Diagnosis
Diagnosis of classic autism was based on behavioral symptoms, not cause or mechanism. Classification
Classic autism was listed as autistic disorder in the fourth edition of the American Psychiatric Associations diagnostic manual, as one of the five pervasive developmental disorders (PDDs). However, the PDDs were collapsed into the single diagnosis of Autism Spectrum Disorder in 2013, and the WHOs diagnostic manual ICD-11 (which had listed it as childhood autism in its previous edition) followed suit a few years later. Classic autism was said to be characterized by widespread abnormalities of social interactions and communication, severely restricted interests, and highly repetitive behavior.Of the PDDs, Asperger syndrome was closest to classic autism in signs and likely causes; Rett syndrome and childhood disintegrative disorder share several signs with it, but were understood to potentially have unrelated causes; PDD not otherwise specified (PDD-NOS; also called atypical autism) was diagnosed when the criteria are not met for one of the other four PDDs. People would usually attract a diagnosis of Asperger syndrome rather than classic autism if they showed no substantial delay in language development, but early language ability was found to be a poor predictor of outcomes in adulthood. Prognosis and management
There is no known cure for autism, and very little research addressed long-term prognosis for classic autism. Many autistic children lack social support, future employment opportunities or self-determination.The main goals when treating autistic children are to lessen associated deficits and family distress, and to increase quality of life and functional independence.
Communication
Differences in communication may be present from the first year of life, and may include delayed onset of babbling, unusual gestures, diminished responsiveness, and vocal patterns that are not synchronized with the caregiver. In the second and third years, autistic children have less frequent and less diverse babbling, consonants, words, and word combinations; their gestures are less often integrated with words. Autistic children are less likely to make requests or share experiences, and are more likely to simply repeat others words (echolalia) or reverse pronouns. Deficits in joint attention may be present - for example, they may look at a pointing hand instead of the object to which the hand is pointing. Autistic children may have difficulty with imaginative play and with developing symbols into language. Repetitive behavior
Autistic individuals can display many forms of repetitive or restricted behavior, which the Repetitive Behavior Scale-Revised (RBS-R) categorizes as follows. Stereotyped behaviors: Repetitive movements, such as hand flapping, head rolling, or body rocking. Compulsive behaviors: Time-consuming behaviors intended to reduce the anxiety that an individual feels compelled to perform repeatedly or according to rigid rules, such as placing objects in a specific order, checking things, or handwashing. Sameness: Resistance to change; for example, insisting that the furniture not be moved or refusing to be interrupted. Ritualistic behavior: Unvarying pattern of daily activities, such as an unchanging menu or a dressing ritual.