A.S.D.

Autism is pervasive developmental disorder that is characterized by impaired development in communication, social interaction, and behavior. Autism afflicts one out of every 100 to 166 children and it affects the lives of many children and their families. It tends to affect about five boys to every one girl.

Adults with autism have certain unique skills and do best at jobs that address their strengths. Research says adults with autism have short-term memory limitations, however, they also possess more superior long-term memory than most people. Individuals with autism may have unusual talents, such as enhanced attention to detail and high performance of very repetitive tasks. They also tend to be visual thinkers. 

Social exclusion of adults with autism advances through their difficulties in finding work and adapting it to their capabilities. Many such people are able to perform adapted professional work, but lack the opportunities to acquire basic skills. Participation in consulting and training programs is difficult because of the deficits in social functioning. Appropriate preparation of adults with autism for work requires the creation of a new approach to vocational training and development of practical methods that can be used by trainers of adults with autism. General job or training advice for individuals with autism is difficult, because the level at which they are affected can be dramatically different. Creating career opportunities of people with autism will contribute to their social rehabilitation as well as positively influence the public perception of this group of people.

Focusing on vocational training which might be followed by employment that takes advantage of highly developed skills can be beneficial to those dealing with autism.

Autism is one of the five pervasive developmental disorders (PDD), which are characterized by widespread abnormalities of social interactions and communication, and severely restricted interests and highly repetitive behavior. These symptoms do not imply sickness, fragility, or emotional disturbance.

Of the five PDD forms, Asperger syndrome is closest to autism in signs and likely causes; Rett syndrome and childhood disintegrative disorder share several signs with autism, but may have unrelated causes; PDD not otherwise specified (PDD-NOS; also called atypical autism) is diagnosed when the criteria are not met for a more specific disorder. Unlike with autism, people with Asperger syndrome have no substantial delay in language development. The terminology of autism can be bewildering, with autism, Asperger syndrome and PDD-NOS often called the autism spectrum disorders (ASD)or sometimes the autistic disorders, whereas autism itself is often called autistic disorder, childhood autism, or infantile autism. In this article, autism refers to the classic autistic disorder; in clinical practice, though, autism, ASD, and PDD are often used interchangeably. ASD, in turn, is a subset of the broader autism phenotype, which describes individuals who may not have ASD but do have autistic-like traits, such as avoiding eye contact.

The manifestations of autism cover a wide spectrum, ranging from individuals with severe impairments—who may be silent, mentally disabled, and locked into hand flapping and rocking—to high functioning individuals who may have active but distinctly odd social approaches, narrowly focused interests, and verbose, pedantic communication. Because the behavior spectrum is continuous, boundaries between diagnostic categories are necessarily somewhat arbitrary. Sometimes the syndrome is divided into low-, medium- or high-functioning autism (LFA, MFA, and HFA), based on IQ thresholds, or on how much support the individual requires in daily life; these subdivisions are not standardized and are controversial. Autism can also be divided into syndromal and non-syndromal autism; the syndromal autism is associated with severe or profound mental retardation or a congenital syndrome with physical symptoms, such as tuberous sclerosis. Although individuals with Asperger syndrome tend to perform better cognitively than those with autism, the extent of the overlap between Asperger syndrome, HFA, and non-syndromal autism is unclear.

Some studies have reported diagnoses of autism in children due to a loss of language or social skills, as opposed to a failure to make progress, typically from 15 to 30 months of age. The validity of this distinction remains controversial; it is possible that regressive autism is a specific subtype, or that there is a continuum of behaviors between autism with and without regression.

Research into causes has been hampered by the inability to identify biologically meaningful subgroups within the autistic population and by the traditional boundaries between the disciplines of psychiatry, psychology, neurology and pediatrics. Newer technologies such as fMRI and diffusion tensor imaging can help identify biologically relevant phenotypes (observable traits) that can be viewed on brain scans, to help further neurogenetic studies of autism; one example is lowered activity in the fusiform face area of the brain, which is associated with impaired perception of people versus objects. It has been proposed to classify autism using genetics as well as behavior.   Source: Wikipedia