Many factors have contributed to the evolution of EBP as applied to learners on the autism spectrum such as speech-language pathologists, behavioral interventionists, occupational therapists, school psychologists, play therapists, adaptive physical educators, transition and vocational experts, instructional assistants.

Some key areas include individualized support and services, systematic carefully planned instruction, comprehensible and structured learning environments, specialized curricula focused on core challenges (social/communication), functional approach to problem behavior and family involvement.

From the DSM IV to DSM-5, a major change is the term pervasive developmental disorder and replaced it with autism spectrum disorder.

DSM-5 uses stricter diagnostic criteria than DSM IV, which impacts the number of children diagnosed with an ASD. Research studies have compared that with the DSM-5, fewer children will receive a diagnosis of ASD. 

Asperger Syndrome has been used for over two decades. The concept of Asperger Syndrome has not disappeared; it has been replaced with ASD Level 1 without language or intellectual impairment. 

Research has found an association between catatonia and ASD, teenagers who have ASD may show deterioration in movement abilities accompanied by symptoms of mutism, posturing, grimacing, and waxy flexibility. 

Similarities include non common interactions, conversations and differences in communication. Some differences are verbal, nonverbal, social disabilities and slower pace learning. This aligns with what I learned from the text because it shows that numbers have risen very rapidly, many of the characteristics are also described the same. 

Leo Kanner published a paper describing 11 young patients who had autism. Lorna Wing and Judith Gould undertook a study of autism prevalence with autistic children in the community.

Sir Isaac Newton and Albert Einstein