2. Autism disorder

Autism is a spectrum disorder caused by physiological impairment to the brain. People with autism may be affected in different ways, manifesting symptoms that range from mild to severe. Autism characteristically affects development of reciprocal social interactions, communication, and language; flexible behavior; imagination; and the acquisition of a theory of mind. (Wolfberg P, 1999, 22).

Autism is not a disease. It is both a behavioral syndrome and a developmental disability. Autism as a behavioral syndrome means that people with autism frequently display certain clusters of behaviors that distinguish them from those who are not autistic. There are four broad categories of behavior consistent with the diagnosis of autism. (adapted Cohen, Paul and Volkmar, 1987, 30). (1) Difficulties with social relationships, (2) Severe deficits in language, (3) Severe deficits in communication, (4) Other associated features. (Gerdtz J, Bregman J, 1990, 14).

The National Autistic Society describes autism as a mental handicap, a statement which requires clarification, because in fact a small number of autistic individuals are not intellectually impaired in the usual sense. (Aarons M, Gittens T, 1992, 22).

There are roughly two to four times more males than females with autism. Autism is frequently accompanied by mental retardation based on standardized intelligence tests, with approximately 60% falling bellow average within the serve range (scores of below 50), 20% below average in the mild range (between 50 and 70), and 20% within the average or above-average range (grater than 70). (Wolfberg P, 1999, 16).

This 20%, in spite of their higher level of intellectual functioning, will almost certainly encounter difficulties in their lives which will require support and understanding from parents, teachers, therapists, etc. as well as from peers and even employers, to enable them to make the most of their abilities in a world which may not always take kindly to their oddities and eccentricities. (Aarons M, Gittens T, 1992, 22).

Autism may also be associated with other conditions, such as obsessive-compulsive disorder, Tourette’s syndrome, and seizure-related conditions. (Wolfberg P, 1999, 16).

It must be obvious that autistic children with low levels of intelligence will present in a different way from the percentage (albeit small) with higher, even normal intelligence. In general, the most severely autistic children are also likely to be the most severely mentally handicapped. In normally intelligent autistic children, the disability mainly affects verbal skills. (Aarons M, Gittens T, 1992, 22).

There are many similarities between autism and mental retardation. Like autism, mental retardation is both a behavioral syndrome and a developmental disability. Mental retardation is more common disability than autism; over 70 percent of persons with autism are also mentally retarded. (Gerdtz J, Bregman J, 1990, 27).

Two similar systems for diagnosing autism are the International Classification of Diseases (ICD-10), prepared by the World Health Organization (1987), and the Diagnosis and Statistical Manual of Mental Dosirders (DSM-IV), issued by the American Psychiatric Association (1994). (Wolfberg P, 1999, 16).

While both systems generally agree on the essential criteria for classifying autism, they differ in their use of terminology. (Wolfberg P, 1999, 16).

The DSM-IV system classifies several subtypes of autism within Pervasive Developmental Disorder (PDD). These include Autistic Disorder, Rett’s Disorder, Childhood Disintegrative Disorder, Asperger’s Disorder, and Pervasive Developmental Disorder-not otherwise specified (PDD-NOS). (Wolfberg P, 1999, 16).

These conditions, which also appear in the first years of life, are characterized by severe and pervasive impairment in the development of reciprocal social interaction, verbal or nonverbal communication, imaginative activity, or the presence of restricted, repetitive, and stereotyped patterns of behavior, interest, and activities. For the diagnosis of Autistic Disorder (i.e., classic Kanner’s), all of the above features must be present. (Wolfberg P, 1999, 16).

This fact is important in relation to autism disorder and activity level of the participants during the physical activity sessions. Not every kid is ready to participate, understand and complete all required tasks.