

• Follows the same routine each evening in order to prepare for school the next day

• Focus on and anxiety over receiving detentions

• Strong desire to leave the classroom once the bell rings due to anxiety over being late for the next class