Autism spectrum disorder is a condition that’s characterized by differences in social interaction, communication, interests, and behavior. Understanding the differences between autism and typical development is crucial for early diagnosis and intervention, which can significantly improve outcomes for children with autism.Â
In this article, we’re going to explore the distinctions between autism and normal development.
Social Interaction
Social interaction is one of the primary areas where children with autism differ from their typically developing peers. From an early age, children with autism often show less interest in social engagement.Â
They might avoid eye contact, not respond to their names, and show limited facial expressions compared to typically developing children. These social differences are often noticeable in infancy and become more apparent as the child grows.
Typically developing infants engage in social smiles and reciprocal interactions with caregivers. By the age of one, most children enjoy games like peek-a-boo and show an interest in playing with others.Â
In contrast, children with autism may not seek out social games or show the same level of interest in engaging with people. This reduced social engagement can lead to delays in forming friendships and understanding social norms as they grow older.
Communication
Communication differences between children with autism and those with typical development are also significant.Â
Language development in typically developing children follows a predictable pattern, with most children saying their first words around 12 months and forming simple sentences by age two. They use gestures, such as pointing, to communicate needs and share interests with others.
Children with autism, however, may experience delays in language development or may not develop spoken language at all. Some may develop language but use it in atypical ways, such as repeating phrases (echolalia) or speaking in a monotone voice.Â
Nonverbal communication, such as gestures and facial expressions, is also often affected.Â
These communication challenges can make it difficult for children with autism to express their needs and understand the communication of others, which can lead to frustration and social isolation.
Cognitive Development
Cognitive development encompasses a range of skills, including problem-solving, memory, and learning. While children with autism can have a wide range of cognitive abilities, their development in this area often differs from typically developing children. Some children with autism may exhibit exceptional skills or savant abilities in specific areas, such as mathematics, music, or art.Â
However, these strengths are often accompanied by significant challenges in other areas.
Typically developing children tend to follow a more uniform pattern of cognitive development, with skills building progressively over time. They are generally able to engage in imaginative play, understand cause-and-effect relationships, and develop the Theory of Mind – the ability to understand that others have thoughts and feelings different from their own.Â
In contrast, children with autism may show limited imaginative play and struggle with understanding others’ perspectives, which can impact their social interactions and learning experiences.
Sensory Processing
Sensory processing refers to the way the nervous system receives and responds to sensory stimuli.Â
Children with autism often experience differences in sensory processing, which can manifest as hypersensitivity (over-responsiveness) or hyposensitivity (under-responsiveness) to sensory input. These sensory differences can affect how they interact with their environment and the people around them.
For example, a child with autism who is hypersensitive to clothing may find certain fabrics or fitting to be uncomfortable, even painful.
On the other hand, a child who is hyposensitive to touch may seek out intense sensory experiences, such as squeezing or banging objects. These sensory processing differences can impact a child’s ability to participate in typical activities and may require accommodations to help them feel more comfortable and engaged.
Play and Interests
Play is an essential part of childhood development, allowing children to explore, learn, and develop social skills.Â
Typically developing children engage in a variety of play activities, including pretend play, cooperative play with peers, and games that involve taking turns and following rules. They show a wide range of interests and can shift their focus from one activity to another relatively easily.
Children with autism often have a more restricted range of play and interests. They may engage in repetitive play, such as lining up toys or spinning objects, and show intense focus on specific interests.Â
While these focused interests can lead to the development of deep knowledge in particular areas, they can also limit opportunities for social interaction and the development of broader skills.
Behavior and Emotional Regulation
Behavioral and emotional regulation are other areas where differences between autism and typical development can be observed. Children with typical development generally learn to regulate their emotions and behavior in socially appropriate ways as they grow. They develop coping strategies for dealing with frustration, disappointment, and other challenging emotions.
Understanding the underlying causes of these behaviors is crucial for developing effective strategies to support children with autism in managing their emotions and behavior.
Early Detection and Intervention
Early detection and intervention are vital for improving outcomes for children with autism. According to research, early intervention can enhance social, communication, and cognitive development in children with autism significantly.Â
Parents and caregivers play a critical role in recognizing early signs of autism and seeking appropriate evaluation and support.
Signs of autism can often be detected as early as the first year of life. These early signs may include lack of eye contact, limited babbling or speech, lack of interest in social games, and unusual sensory behaviors.Â
If parents notice these signs, it is essential to consult with a pediatrician or a specialist in developmental disorders for a comprehensive evaluation.
Diagnostic Criteria and Tools
The diagnosis of autism is based on criteria outlined in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5). The DSM-5 criteria include social communication and social interaction deficits throughout various contexts, as well as repetitive patterns of behavior or interests.Â
These symptoms must be present from early childhood and significantly impact daily functioning.
Several diagnostic tools are used to assess autism, including the Autism Diagnostic Observation Schedule (ADOS) and the Autism Diagnostic Interview-Revised (ADI-R). These tools involve structured observations and interviews with parents to gather detailed information about the child’s development and behavior.
Understanding the differences between autism and typical development is essential for early diagnosis, intervention, and support for children with autism. While children with autism may face challenges in areas such as social interaction, communication, cognitive development, and sensory processing, early intervention and tailored support can significantly improve their quality of life.Â
Recognizing the signs of autism early and seeking appropriate evaluation and intervention can help children with autism reach their full potential and lead fulfilling lives. For those seeking support, there are autism programs in Arizona, Georgia, New Jersey, and Utah available.
Contact us at Silver Swing ABA to learn more or to book a consultation.
