What's a Spectrum?

silhouettes with colorful figures, numbers, and graphics to represent thinking minds and neurodiversity

Since April is Autism Awareness Month, it’s a great time to learn about this neurotype that impacts so many individuals and students (current statistics from the CDC show that autism diagnosis rates are currently 1:36 in the U.S.A.)

To help us better understand this complex neurotype, let’s define some of the verbiage you’ll hear (or may have heard) associated with autism, as well as some misconceptions that are quite common. First up today- spectrum!

...Spectrum of what?

Autism’s full title is Autism Spectrum Disorder, and the spectrum part is truly the key here. According to Merriam Webster Dictionary, spectrum is defined as “a continuous sequence or range,” as in, “He has a wide spectrum of interests.” For the autism spectrum, this literally means that the autism is a broad spectrum from one extreme to another, in each area. To help us better understand this, let’s quickly look at the aspects that are evaluated for that spectrum in an autism diagnosis. (And practitioners have to ensure these aspects below are not deficits due to developmental delays.)

According to the DSM-5 (the Diagnostic and Statistical Manual of Mental Disorders), these are the criteria for evaluating an individual for autism (read more here if you’d like):

• Social communication and interactions (must have all 3 present):

  • difficulty in social-emotional reciprocity (conversations, shared interests, understanding/expressing emotions)

  • difficult interpreting non-verbal communication (eye contact, facial expressions, gestures for communication)

  • difficulty in making and maintaining relationships (with people other than caregivers)

• Restricted, repetitive behaviors (must have 2 of these):

  • stereotyped speech, echolalia (repeating words or phrases),

  • rigidly holding to routines, patterns of verbal/non-verbal behavior, strong opposition to change of any kind

  • very niche interests with an abnormal intensity/focus

  • increased/decreased reactions to sensory input (not feeling pain, excessive smelling or touching objects)

In each of these things, an individual can have a very wide spectrum! Here’s an example:

Amy struggles with reading social cues and eye contact/facial expressions, but is very conversational (albeit a bit blunt) and great to chat with- she is funny and shows interest in those around her. Amy also has a strict routine, but does not experience speech differences or an abnormal focus on any interests. She drives to work, goes to movies and lives alone. Amy is autistic.

Another example: Andrew often sings, vocalizes and talks to himself and has deficits in communication- both verbal and non-verbal. He has very rigid routines that must be adhered to, is sensitive to lights and sounds, and is only interested in US Presidential facts. Andrew loves piano lessons and watching Anime.

Andrew is autistic.

It's all a Spectrum!

The kid walking through Target with the big headphones might be autistic, but so could the attorney who negotiated your new home closing. It’s a huge spectrum of communication and behaviors, which shows us the true individuality of each person with autism.

One of my favorite quotes is by Dr. Stephen Shore, an autistic author and professor, and he sums it up perfectly:

"If you've met one individual with autism, you've met one individual with autism." -Dr. Stephen Shore

(read more about Dr. Shore here– he’s amazing and inspiring)

Since autism is such a huge spectrum of behaviors, communication and abilities, we have to learn the unique abilities and traits of each autistic student or individual we meet. Something that’s easy-peasy for one student may be very difficult for another.

To sum it up, we must approach our autistic students with respect, kindness, and with an open mind- ready to be wowed by their abilities and unique talents; eager to learn from them and devoted to creating a safe space for them to create and discover the joy of music. If we do this, not only will our students be successful, but we will learn a great deal about autism and the world- through their eyes!

Thanks for reading, and please comment and share if you found this helpful! -Elizabeth