Contents:
- What is atypical autism?
- Autism is not an illness – it is a different way of functioning
- Atypical autism – symptoms
- Behaviours that may give cause for concern
- Causes of atypical autism
- Diagnosis of atypical autism
- What does treatment for atypical autism involve?
- The role of the family and the environment
- Atypical autism – prognosis
- The differences between atypical autism and Asperger’s syndrome
- Atypical autism and the ICD-11 classification
- Summary
- Related articles
What is atypical autism?
Atypical autism is a developmental disorder that falls within the broad spectrum of autism spectrum disorders. In practice, this means that a child with this type of autism may share many characteristics with people diagnosed with childhood autism or Asperger’s syndrome, however, their symptoms did not appear until after the age of three, or do not fully meet all the criteria for autism as defined in classifications such as the ICD-11 or the DSM-5.
Atypical autism is a disorder which, unlike typical autism, manifests itself later – difficulties with behaviour, communication or social functioning may not appear until pre-school age.
Some parents notice that their child was developing normally, and that the symptoms only appeared over time: the child stopped responding to their name, avoided eye contact, began repeating certain words, and had difficulties in a peer group. Such behaviours may be the first signs of atypical autism.
Autism is not an illness – it is a different way of functioning
Although many parents still ask whether autism is an illness, it is worth making it clear: autism is not an illness, but a developmental disorder that affects the way a child perceives the world, processes stimuli and responds emotionally.
Every person with atypical autism develops at their own pace. A child may have difficulties with social interactions, but at the same time display great sensitivity to detail and remarkable cognitive abilities. This is precisely why it is important for those around them to learn to understand their individual way of perceiving reality.
Such children can cope well in everyday life if they receive the right support and if their therapy is tailored to their individual needs.
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Diagnosis of autism at the Dialog Centre for Children and Families
We carry out a comprehensive psychological assessment of the autism spectrum — thoroughly, providing a complete picture of the child’s potential and recommendations for the school.
Atypical autism – symptoms
Atypical autism – the symptoms can vary greatly. In some children, the symptoms of atypical autism are subtle and only become apparent in a school or nursery setting, where social expectations become more complex.
The most common symptoms include:
- Communication difficulties – the child may have a rich vocabulary, but avoids conversation, does not respond appropriately, and repeats questions.
- Differences in social functioning – the child prefers to play alone and finds it difficult to understand the principles of cooperation.
- Unusual sensory reactions – they may cover their ears when there is noise, avoid being touched, or react with anger to new clothes or smells.
- Stereotyped behaviours – a tendency towards routine, a persistent interest in a single topic, and the repetition of phrases (echolalia).
- A child’s behaviour may be predictable in one situation, yet completely inappropriate in another – for example, showing intense anxiety when the route of a walk is changed.
The pattern of symptoms depends on the severity of the difficulties. In many cases, children with atypical autism develop speech normally and master the rules of communication well, albeit in a slightly different way to their peers.
Behaviours that may give cause for concern
Parents often notice that a child who was previously developing normally begins to display unusual behaviour. They may stop responding to their name, have difficulty interacting with their peers, engage in repetitive play, or focus excessively on details.
It is worth keeping an eye out for such signs and – if they persist for several months – consulting a specialist. Early diagnosis and the implementation of appropriate treatment significantly improve the prognosis.
Causes of atypical autism
The causes of atypical autism are not fully understood. Research suggests that atypical autism is the result of an interaction between genetic and environmental factors.
There is no single gene that causes autism, but scientists have identified hundreds of genes that may influence brain development. In turn, environmental factors such as prenatal infections, stress, hypoxia or toxins may interact with genetic predispositions.
These complex risk factors do not imply that the parents are to blame. Atypical autism is a developmental disorder that arises as a result of a combination of biological and environmental factors.
It is worth noting that both typical and atypical autism share a similar neurobiological basis.
Diagnosis of atypical autism
The process of diagnosing atypical autism requires a comprehensive approach. The assessment involves a child psychiatrist, a psychologist, an educationalist and, on occasion, a speech and language therapist and a sensory integration therapist.
The specialist draws on observations, interviews with parents and standardised diagnostic tools to determine whether the child’s behaviour meets the diagnostic criteria set out in the ICD-11 or DSM-5 classifications.
In the case of atypical autism, the difficulty lies in the fact that not all symptoms are obvious. A child may have normal speech and communication skills, but may not understand other people’s emotions or the rules of play.
It is important that parents do not delay seeking advice if they suspect an autism spectrum disorder. The earlier a child is diagnosed, the more effectively therapy can be tailored and the better their quality of life can be improved.
In the case of atypical autism, there is often talk of an ‘atypical’ fulfilment of the criteria for autism, which requires considerable diagnostic experience. That is why it is so important for a specialist to have knowledge and practical experience of working with the full spectrum of autism.
Do you need some help?
Diagnosis of autism at the Dialog Centre for Children and Families
We carry out a comprehensive psychological assessment of the autism spectrum — thoroughly, providing a complete picture of the child’s potential and recommendations for the school.
What does treatment for atypical autism involve?
Treatment for atypical autism should be tailored to the individual.
The starting point is to identify the child’s strengths, interests and needs.
The most commonly used treatment methods are:
- Behavioural therapy – which is based on reinforcing desirable behaviours – develops social skills.
- Speech therapy – supports the development of speech and communication skills.
- Sensory therapy – helps a child respond appropriately to sensory stimuli.
- Activities to support social and emotional development.
- Working with families, with a focus on understanding the child’s needs.
Thanks to early intervention and a consistent approach, a child can function more effectively at home and at school. Therapy should take into account the full spectrum of autism, and therefore the diversity of behaviours and reactions.
Well-planned therapy improves a child’s and their family’s day-to-day functioning, relationships, independence and quality of life.
The role of the family and the environment
Parents are the most important partners in the therapy process.
A child with atypical autism needs stability, calm and acceptance. Understanding their autistic way of thinking enables parents to better adapt the home environment and respond to difficulties.
It is important for the school to work in partnership with therapists, to support those diagnosed with atypical autism, and to take their cognitive and emotional abilities into account.
The modern approach involves supporting people on the spectrum – not only through therapy, but also through public education and adapting public spaces to their needs.
Atypical autism – prognosis
Atypical autism – the prognosis varies greatly.
Much depends on the timing of the diagnosis, the intensity of the therapy and the availability of specialists. Children who receive support early on often achieve a high degree of independence and a good prognosis, and the available treatment methods help them lead fulfilling lives.
In the case of atypical autism, there is the potential for significant improvement in functioning.
Some children learn to be independent over time, develop relationships and go on to thrive professionally in adulthood.
For other people, these difficulties persist for longer – they mainly relate to communication, processing sensory input and understanding social relationships.
That is why ongoing support and a flexible approach from therapists are so important.
It is worth bearing in mind that adults with this diagnosis can also see an improvement – they can develop coping strategies and pursue their passions.
The differences between atypical autism and Asperger’s syndrome
Asperger’s syndrome is often confused with atypical autism, as in both cases the child has normal intellectual and language development, but the symptoms manifest differently.
People with Asperger’s syndrome are often able to analyse social behaviour logically, but do not pick up on emotional nuances.
In typical autism, the difficulties are more widespread, whilst atypical autism represents an intermediate form between classic and high-functioning autism.
Atypical autism and the ICD-11 classification
In the more recent ICD-11 classification, atypical autism has been included within the broad spectrum of disorders referred to as autism spectrum disorder.
However, this does not mean that the term has lost its meaning – it still helps specialists to describe children who do not meet all the criteria for autism but who nevertheless require therapeutic support.
Do you need some help?
Diagnosis of autism at the Dialog Centre for Children and Families
We carry out a comprehensive psychological assessment of the autism spectrum — thoroughly, providing a complete picture of the child’s potential and recommendations for the school.
Summary
Atypical autism is a complex condition that requires an individualised approach. Thanks to modern diagnostic and therapeutic methods, children are increasingly able to function, develop and learn more effectively.
The development of atypical autism depends on many factors – biological, genetic and environmental – but also on the quality of the support the child receives from adults.
The most important thing is for parents and specialists to work together to help the child reach their full potential.
Because every child – whether they have atypical autism, childhood autism or Asperger’s syndrome – has the right to acceptance, understanding and development in an atmosphere of love and safety.
Bibliography
Polish-language sources:
- Pisula, E. (2018). Autism – causes, symptoms, treatment. GWP.
- Wolańczyk, T., & Pisula, E. (eds.) (2019). Autism spectrum disorders. Diagnosis and treatment. PZWL.
- Kawa, R. (2021). Atypical autism – diagnosis and functioning of children on the spectrum. Harmonia.
- Bobkowicz-Lewartowska, L. (2020). Autism – from brain research to therapeutic practice. Impuls.
English-language sources:
- American Psychiatric Association (2022). DSM-5-TR: Diagnostic and Statistical Manual of Mental Disorders.
- World Health Organisation (2022). ICD-11: International Classification of Diseases, 11th Revision.
- Lord, C., & Bishop, S. L. (2021). Autism Spectrum Disorders: Diagnosis, Prevalence, and Treatment. Annual Review of Clinical Psychology, 17, 285–310.
- Happé, F., & Frith, U. (2020). Looking back to look forward – changes in the concept of autism. Journal of Child Psychology and Psychiatry, 61(3), 218–232.
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