Lindsey Pazdziorko

Professor Mary Niemiec

Lifespan Development PY223-01

Research Paper

Autism Spectrum Disorder Throughout the Lifespan

According to the National Autism Association, autism is defined as “a bio-neurological

developmental disability that generally appears before the age of 3” (National Autism

Association). I chose to research this topic for our final research paper in Lifespan Development

because it is something that is becoming more prevalent in, not only our society as a whole, but

in my life as well. As someone who wants to go into the field of occupational therapy,

specifically working with pediatrics, I will most likely see an increasing number of children who

are diagnosed with autism spectrum disorder. Because of the field I want to pursue, I think that

autism spectrum disorder is something I should be well versed in, which will lead to better

knowledge in how to work with these individuals.

Those with autism spectrum disorder often struggle with social communication and

interactions, such as nonverbal communications or even politeness in conversation, and often

pick up a ‘special interest’ in which they are typically fixated on, such as insects, plants, or

airplanes. Many people with autism spectrum disorder have trouble learning, moving or paying

attention, and they may have to learn different ways to achieve these things, such as using fidget

toys or even a wheelchair. Autism spectrum disorder looks different for every individual that is

diagnosed, hence why there is the word spectrum in the name, According to the National Autism

Association “autism greatly varies from person to person (no two people with autism are alike)”.
 There are three main levels of autism: Level one autism spectrum disorder, “requires

support” and is the mildest and most high functioning form of autism. Those with level one

autism spectrum disorder typically struggle mostly with social interactions, such as not being

able to read social cues or body language and they may attempt to make friends but won’t

typically be successful. Level two autism spectrum disorder is referred to as “requires substantial

support”. Those diagnosed with this level of autism spectrum disorder will have a more clear

issue with verbal and social interactions and have a more difficult time focusing on one task at a

time. It is at this level that individuals tend to have a ‘special interest’ and partake in repetitive

behaviors, which make it hard for them to function in certain situations, such as waiting in

lines. Level three, ‘requires very substantial support’ is the most severe form of autism spectrum

disorder. Individuals diagnosed with this level of autism spectrum disorder have many of the

same behaviors as those individuals from levels one and two but to a much more extreme level.

“A person with ASD level 3 will have a very limited ability to speak clearly and will rarely start

interactions with other people. When they do, they will do so awkwardly. Someone with level 3

will also respond only to very direct social approaches from other people.” (Rudy & Gans).

Individuals who are on the spectrum of autism typically suffer from several comorbid medical

conditions including asthma, epilepsy, digestive or feeding disorders, sensory dysfunctions,

sleeping disorders, and many others.

According to the Centers for Disease Control and Prevention “Diagnosing Autism

Spectrum Disorder can be difficult because there is no medical test, like a blood test, to diagnose

the disorder. Doctors look at the child’s developmental history and behavior to make a

diagnosis.” (Centers for Disease Control and Prevention). Autism spectrum disorder can be

detected as early as 18 months, but is usually the most reliable by the age of two when done by
an experienced professional. Some people do not get a diagnosis until much later in adolescence

or even in adulthood.

Diagnosis of autism spectrum disorder consists of developmental monitoring,

developmental screening and finally developmental diagnosis. Developmental monitoring is

considered an active and ongoing process of observing a child who is suspected of having autism

spectrum disorder and a constant communication between their parents and providers about the

child’s skills and abilities compared to others their age. Developmental screening is a much more

formal way of tracking a child’s development and it is a regular part of most pediatric well-visits.

The American Academy of Pediatrics recommends developmental and behavioral screening

during well visits, even when there is no concern for autism spectrum disorder at 9 months, 18

months and 30 months and children should be screened specifically for autism spectrum disorder

at 18 months and 24 months. These screens compare the child in question to other children at the

same age. These questions target language, movement, thinking skills, behaviors and emotions.

Additional screens should be done if a child is more likely to have autism spectrum disorder,

especially if someone else in their family is on the autism spectrum. These tools alone cannot

provide a diagnosis of autism spectrum disorder, only provide information about whether or not a

child is on the right track developmentally and bring up areas of concern. A formal evaluation is

done in order to determine a formal diagnosis. This evaluation “is a more in-depth look at a

child’s development and is usually done by a trained specialist, such as a developmental

pediatrician, child psychologist, speech-language pathologist, occupational therapist, or other

specialist.” (Centers for Disease Control and Prevention). Autism spectrum disorder is four

times more often diagnosed in males than it is in females and there does not appear to be a

correlation between autism spectrum disorder and race, region or socio-economic status. Today
in the United States of America it is estimated that one in every forty-four children are diagnosed

with autism spectrum disorder.

“Diagnosing children with ASD as early as possible is important to make sure children

receive the services and support they need to reach their full potential” (Centers for Disease

Control and Prevention). Getting a diagnosis for autism spectrum disorder can help in many

ways, but mainly it provides access to additional therapy one may not have gotten access to

without a diagnosis including speech therapy, occupational therapy as well as access to support

programs. The availability and quality of programs such as these varies from state to state and

program to program. A wonderful example of the benefits of getting a diagnosis for autism

spectrum disorder is that those with this diagnosis are eligible for support, services and

protection under the Americans with Disabilities Act which “prohibits discrimination against

individuals with disabilities in all areas of public life” (Progin). This act applies to employment,

schools, transportation, services from the state and local governments, websites, and many more.

In addition to the access to programs and legislation that comes along with a diagnosis of autism

spectrum disorder, many adults that get diagnosed later in life note “a sense of relief and

confirmation that there are legitimate reasons for their challenges. A diagnosis can also help a

person focus on strengths as well as identify and work on areas of difficulty” (Autism Speaks).

There are a multitude of programs designed for children with autism in grade school,

kindergarten through twelfth grade. Speaking from personal experience. My school district had

what was considered one of the best special education programs in our area and many children

with autism spectrum disorder came to our school from all over the state just for this program.

This program, due to the Individuals with Disabilities Education Act and the Pennsylvania

School code, provides screenings and evaluations, appropriate programs, and services to such
students without cost to parents. Most of those who work in this program specifically are

occupational therapists or other specialists in similar fields. In addition to these workers, students

outside of these programs in each of the schools in the district also work with the children in the

programs in hopes of socializing the children in the program and showing the children outside of

the program that autism spectrum disorder does not make these children different from them.

Another program that my high school as well as many others throughout the country participates

in every year is the Special Olympics. The “Special Olympics Pennsylvania organizes and runs

year-round athletic training and competitions in 21 sports each year for athletes of all ages at no

cost to our participants” (Special Olympics Pa). This program also provides free health services

to its athletes in order to improve their health and fitness. These health services include podiatry,

physical therapy, vision, dentistry, audiology and active coping skills.

Many post-secondary institutions, including community colleges, universities, and

individual classes offer training and certification programs for those diagnosed with autism

spectrum disorder. In Pennsylvania alone there are eleven schools that have such programs, the

closest being Slippery Rock University, which has an ATLAS Program that “provides Slippery

Rock University students with autism spectrum diagnosis a wide variety of support, resources

and events to ensure a successful transition into, through and out of their college experience”

(Slippery Rock University). These programs aim to enhance not only the academic achievements

of said individuals but also their social, communication, career and general life skills. In order to

enhance these aspects, the students have access to activities, such as individual coach, peer

monitoring and group meals with students in the program, fitness days, study sessions, and other

events.
 Pennsylvania provides two programs for adults with autism spectrum disorder through

the Bureau of Autism Services. The Adult Autism Waiver is a “Home and Community-Based

Services (HCBS) Medicaid waiver designed to provide long-term services and support for

community living, tailored to the specific needs of adults age 21 or older”. It was designed to

help adults diagnosed as being on the autism spectrum participate in their communities based on

their identified needs. The Adult Community Autism Program is a “fully integrated,

comprehensive system of care that includes physical health, behavioral health, social,

recreational, transportation, employment, therapeutic, educational, crisis, in-home support, and

independent living services” (Department of Health Services of Pennsylvania). There are a

number of benefits of this program including, a behavior support plan, crisis intervention plan

and a fully integrated continuity of care. The goals of this program include decreasing the stress

on the family or caregiver, supporting more involvement in community activities and helping

those in the program reach their employment goals.

The life expectancy of an individual with autism spectrum disorder can vary. Usually,

due to other health conditions associated with autism spectrum disorder, or those diagnosed with

level three autism spectrum disorder, or severe autism, have a life expectancy of 39.5 years. The

life expectancy typically increases as the level of autism decreases. With this increasing life

expectancy, programs like the ones described previously become increasingly important for

individuals diagnosed with autism spectrum disorder to live an independent life.

 References

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www.dhs.pa.gov/Services/Disabilities-Aging/Pages/ACAP.aspx.

“Application for 1915(c) HCBS Waiver: PA.0593.R03.01 .” Department of Human

Services, Dhs.pa.gov, 1 Apr. 2022,

www.dhs.pa.gov/Services/Disabilities-Aging/Pages/Disabilities-Aging.aspx.

“Autism Fact Sheet.” National Autism Association,

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%20addition%2C%20many%20adults%20find,work%20on%20areas%20of%20difficulty.

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Office of Disability Services. “Specialized Services.” Slippery Rock University,

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Progin, Written by Emily. “What Is the Americans with Disabilities Act (ADA)?” Help

Hope Live, 26 July 2019,

helphopelive.org/ada29th/?gclid=Cj0KCQjwmPSSBhCNARIsAH3cYgbEr1sTwr1evWqm

V_G8imD-K7hXgp-fEmNPgRvIoMKjG-3PoVxpUpIaAhgWEALw_wcB.

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Verywell Health, Verywell Health, 25 Feb. 2022,

www.verywellhealth.com/what-are-the-three-levels-of-autism-260233.

“Screening and Diagnosis of Autism Spectrum Disorder.” Centers for Disease Control and

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www.cdc.gov/ncbddd/autism/screening.html.

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Prevention, Centers for Disease Control and Prevention, 28 Mar. 2022,

www.cdc.gov/ncbddd/autism/signs.html.

“Special Education Services.” Go to Souderton Area School District,

www.soudertonsd.org/parents-students/specialed.

Special Olympics Pennsylvania, specialolympicspa.org/.