The ever-evolving diagnosis of autism Over the years the diagnosis of autism has changed dramatically. It was once misdiagnosed as childhood schizophrenia. Now that much more in-depth research has been conducted, researchers have found distinct characteristics unique to autistic individuals. Most often it is characterized by difficulties in the child's ability to respond to people, events and objects. Responses to sensations of light, sound, and feeling may be exaggerated. Speech and language delay may be associated. Other characteristics include: impaired ability to form peer friendships, absence of imaginative activity, stereotyped body movements, persistent preoccupation with parts of objects, marked distress with changes in trivial aspects of the environment, unreasonable insistence on following routines in detail, a 'activity limited range of interests and concern for a narrow interest, along with many others. Although some characteristics are typical of autistic children, diagnosis is a multidisciplinary effort. Diagnosis requires a team of professionals due to the many unique characteristics and behaviors of the autistic child. Each professional is assigned a different behavior to monitor. However, the primary responsibility for diagnosis and related psychological evaluations lies with the psychiatrist and psychologist. The onset of this condition is usually observed within the first two and a half years. In 1968, the APA defined autism as a single disorder, but it is now known to be a syndrome with behavioral and medical effects. Along with autism, several related disorders are grouped under pervasive developmental disorders, PDD, a general category... middle of paper... disorders, and reduces the effects of allergies. There have been some problems with this though and it's questionable whether or not it will become widely used. As research shows, there are numerous ways to find treatments for autism. It's also important to keep up with medical research because they seem to find and approve new treatments quite often. The most important part is finding out what is best for the individual and going from there. Bibliography: McClannahan, Lynn E. (1999). Activity programs for children with autism. New York: Woodbine House Inc. Kranowitz, Carol MD (1998). The child out of sync. NewYork: Skylight Press.Pierangelo, Roger Ph.D. (1996). Guide to special education. New York: The Center for Applied Research in Education. Schopler, Eric. (1995). The Autism Survival Manual. London: Plenum Press.