Blackpill Autism explained

[retributor]

ASD (Autism Spectrum Disorder) is characterized by:

A. Persistent Differences in Social Communication and Interaction

All must be present:

Social-emotional reciprocity​

Nonverbal communicative behaviors​

Developing, maintaining, and understanding relationships​

B. Restricted and Repetitive Patterns of Behavior, Interests, or Activities

At least two of the following:

​

Repetitive movements, speech, or use of objects​

Insistence on sameness, inflexible routines​

Highly restricted or intense interests​

Hyper- or hypo-reactivity to sensory input​

Autism symptoms can be evident in early development, they have a clinically significant impact on functioning and are not explained by intellectual disability.

Two individuals can both meet criteria for ASD while differing substantially in:

​

Verbal ability​

Independence​

Sensory profile​

Cognitive strengths​

Support requirements​

​

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According to DSM-5 (Published: May 18, 2013) & ICD-11 (Adopted by the World Health Assembly: May 25, 2019), ASD has 3 different levels of classification.

​

Level 1 – Requires support​

Level 2 – Requires substantial support​

Level 3 – Requires very substantial support​

Social communication	Restricted repetitive behaviours
Level 1 ASD (Requiring support) ​ Without supports in place, deficits in social communication cause noticeable impairments.​ Difficulty initiating social interactions, and clear examples of atypical or unsuccessful responses to social overtures of others.​ May appear to have decreased interest in social interactions.​	Level 1 ASD (Requiring support) Inflexibility of behavior causes significant interference with functioning in one or more contexts.​ Difficulty switching between activities.​ Problems of organization and planning hamper independence.​ ​ ​
Level 2 ASD (Requiring substantial support) ​ Marked deficits in verbal and nonverbal social communication skills; social impairments apparent even with supports in place; limited initiation of social interactions; and reduced or abnormal responses to social overtures from others.​	Level 2 ASD (Requiring substantial support) ​ Inflexibility of behavior, difficulty coping with change, or other restricted/repetitive behaviors appear frequently enough to be obvious to the casual observer and interfere with functioning in a variety of contexts. Distress and/or difficulty changing focus or action.​ ​
Level 3 ASD (Requiring very substantial support) ​ Severe deficits in verbal and nonverbal social communication skills cause severe impairments in functioning; very limited initiation of social interactions and minimal response to social overtures from others.​ ​	Level 3 ASD (Requiring very substantial support) ​ Inflexibility of behavior, extreme difficulty coping with change, or other restricted/repetitive behaviors markedly interfere with functioning in all spheres. Great distress/difficulty changing focus or action.​ ​

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Many individuals with autism spectrum disorder also have intellectual impairment and/ or language impairment (e.g., slow to talk, language comprehension behind production). Even those with average or high intelligence have an uneven profile of abilities. The gap between intellectual and adaptive functional skills is often large. Motor deficits are often present, including odd gait, clumsiness, and other abnormal motor signs (e.g., walking on tiptoes). Self-injury (e.g., head banging, biting the wrist) may occur, and disruptive/challenging behaviors are more common in children and adolescents with autism spectrum disorder than other disorders, including intellectual disability. Adolescents and adults with autism spectrum disorder are prone to anxiety and depression. Some individuals develop catatonic-like motor behavior (slowing and “freezing” mid-action), but these are typically not of the magnitude of a catatonic episode. However, it is possible for individuals with autism spectrum disorder to experience a marked deterioration in motor symptoms and display a full catatonic episode with symptoms such as mutism, posturing, grimacing and waxy flexibility. The risk period for comorbid catatonia appears to be greatest in the adolescent years.

The essential features of autism spectrum disorder are persistent impairment in reciprocal social communication and social interaction, and restricted, repetitive patterns of behavior, interests, or activities. These symptoms are present from early childhood and limit or impair everyday functioning. The stage at which functional impairment becomes obvious will vary according to characteristics of the individual and his or her environment. Core diagnostic features are evident in the developmental period, but intervention, compensation, and current supports may mask difficulties in at least some contexts. Manifestations of the disorder also vary greatly depending on the severity of the autistic condition, developmental level, and chronological age; hence, the term spectrum. Autism spectrum disorder encompasses disorders previously referred to as early infantile autism, childhood autism, Kanner's autism, high-functioning autism, atypical autism, pervasive developmental disorder not otherwise specified, childhood disintegrative disorder, and Asperger's disorder.

Deficits in nonverbal communicative behaviors used for social interaction are manifested by absent, reduced, or atypical use of eye contact (relative to cultural norms), gestures, facial expressions, body orientation, or speech intonation. An early feature of autism spectrum disorder is impaired joint attention as manifested by a lack of pointing, showing, or bringing objects to share interest with others, or failure to follow someone’s pointing or eye gaze. Individuals may learn a few functional gestures, but their repertoire is smaller than that of others, and they often fail to use expressive gestures spontaneously in communication. Among adults with fluent language, the difficulty in coordinating nonverbal communication with speech may give the impression of odd, wooden, or exaggerated “body language” during interactions. Impairment may be relatively subtle within individual modes (e.g., someone may have relatively good eye contact when speaking) but noticeable in poor integration of eye contact, gesture, body posture, prosody, and facial expression for social communication.

Deficits in social-emotional reciprocity (i.e., the ability to engage with others and share thoughts and feelings) are clearly evident in young children with the disorder, who may show little or no initiation of social interaction and no sharing of emotions, along with reduced or absent imitation of others’ behavior. What language exists is often one-sided, lacking in social reciprocity, and used to request or label rather than to comment, share feelings, or converse. In adults without intellectual disabilities or language delays, deficits in social-emotional reciprocity may be most apparent in difficulties processing and responding to complex social cues (e.g., when and how to join a conversation, what not to say). Adults who have developed compensation strategies for some social challenges still struggle in novel or unsupported situations and suffer from the effort and anxiety of consciously calculating what is socially intuitive for most individuals.

Autism spectrum disorder is also defined by restricted, repetitive patterns of behavior, interests, or activities, which show a range of manifestations according to age and ability, intervention, and current supports. Stereotyped or repetitive behaviors include simple motor stereotypies (e.g., hand flapping, finger flicking), repetitive use of objects (e.g., spinning coins, lining up toys), and repetitive speech (e.g., echolalia, the delayed or immediate parroting of heard words; use of “you” when referring to self; stereotyped use of words, phrases, or prosodic patterns). Excessive adherence to routines and restricted patterns of behavior may be manifest in resistance to change (e.g., distress at apparently small changes, such as in packaging of a favorite food; insistence on adherence to rules; rigidity of thinking) or ritualized patterns of verbal or nonverbal behavior (e.g., repetitive questioning, pacing a perimeter). Highly restricted, fixated interests in autism spectrum disorder tend to be abnormal in intensity or focus (e.g., a toddler strongly attached to a pan; a child preoccupied with vacuum cleaners; an adult spending hours writing out timetables). Some fascinations and routines may relate to apparent hyper- or hyporeactivity to sensory input, manifested through extreme responses to specific sounds or textures, excessive smelling or touching of objects, fascination with lights or spinning objects, and sometimes apparent indifference to pain, heat, or cold. Extreme reaction to or rituals involving taste, smelt texture, or appearance of food or excessive food restrictions are common and may be a presenting feature of autism spectrum disorder.

Many adults with autism spectrum disorder without intellectual or language disabilities learn to suppress repetitive behavior in public. Special interests may be a source of pleasure and motivation and provide avenues for education and employment later in life. Diagnostic criteria may be met when restricted, repetitive patterns of behavior, interests or activities were clearly present during childhood or at some time in the past, even if symptoms are no longer present.

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Autism Spectrum Disorder (ASD) in the DSM-5-TR | Autism Aspergers Advocacy Australia

a4.org.au

https://www.autismnj.org/wp-content/uploads/dlm_uploads/2018/08/DSM-5.pdf

DSM-5: Diagnostic and Statistical Manual of Mental Disorders

The DSM-5 is a manual for mental disorders, providing diagnostic criteria and codes for mental health conditions. Used by professionals in psychiatry.

studylib.net

 

[EcstasyCel]

It's necessary for some people to be outside of the social consensus because it's been co-opted in a way that's gonna run all of society into the fucking ground.

 

[retributor]

It's necessary for some people to be outside of the social consensus because it's been co-opted in a way that's gonna run all of society into the fucking ground.

ASD should be officially used to label individuals from now on. For example:

ASD2-HLTN approaches a Beckie.
ASD3-HCHAD
ASD1-SUB5

 

[poorenglishcel]

Idk man, when i read the symptoms i feel that i am autistic but idk really

 

[EcstasyCel]

ASD should be officially used to label individuals from now on. For example:

ASD2-HLTN approaches a Beckie.
ASD3-HCHAD
ASD1-SUB5

Brutal man. Over for labelcels.

 

[retributor]

Idk man, when i read the symptoms i feel that i am autistic but idk really

autism is a spectrum, it's possible for NTs to have autism-like traits

 

[retributor]

KHHV ASD1ADHD-SUB5

I would rate ER as a ASD2-MTN

 

[Domery]

If you are level 3 normies treat you kind but they don't take you seriously, if you are level 1 they bully you.