autistic disorder / diagnostic features

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the essential features of autistic disorder are the presence of markedly abnormal or impaired

 development in social interaction

and communication and a markedly restricted repertoire of activity and interests

manifestations of the disorder vary greatly depending on the developmental level and chronological age of the individual

       autistic disorder is  sometimes referred to as early infantile autism, childhood autism, or kanners

autism

the impairment in reciprocal social interaction is gross and sustained. there may be marked   impairment in the use of multiple nonverbal behaviors (e.g., eye - to- eye of gaze, facial expression, body postures and gestures) to regulate social interaction and communication . there may be failure to develop peer relationships appropriate to develomental level

that may take different forms at different ages  younger individuals may have little or no interest in friendships / older individuals may have an interest in friendship but lack understanding of the conventions of social interaction

there may be a kack of spontaneous seeking to share enjoyment, interests,or achievments with other people (e.g, not shwing, bringing, or pointing out object they find interesting ) lack of social or emotional reciprocity may be present ( not actively participating in simple  social play or games , preferring solitary activities or involving others in activities only as tools or "mechanical" aids

often an individuals awareness of others is markedly impaired. individuals with this disorder may be oblivious to other children ( including sibling ) , may have no concept of the needs of others , or may not notice another persons distress

the impairment in communication is also marked and sustained and affects both verbal and nonverbal skills. there may be delay in, or total lack of, the development of spoken language . in individuals who do speak, there may be marked impairment in the ability to initiate or sustain a conversation with others , or a stereotyped and repetitive use of language or idiosyncratic language there may also be a lack of varied, spontaneous make-believe play or social imitative play appropriate to developmental level. when speech does develop, the pitch, intonation, rate, rhythm,or stress may be abnormal ( e.g, tone of voice may be monotonous or inappropriate to context or may contain question like rises at ends of statements) . grammatical structures are often immature and include stereotyped and repetitive use of language ( e.g , repetition of words or phrases regardless of meaning , repeating jingles or commercials or idiosyncratic language ( i.e, language that has meaning only to those familiar with the individuals communication style ). language comprehension is often very delayed, and the individual may be unable to understand simple question or direction. a disturbance in the pragmatic ( social use ) of language is often evidenced by an inability to integrate words with gestures or understand humor or nonliteral aspects of speech such as irony or implied meaning imaginative play is often absent or markedly impaired . these individuals also tend not to engage in the simple imitation games or routines of infancy or early childhood or do so only out of context or in a mechanical way

 individuals with autistic disorder have restricted , repetitive, and stereotyped patterns of behavior interests, and activities. there may be an encompassing preoccupation with one or more stereotyped and restricted patters of interest that is abnormal either in intensity or focus an apparently inflexible adherence to specific, nonfunctional routines or rituals

stereotyped and repetitive motor mannerisms or a persistent preoccupation with parts of objects

individuals with autistic disorder display a markedly restricted range of interests and are often preoccupied with one narrow interest ( e.g ,dates , phone numbers, radio station call letters ) they may line up an exact number of play things in the same manner over and over again or repetitively mimic the actions of a television actor they may insist on sameness and show resistance to or distress over trivial changes ( e.g , a younger child may have a catastrophic reaction to a minor change in the environment such as rearrangement of the furniture or use of a new set of utensils at the dinner table

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Diagnostic Criteria for Autistic Disorder

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Diagnostic Criteria for Autistic Disorder

A - A total of six ( or more ) items from (1), (2), and (3), with at least two from (1 ) , and one each from (2),and (3

 (1)qualitative impairment in social interaction, as manifested by at least two of the followin)
(a)
marked impairment in the use of multiple nonverbal behaviors such as eye-to-eye of gaze, facial
expression, body postures, and gestures to regulate social interaction
(b)
failure to develop peer relationships appropriate to developmental level
(c)
a lack of spontaneous seeking to share enjoyment, interests, or achievements with other people (e.g.,by a lack of showing bringing or pointing out objects of interest
(d)
lack of social or emotional reciprocity

(2)qualitative impairments incommunication, as manifested by at least one of the followin)

 a ) delay in or lack of , the development of spoken language ( not accompanied by an attempt to 

compensate through alternative modes of communication such as gesture or mime)

b ) in individuals with adequate speech, marked impairment in the ability to initiate or sustain a conversation with others 

( c ) stereotyped and repetitive use of language or idiosyncratic language

( d ) lack of varied spontaneous make-believe play or social imitative play appropriate to developmental level

 restricted repetitive and stereotyped patterns of behavior, interests, and activities, as manifested by at least of the following (3 

 ( a ) encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus

 b )  apparently inflexible adherence to specific , nonfunctional routines or rituals

 c ) stereotyped and repetitive motor mannerisms (e.g., hand or finger flapping or twisting or complex whole-body movements

 d ) persistent preoccpation with parts of objects

b .  delays or abnormal functioning in at least one of the following area, with onset prior to age 3 years:(1) social interaction, (2) language as used in social communication, or(3) symbolic or imaginative play

c.  the disturbance is not better accounted for by retts disorder or childhood Disinte-grative Disorder

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alzheimers-vaccine-public-neurosciencenews

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Specific Neurons in Mind Range Connected with Passionate Memory Assume Part in Apprehension 

Summary: According to a new study, fear memory encoding is influences by parvalbumin 

interneurons in the amygdala.

Source: Mount Sinai Hospital.

Fear memory encoding, the process responsible for persistent reactions to trauma-associated cues, is influenced by a sparse but potent population of inhibitory cells called parvalbumin-interneurons  in the amygdala, according to a study conducted at the Icahn School of Medicine at Mount Sinai and published online July 14 in the journal Neuron.

The Mount Sinai study focused on identifying the synaptic connections between inhibitory sensory pathways and neighboring principal neurons in the basolateral amygdala, a brain region involved in detecting and responding to dangerous situations.

Stimuli encountered during a traumatic event can elicit strong emotional reactions long after the threat has subsided. These emotional memories are thought to be encoded through changes in the neural connections, or synapses, within the basolateral amygdala that provide outputs to other brain areas, controlling the so-called “fight or flight” response. These principal neurons increase their activity when an animal learns a threatening stimulus association. At other times, these cells are very quiet, despite their ongoing bombardment by sensory stimulation.

“Our study is the first to show that this default silencing may, in part, be attributable to a sparse population of inhibitory,” says Roger Clem, PhD, Assistant Professor of Neuroscience and Psychiatry at the Icahn School of Medicine at Mount Sinai and lead investigator of the trial. “The complex anatomy of these cells may allow them to function like master regulators on a hair trigger, springing into action to suppress their neighbors when they detect even the slightest sensory perturbation.”

To investigate whether fear learning alters properties and their silencing effect on surrounding neurons, the Mount Sinai team introduced fear conditioning in a mouse model, pairing an auditory tone with a subsequent aversive foot shock. They found that when animals acquire a fear memory, the suppressive influence of is relieved, allowing the fear system to respond more vigorously when the auditory stimulus is re-encountered in order to trigger a fight-or-flight response.

All sensations, movements, thoughts, memories and feelings are the result of signals that pass through nerve cells (neurons), the primary functional unit of the brain and central nervous system. When a signal passes from the cell body to the end of the cell axon that stretches away from the cell body, chemicals known as neurotransmitters are released into the synapse, the place where signals are exchanged between cells. The neurotransmitters then cross the synapse and attach to receptors on the neighboring cell, which can change the properties of the receiving cell.

Found throughout the brain and produced by neurons, gamma aminobutyric acid is an inhibitory neurotransmitter that binds to receptors, making the neighboring neuron less excitable. Fear-related disorders like anxiety and post-traumatic stress disorder are thought to partly result from an imbalance of excitatory and inhibitory nerve cells in the basolateral amygdala.

The current study team investigated -synthesizing  after fear conditioning. Specifically, using electrophysiological and optogenetic techniques, the research team found that both input to and output from these cells was decreased after fear learning. In addition, the team found that memory encoding specifically affected  that respond most robustly to sensory input and that are thus uniquely positioned to regulate emotional reactivity.

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Mental Retardation / Diagnostic criteria for mental retardation

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Mental Retardation / Diagnostic criteria for mental retardation

1 - significantly subaverage intellectual functioning is defined as an IQ of about 70 or below on an individually administered IQ test ( for infants, a clinical judgment of significantly subaverage intellectual functioning).

2 - concurrent deficits or impairment in present adaptive functioning ( i .e., the person's effectiveness in meeting the standards expected for his or her age by his or her culture group ) in at least two of the following area  : 

 communication, self-care, home living, social/interpersonal skills, use of community resources, self-direction, functional academic skills, work, leisure, health, and safety .

3 -  the onset must occur before age 18 years

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treatment new for mental retardation /Criteria for distinction behaviors:

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treatment new for mental retardation

The behavior is an activity that is expressed in the individual through his those around him already, whether or say, behind every impulse behavior, we do not do something unless there was something move us to do and we expect that we get through this behavior as a result; the sense that the behavior serves the function has been served one behavior of several functions. Behavior is to satisfy the need we have as if he did not achieve its functions, it will gradually disappear.

Human behavior does not occur in a vacuum but in the environment or the existence of a certain sexy, which is the product of an individual's interaction with his environment, because the environment and changing behavior is also changing the relationship between human behavior and the environment correlated is affected by and affects them.

Criteria for distinction behaviors:

And so that we can judge the behavior has to be the availability of a range of criteria and by which they can distinguish abnormal behaviors or undesirable behaviors. Among these criteria

1 - repeat behavior

Repeat behavior means the number of times the behavior occurs in a specific time period, most of the children squabble from time to time. But some quarrel frequently

2 - For the behavior occurs:
Some behaviors are unusual because the period of their occurrence is not unusual, it may continue for much or much less than is normal longer.
3 -  form of behavior: 
This means that it takes the shape of the individual course of his behavior. Such as body shape, movements and emotions associated with the behavior
.4 -  the intensity of behavior: 
Is considered abnormal behavior if the magnitude of unusual behavior is not normal may be too strong or too weak behavior.
5 -  latency behavior: 
Caraway behavior refers to the period of time that passes between the exciting and the behavior occurs (response). We note that some cases exceeding the time period they even respond to sexy, and this increases the mentally disabled individuals to increase the severity of the disability.

Standards to assist in judging the behavior:

There is some assistance to other criteria in judging the behavior, including:
o social norm 
One of the criteria used to distinguish between abnormal behavior and normal behavior is standard associated with the customs and traditions of society. Each customs and traditions, values and these habits and values put the boundary between what is acceptable and not acceptable in that community of behaviors society.
o link the behavior of the individual developmental evolutionThat means the extent of agreement or deviation from normal growth rates and is associated with:
1. The lifetime of the individual schedule
2. mental age of the individual
3. health problems afflicting
4 the level of social or economic disadvantage

Target Behavior

Behavior to be called a change in the programs of behavior modification target behavior .  may be social behavior, or otherwise has the goal to be formed or strengthened or doubles in behavior modification programs are focusing on the response (Responses), a behavioral units are for direct measurement.

Some children with mental disabilities or children who suffer from heavy pressure misconduct because of the confusion that results from the messages unclear or contradictory they receive from parents or others may appear, and that children who do not receive only neglect, ignorance when they are calm and Gide behavior may learn misconduct to bring attention to themselves - as a general rule: the children who behave badly again but they do it because they get what pleases them or what Akhmatova on misconduct. For this and help children learn acceptable behavior, we need always to make them clearly see that behavior (good) more satisfying and feasibility of behavior (bad)

Behavior Modification

The process of modifying the behavior of the most important the arts are used to treat behavioral problems in children in general, whether they are natural or they were people with special needs in order to provide good opportunities to adapt to their community naturally and so there is no wonder their behavior in front of others.

The modification of human behavior aims to change behavior for the better, and by increasing the acceptable or the formation of new behavior to be learned or weakening of behavior unacceptable as is done in the natural environment, behavior and through the organization of conditions or environmental variables, particularly what is happening, including after the behavior because the doomed its outcome behavior and behavior modification focuses on the present and not the past, as it focuses on the apparent behavior and not on the hidden behavior, it depends on the direct objective, and repeated measurement, and uses a functional analysis demo in interpreting behavior and modify it, and is using the scientific method, which focuses on the use of executable methods, which directly can verify its effectiveness as well as the curriculum is an educational rather than therapeutic, because it focuses on using positive methods.

For amending the behavior methods:

Modeling

A process of behavior change results Note the behavior of others (ie watch a particular model) This process is essential in most human learning stages because we learn most of the response of the Note and the other tradition, and often learning tradition process modeling or be spontaneous process that does not need to design special programs to occur for natural child but for people with special needs must be taken into account her design programs. One example is the child know that while asking permission to enter the classroom, learning the child wash your hands after coming out of the bathroom / throw in the trash basket.

Prompting

Indoctrination intended to provide additional help or hints for the person to perform the behavior. In terms of behavior modification, Gallivant is the use of additional discriminatory stimuli, meaning they are added to natural stimuli discriminatory available in order to induce a person to do the behavior. Thus, The end of indoctrination is to increase the likelihood of the target behavior.

And pedagogic stimuli (Prompts) may be verbal (Verbal) that is, they take the form of verbal instructions, or pantomime (Gestural) such notation or look a certain way, or physical (Physical) include physical assistance.

The indoctrination is used at the beginning of training when the trainee layman But when the trainee Gallivant person with a disability may be used frequently, especially when the target behavior complicated. In order for a person not accustomed to stimuli pedagogic it must be removed gradually after that to achieve its objectives.

Shaping

It includes strengthening the response, which is approaching something Vxia of the final behavior that can not be the person Todath Currently, the first step is performed then use configuration is to determine the ultimate behavior desired, then determine the behavior of the person can do, and looks like the final behavior somehow (ie the final behavior is clearly the child and tries to behavior causes then tries and tries to even come close to the desired behavior in the end that was illustrated 

(i,e. eating way so that it is eating in an acceptable manner and called this behavior the first behavior that promotes a positive and use this to enhance the differential that behavior becomes close developmental behavior more and more.

Behavioral Chaining

This method includes a description of conduct that will be educated in order to achieve the goal of behavior in detail and uncluttered and fragmented behavior to be learned into small parts in sequence are to be the ultimate goal in a row.

Reinforcement

It is the process of strengthening the appropriate behavior, or increase the likelihood of its recurrence in the future by adding positive stimuli, or remove negative stimuli after it occurs, is not limited to the function of reinforcement to increase the likelihood of repeat behavior only in the future, it has a positive impact from the psychological point of view as well.

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What Are the Symptoms of Autism / symptom

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Symptoms

What Are the Symptoms of Autism?

Autism spectrum disorders (ASD) are characterized by social-interaction difficulties, communication challenges and a tendency to engage in repetitive behaviors. However, symptoms and their severity vary widely across these three core areas. Taken together, they may result in relatively mild challenges for someone on the high functioning end of the autism spectrum. For others, symptoms may be more severe, as when repetitive behaviors and lack of spoken language interfere with everyday life.
As illustrated by the graph on the left, the basic symptoms of autism are often accompanied other medical conditions and challenges. These, too, can vary widely in severity.
While autism is usually a life-long condition, all children and adults benefit from interventions, or therapies, that can reduce symptoms and increase skills and abilities. Although it is best to begin intervention as soon as possible, the benefits of therapy can continue throughout life.

Social Challenges

Communication Difficulties

Repetitive Behaviors

Physical and Medical Issues that may Accompany Autism 

Social Challenges 

Typically developing infants are social by nature. They gaze at faces, turn toward voices, grasp a finger and even smile by 2 to 3 months of age. By contrast, most children who develop autism have difficulty engaging in the give-and-take of everyday human interactions. By 8 to 10 months of age, many infants who go on to develop autism are showing some symptoms such as failure to respond to their names, reduced interest in people and delayed babbling. By toddlerhood, many children with autism have difficulty playing social games, don’t imitate the actions of others and prefer to play alone. They may fail to seek comfort or respond to parents' displays of anger or affection in typical ways.

Research suggests that children with autism are attached to their parents. However the way they express this attachment can be unusual. To parents, it may seem as if their child is disconnected. Both children and adults with autism also tend to have difficulty interpreting what others are thinking and feeling. Subtle social cures such as a smile, wave or grimace may convey little meaning. To a person who misses these social cues, a statement like “Come here!” may mean the same thing, regardless of whether the speaker is smiling and extending her arms for a hug or frowning and planting her fists on her hips. Without the ability to interpret gestures and facial expressions, the social world can seem bewildering.
Many persons with autism have similar difficulty seeing things from another person's perspective. Most five year olds understand that other people have different thoughts, feelings and goals than they have. A person with autism may lack such understanding. This, in turn, can interfere with the ability to predict or understand another person’s actions.
It is common – but not universal – for those with autism to have difficulty regulating emotions. This can take the form of seemingly “immature” behavior such as crying or having outbursts in inappropriate situations. It can also lead to disruptive and physically aggressive behavior. The tendency to “lose control” may be particularly pronounced in unfamiliar, overwhelming or frustrating situations. Frustration can also result in self-injurious behaviors such as head banging, hair pulling or self-biting.
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Communication Difficulties

By age three, most children have passed predictable milestones on the path to learning language. One of the earliest is babbling. By the first birthday, most typically developing toddlers say a word or two, turn and look when they hear their names, point to objects they want or want to show to someone (not all cultures use pointing in this way). When offered something distasteful, they can make clear – by sound or expression – that the answer is “no.”
By contrast, young children with autism tend to be delayed in babbling and speaking and learning to use gestures. Some infants who later develop autism coo and babble during the first few months of life before losing these communicative behaviors. Others experience significant language delays and don’t begin to speak until much later. With therapy, however, most people with autism do learn to use spoken language and all can learn to communicate.
Many nonverbal or nearly nonverbal children and adults learn to use communication systems such as pictures (image at left), sign language, electronic word processors or even speech-generating devices.
When language begins to develop, the person with autism may use speech in unusual ways. Some have difficulty combining words into meaningful sentences. They may speak only single words or repeat the same phrase over and over. Some go through a stage where they repeat what they hear verbatim (echolalia).
Some mildly affected children exhibit only slight delays in language or even develop precocious language and unusually large vocabularies – yet have difficulty sustaining a conversation. Some children and adults with autism tend to carry on monologues on a favorite subject, giving others little chance to comment. In other words, the ordinary “give and take” of conversation proves difficult. Some children with ASD with superior language skills tend to speak like little professors, failing to pick up on the “kid-speak” that’s common among their peers.
Another common difficulty is the inability to understand body language, tone of voice and expressions that aren’t meant to be taken literally. For example, even an adult with autism might interpret a sarcastic “Oh, that's just great!” as meaning it really is great.
Conversely, someone affected by autism may not exhibit typical body language. Facial expressions, movements and gestures may not match what they are saying. Their tone of voice may fail to reflect their feelings. Some use a high-pitched sing-song or a flat, robot-like voice. This can make it difficult for others know what they want and need. This failed communication, in turn, can lead to frustration and inappropriate behavior (such as screaming or grabbing) on the part of the person with autism. Fortunately, there are proven methods for helping children and adults with autism learn better ways to express their needs. As the person with autism learns to communicate what he or she wants, challenging behaviors often subside. (See section on Treatments.)
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Repetitive Behaviors

Unusual repetitive behaviors and/or a tendency to engage in a restricted range of activities are another core symptom of autism. Common repetitive behaviors include hand-flapping, rocking, jumping and twirling, arranging and rearranging objects, and repeating sounds, words, or phrases. Sometimes the repetitive behavior is self-stimulating, such as wiggling fingers in front of the eyes.
The tendency to engage in a restricted range of activities can be seen in the way that many children with autism play with toys. Some spend hours lining up toys in a specific way instead of using them for pretend play. Similarly, some adults are preoccupied with having household or other objects in a fixed order or place. It can prove extremely upsetting if someone or something disrupts the order. Along these lines many children and adults with autism need and demand extreme consistency in their environment and daily routine. Slight changes can be extremely stressful and lead to outbursts
Repetitive behaviors can take the form of intense preoccupations, or obsessions. These extreme interests can prove all the more unusual for their content (e.g. fans, vacuum cleaners or toilets) or depth of knowledge (e.g. knowing and repeating astonishingly detailed information about Thomas the Tank Engine or astronomy). Older children and adults with autism may develop tremendous interest in numbers, symbols, dates or science topics.
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Associated Medical Conditions

Thanks to donor support, Autism Speaks continues to fund research into the causes and treatment of the medical conditions associated with ASD. You can explore these studies here. This research is reflected in the comprehensive care model at the heart of our Autism Treatment Network(ATN) clinics. To find out if there is an ATN clinic close to you, click here. For in depth information on medical conditions, please see our website’s related pages: “Treatments for Associated Medical Conditions” and “What Treatments are Available for Speech, Language and Motor Impairments,” in addition to the information below.
Genetic Disorders 
Some children with autism have an identifiable genetic condition that affects brain development. These genetic disorders include Fragile X syndrome, Angelman syndrome, tuberous sclerosis and chromosome 15 duplication syndrome and other single-gene and chromosomal disorders. While further study is needed, single gene disorders appear to affect 15 to 20 percent of those with ASD. Some of these syndromes have characteristic features or family histories, the presence of which may prompt your doctor to refer to a geneticist or neurologist for further testing. The results can help guide treatment, awareness of associated medical issues and life planning.
Gastrointestinal (GI) Disorders 
GI distress is common among persons with autism, and affects up to 85 percent of children with ASD. These conditions range in severity from a tendency for chronic constipation or diarrhea to inflammatory bowel disease. Pain caused by GI issues can prompt behavioral changes such as increased self soothing (rocking, head banging, etc) or outbursts of aggression or self-injury. Conversely, appropriate treatment can improve behavior and quality of life. Please see our treatment section on “Gastrointestinal Disorders.” It includes discussion of popular dietary interventions. Thanks to donor support, Autism Speaks continues to fund research into causes and treatments.
Seizure Disorders 
Seizure disorders, including epilepsy, occur in as many as 39 percent of those with autism. It is more common in people with autism who also have intellectual disability than those without. Someone with autism may experience more than one type of seizure. The easiest to recognize is the grand mal, or tonic-clonic, seizure. Others include “petit mal” seizures (when a person temporarily appears “absent”) and subclinical seizures, which may be apparent only with electroencephalogram (EEG) testing.
Seizures associated with autism tend to start in either early childhood or adolescence. But they may occur at any time. If you are concerned that you or your child may be having seizures, it is important to raise the issue with your doctor for possible referral to a neurologist for further evaluation.
Sleep Dysfunction
Sleep problems are common among children and adolescents with autism and may likewise affect many adults. For more information and helpful guidance, see our ATN Sleep Strategies Tool Kit (available for free download).
Sensory Processing Problems 
Many persons with autism have unusual responses to sensory input. They have difficulty processing and integrating sensory information, or stimuli, such as sights, sounds smells, tastes and/or movement. They may experience seemingly ordinary stimuli as painful, unpleasant or confusing. (Explore our donor-funded research on causes and treatments here.)
Some of those with autism are hypersensitive to sounds or touch, a condition also known as sensory defensiveness. Others are under-responsive, or hyposensitive. An example of hypersensitivity would be the inability to tolerate wearing clothing, being touched or being in a room with normal lighting. Hyposensitivity can include failure to respond when one’s name is called. Many sensory processing problems can be addressed with occupational therapy and/or sensory integration therapy. (More information on these therapies, here.)
Pica 
Pica is a tendency to eat things that are not food. Eating non-food items is a normal part of development between the ages of 18 and 24 months. However, some children and adults with autism and other developmental disabilities continue to eat items such as dirt, clay, chalk or paint chips. For this reason, it is important to test for elevated blood levels of lead in those who persistently mouth fingers or objects that might be contaminated with this common environmental toxin.
For more information and resources, please see our Video Glossary and FAQs and special sections on Diagnosis, Learn the Signs, Treatment, Your Child’s Rights, Asperger Syndrome and PDD-NOS. We also offer a number of resource-packed tool kits for free download (here and here). They include our 100 Day Kit for families who have a child recently diagnosed with autism. These resources are made possible through the generous support of our families, volunteers and other donors.

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Asperger's Disorder /Diagnostic Features

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Asperger's Disorder

Diagnostic Features

the essential features of asperger's Disorder are severe and sustained impairment in social interaction  and the development of restricted, repetitive patterns behavior, interests,and activities the disturbance must cause clinically significant impairment in social, occupational, or other important areas of functioning . in contrast to autistic Disorder there are no clinically significant delays or deviance in language acquisition (e.g.,single non-echoed words are used communicatively by age 2 years, and spontaneous communicative phrases are used by age 3 years ) , although more subtle aspects of social communication ( e.g, typical give-and-take in conversation ) may be affected. in addition, during the first 3 years of life, there are no clinically significant delays in cognitive development as manifested by expressing normal curiosity about the environment or in the acquisition of age-appropriate learning skills and adaptive behaviors (other than in social interaction ) . finally, the criteria are not met for another specific pervasive developmental Disorder or for schizophrenia . this condition is also termed Asperger's syndrome

the impairment in reciprocal social interaction is gross and sustained. there may be marked impairment in the use of multiple nonverbal behavior (e.g., eye-to-eye of gaze, facial
expression, body postures, and gestures to regulate social interaction and communication . may be failure to develop peer relationships appropriate to developmental level
that may take different forms at different ages  younger individuals may have little or no interest in friendships / older individuals may have an interest in friendship but lack understanding of the conventions of social interaction 

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