“Features” is used to describe an individual or set of behaviors, conditions, physical characteristics or traits of an individual which can be attributed to a disability. Below are several common features of autism. Most people with an ASD will present with some of these features. Not every feature is listed. The number of features an individual with autism has will vary greatly. It is important to note that most neurotypical people will also have some of these features from time to time. Understanding the major features of autism may help you better identify persons with an ASD. It also will help you understand the behavior(s) that can be expected and are normal to the disability.
General Features
· Ordering and Arranging - the methodical arrangement of items, usually in a line or specific pattern of arrangement (large to small, short to tall, etc.).
· Wandering - Also described as “lost,” “running” or “elopement.” The person with an ASD who is “wandering” may not consider himself or herself “lost” and most likely will not seek assistance (including a young child who has been separated from their parent or caregiver). He/she may be perfectly content doing so for no particular reason (ie, Forest Gump) or might be seeking a favorite place or activity.
· Affinity for Water – People with an ASD, and in particular those with autistic disorder, tend to have a strong affinity for water regardless of their ability to swim or survive in water. Drowning is a leading cause of death among both adults and children with autism. Consider ALL water features during searches, both public and private: fountains (including coin fountains), wells (including wishing wells with water), ponds, lakes, streams, creeks, rivers (including natural, utilitarian and decorative), pools (including pools enclosed in buildings and fenced yards), spas and hot tubs. Check water sources that have been covered, are no longer in service, locked up or otherwise not commonly used or accessible.
· Running in & out of traffic – often with blatant disregard for safety. May be due to perceptual issues (unable to tell traffic is standing still or moving).
· Climbing / Acts of Balancing / Jumping – In & out of trees or windows or even on the outside of building. May not have regards for their height or safety. May “balance” on edge of walls and roofs, window ledges, bridges, utility towers and similar structures. May jump with no purpose, no motive and without regards to how far they are jumping or the likelihood of injury from jumping (may be perceptual).
Personality
· May be very flat, appearing to have no sense of humor and may have a very literal perception of what you say.
· May not be able to recognize patterns of speech, such as joking, sarcasm, humor, slang and teasing.
· Brutally honest, blunt and tactless.
· Little concern about social norms and little understanding of appropriateness
· Great difficulty respecting others opinions, interests or ideas.
· Frequently will be argumentative, stubborn and belligerent, even over very minor issues.
· Not interested in the perception or opinion of others.
Communication Features
One of the hallmarks of all Autism Spectrum Disorders is communication impairment. We most often associate spoken and written language with the word “communication.” However, there is more to communication than just words. In addition to language skills, we use tone inflection, phrasing, and speech patterns as forms of verbal communication. We also use non-verbal communication, including “body language,” gesturing, pointing, waving and eye contact. One’s behavior is also a method of non-verbal communication, often driven by the subconscious. Although communication is impaired in people with autism, it is not absent and the extent of the impairment varies significantly from person to person.
· Approximately 25-30% of those with some form of autism will stop speaking, usually between 15-24 months of age (Johnson et al 2007). Turner et al (2006) found 22% of persons with ASDs who stopped speaking remained non-verbal at age 9. In other cases, persons with ASDs may never begin speaking, their speech may develop late, their speech progress may be very slow to develop or speech progress is otherwise abnormal or irregular.
Spoken Language Features
· May answer all questions “no” or “why” incessantly (age inappropriate)
· Echolalia (“parroting”). Echolalia is when someone repeats something that they hear, exactly as they hear it; it may be immediate or delayed hours, days, weeks, even months or years. Includes parroting other people, television commercials, movie lines, songs, etc.
· Speech will often speak in a passive, monotone voice or speak with inappropriate volumes; they may have unusual inflections in their voice and mispronounce words, sounding like they are trying to talk like a computer at times.
· Patterns of speech and literal perception – May have difficulty distinguishing sarcasm, humor, joking, cynical statements, etc., even when it seems “obvious.” May not recognize the use of voice inflections to communicate emotions, such as anger or disgust. May not be able to effectively use these patterns of speech. (See Also-Personality Discussion)
· Difficulty distinguishing questions from statements. The individual may try to answer a statement or rhetorical question or may react to a question as if it were a statement or order.
· Difficulty in recognizing or repairing a breakdown in communication.
· May have difficulty in asking for clarification if something is not understood. May acknowledge understanding even if he or she is unclear of what is being asked or he/she is unable to comprehend the subject at hand.
· Difficulty clarifying their statements: If you ask the individual to clarify something that he or she says, the individual may repeat the thought exactly as it was expressed the first time. The individual may become frustrated by requests to rephrase what he says, because the thought is clear to him, and may infer that either the request or the person making the request is stupid.
It is also important to note that even when spoken communication is either absent or significantly impaired, it does not mean that the person with autism is incapable of understanding or expressing their thoughts using language skills. In fact, some people with autism who have very restricted verbal abilities are able to use language skills very effectively, with a great deal of thought, insight and even eloquence through the written word or the use of sign language.
Non-Verbal Communication Features
Albert Mehrabian (1981) describes that, in specific situations, communication can be described by the “7-38-55” rule (7% language, 38% speech patterns, 55% facial expressions). This rule is limited to very specific situations and does not take in to account how much communication is other body language, but it is a good example of how much communication is based on other factors and not simply words.
Non-verbal communication includes: · Body Language · Facial Expressions · Voice Inflections · Pointing · Gesturing · Waiving · Stances · Eye Contact
Notes: -- It is likely that the individual with autism will not be able to interpret or even be aware of non-verbal forms of communication.
-- The person with autism often will not use usual non-verbal forms of communication or use non-verbal communication poorly, inappropriately or inconsistently with the message they are trying to send.
To aide communication, the person with an ASD may use certain tools to help them communicate, whether or not they have verbal language ability:
They may present an identification card or medical alerting jewelry to make you aware of their communication impairments and disability.
Other Considerations about Non-Verbal Communication:
· Mostly learned by experience and not formally taught. · When cultures change, the “rules” of non-verbal communication change as well. (For example, a “thumbs up” in our culture is a signal of approval; while in the Middle Eastern culture, it is the crudest of insults).
Interaction with People and Authorities
· Difficulty judging personal space. May need more personal space than is typical. May not be able to judge your personal space - may not respect your wishes to increase your space, particularly if you are vague in your request. Unlikely to “yield” personal space to medical professionals trying to do an assessment.
· When approached, may move or run away. May not respond to commands to “stop,” even when made by police or uniformed personnel.
· May not recognize public safety personnel, understand our roles or know what public safety personnel’s expectations are.
· They may assume that anyone in a uniform is a public safety agent, even if they are a parking attendant or janitor. He or she may not know where to seek help or may avoid seeking help.
· When dealing with public safety personnel, persons with ASD may not be able to provide essential information (name, address, etc.) or answer your questions.
· May appear as if they are not paying attention or are uninterested (“being a poor listener” or “off in their own world”). Many times they are attentive to the speaker and are actively listening. (Don’t assume they are not listening)
· Many people with an ASD have good receptive language skills, even if they have poor or no expressive language skills. (Don’t assume they don’t understand!)
· Usually have great deal of difficulty eye contact. (The part of the brain that senses threat and fear is stimulated when a person with an ASD perceives facial features and eye contact and causes a sensation of fear and anxiety, regardless of the situation or facial expression and even if the person observed is a close family member or caregiver
· Perseveration is very common. Focuses on a specific topic or subject that they select because it holds an interest for them, which may or may not be related to the “business at hand” and cannot be redirected, regardless of the importance or urgency.
Stereotypy
· Definition: frequent repetition of the same posture, movement, or form of speech.
· Most frequent in ASD: rocking back and forth, flapping their hands and arms, repeating a favorite phrase over and over, spinning or spinning objects or orderly arranging of objects including lining objects up.
· One function of stereotypy may be Self-Stimulatory Behaviors (SSB)
o Referred to as “stimming”
o Sensory stimulation in response to hypersensory or hyposensory issues.
· Stereotypy and SSB not exclusive to ASDs, “mild” stereotypy common even in general population and other species.
Routines
· Strong preference for the expected and predictable. Rigid routines and schedules that are adhered to with precision.
· The routines may be quite complex and well defined; often transparent to those who do not know the individual.
· May be purposeful in nature
· Disruption of routine likely will result in a great deal of stress and frustration. Even minor interruptions in their routine may be a “big deal” (Inability to adapt and overcome)
Preference for the Same
Strong preference for the predictable and can be expected. Change, particularly unexpected change, can cause a level of fear, frustration, anxiety and stress that is not well understood by most neurotypical people. (Even small change)Much of this may be due to their perceptual difficulties.May deal with big change better than small change.
