Interestingly enough, this change in diagnosis may be just a quick stop on the way to some other classification. His parents’ fear that the new diagnosis would stigmatize him at school never materialized, though they remain apprehensive about how the diagnosis will be perceived once he enters high school and college. They also felt that a diagnosis of Asperger’s implied a certain level of intelligence that might not be assumed in a person who is labeled “autistic” (though that assumption is incorrect).įollowing the DSM-5 update, though, nothing really changed for Billy he continued to receive support at school-such as social skills training, where he worked with the school guidance counselor to learn and apply appropriate social skills. It turned out that Billy didn’t have to be re-evaluated for ASD, as the DSM-5 noted that, “individuals with a well-established DSM-IV TR diagnosis of autistic disorder, Asperger’s disorder, or pervasive developmental disorder not otherwise specified should be given the diagnosis of autism spectrum disorder.” At first, his parents weren’t keen on this change, as they felt the word autism carried a greater stigma. They also exhibit behavioral patterns that might include repetitive motor movements, inflexibility to routines, fixated interests, problems with sensory input (hypersensitive or hyposensitive to sound, touch, etc.), or unusual interest in the sensory aspects of the environment. More specifically, people with ASD have problems understanding social reciprocity, beginning and maintaining relationships and grasping nonverbal communicative behaviors.
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