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1. Impaired Theory of Mind: this refers to the ability to understand and recognize beliefs, desires, thoughts and intentions of other people. This ability allows someone to understand someone else's behavior and predict their next move. Impaired theory is also referred to as " mind blindness."
2. Weak Central Coherence: Children with Autism become preoccupied with detail, they focus on the small parts rather than the whole.
3. Impaired Executive Function: Children with ASD have problem the executive function. the executive function includes various aspects, they include working memory, organizational and planning abilities, inhibition and impulse control, using new strategies,  and time management and prioritizing .

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1. Genetics: chromosomal abnormalities that are not inherited but affect genetic blueprint of certain parts of brain development.
2. Neurology: a dysfunction of two chemicals in the brain serotonin and dopamine. In some instances there have also been structural abnormalities in the limbic system as well as the cerebellum, and inferior olive.
3.  Errors of Metabolism: some children can be born with phenylketonuria, this causes a deficiency in an enzyme that converts this amino acid to tyrosine. This deficiency leads to a build of toxins that causes brain damage. There is also a current debate on whether or not ASD can be caused by and error in metabolism of gluten.
4. Infection during pregnancy and Early Childhood: no research has established a link between ASD and vaccines. In addition, it is also noted that changing environment, culture and climate can affect a pregnant mother's immune system and furthermore the baby.
5. Autoimmune Disorders: there is  history between autoimmune disorders and children with ASD.
6. Gender Differences:  ASD is often diagnosed four times more often in boys than it is with girls. Girls are harder to diagnose at times because they are able to camouflage the patterns of behavior better than boys.

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1.  Social Reasoning: Level 3 is socially active, but odd. Level 1 is a child who wants friends but shows a significant delay in social maturity.
2. Language Abilities: Level 3 is a child who has a vocabulary of sounds but not words. Level 1 is a child that has remarkable verbal fluency and vocabulary but has problems with pragmatic aspects of language.
3. Cognition: Level 3 child is interested in sensory toys, rather than anything else, touch and taste is the most interesting. Level 1 children show a good organizational skill, working memory, and time management. These kids have one subject that they typically excel in, and the other subjects they do average.
4. Special Interest: Level 3 child has a preoccupation with parts of objects (for example, they might just focus on the spinning wheel of the bike). Level 1 child is really interested in facts on a specific topic (The reason of interest is usually unique to the student)
5. Sensory Sensitivity: Level 3 child appears to be living in a war zone with sudden screams randomly, hypervigilant in anticipation for the next sensory overload. Level 1 child can adapt to the things that overload them, they know what to avoid.
6. Expression and Management of Emotions: The child may have trouble expressing and evaluating emotions of others.

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According to the authors of DSM-V 5 all children and adults who had a previous diagnoses of asperger's syndrome OR PDD-NOS. Aspergers has been replaced with the diagnostic term of ASD Level 1 without language or intellectual impairment. Aspergers is a Level 1 autism spectrum disorder, but they don't have any social interaction barriers.

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1 IN 69 CHILDREN NATIONALLY ARE DIAGNOSED WITH AUTISM

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1 IN 69 CHILDREN NATIONALLY ARE DIAGNOSED WITH AUTISM

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Level: 3; Requiring very substantial support
Social Communication: Severe deficits in verbal and non verbal communications, very little of initiation of social interactions, and minimal response to social overtures from others.
Restricted, Repetitive Behaviors: Inflexibility of behavior, Hard time coping with change, and transitions are very hard.

Level: 2; Requiring substantial support
Social Communication: Social impairments are clear even when support is in place, Little initiation of social interaction, and different or "abnormal" responses to social overtures.
Restricted, Repetitive Behaviors: Inflexibility of behavior, Hard time coping with change, and transitions are very hard.

Level: 1; Requiring support
Social Communication: Deficits in social communication appear when no support is in place, Clear responses of unsuccessful responses to social overtures, and appears to have decreased interest in social interactions.
Restricted, Repetitive Behaviors: Inflexibility of behavior, Hard time coping with change, and transitions are very hard. Organization and planning problems.
**THE DSM-V CLEARLY STATES THAT THE LEVEL OF SEVERITY SHOULD NOT BE USED TO DETERMINE ELIGIBILITY FOR PROVISION OF SERVICES**

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THE GIANT UMBRELLA OF SPECTRUM DISORDERS

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THE GIANT UMBRELLA OF SPECTRUM DISORDERS

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Diagnostic and Statistical Manual of Mental Disorders.

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According to DSM-V: ASD is Diagnosed when...

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According to DSM-V: ASD is Diagnosed when...

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The following things are present:

A. Persistent deficits in social communication and social interaction and across multiple contexts
B. Restricted, repetitive patterns of behavior interests or activities
C. The symptoms are present in the early developmental period
D. Cause clinically significant impairment in social, occupational, or other important areas of important functioning.
E. Disturbances are not better explained by intellectual disability or global developmental delay. Social communication should be below that expected for general developmental level.

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The current DSM-V definition of ASD is: A neuro-developmental condition that is complex to define and diagnose.