History of autism understanding: a timeline throughout the years
A timeline throughout the years
The history of understanding autism spans over a century, marked by significant milestones that have shaped perceptions and attitudes towards the autistic community.
Looking back to 1911, when the term “autistic” first emerged in discussions around childhood schizophrenia, highlights the remarkable progress that’s been made in our understanding of autism.
As we look back at the full timeline we can reflect on not only the shifts in medical paradigms, but also the evolving societal attitudes towards autistic people.
The history
1911: The term “autistic” is first introduced in relation to childhood schizophrenia, though its usage differs from modern understanding.
1940s: Leo Kanner and Hans Asperger publish seminal articles in academic journals, establishing autism as a distinct condition.
1940s-1960s: Autism is primarily seen as a childhood condition, known as childhood autism. The prevailing perspective on mental diagnoses is psychotherapy, leading to theories like the “refrigerator mother” theory.
1980: The Diagnostic and Statistical Manual (DSM) includes a separate diagnosis for autism, termed “infantile autism,” marking a shift away from associating it solely with schizophrenia.
1980s-Present: Major changes in autism diagnosis occur, including the recognition that autism persists into adulthood. The neurodiversity paradigm emerges, considering autism and other conditions such as dyslexia, dyspraxia and ADHD as natural human differences rather than solely disabilities.
Present: Advocates of the neurodiversity paradigm call for the removal of autism and related conditions from the DSM and propose a manual focused on neurodivergent needs. This perspective emphasises societal attitude shifts, removal of barriers, and provision of support and interventions over a medical approach.
Although we can acknowledge the strides that have been made in creating a world that is more accepting and accessible, it’s important to recognise there remains a pressing need for greater understanding, accommodation, and support tailored for autistic individuals in our society.
Attention Deficit Hyperactivity Disorder (ADHD)
ADHD is characterised by a predominance of either inattentive or hyperactive-impulsive symptoms, or a combination of both. The condition involves challenges in managing attention, with considerable variability in how individuals focus on tasks based on their relevance. ADHD individuals often seek sensory stimulation and may have a strong need for movement, which can aid in concentration, anxiety regulation, or serve as a form of release. Organisational tasks can be particularly challenging, and there may be difficulties in retaining information in working memory. Written instructions or note-taking can be beneficial. Support in breaking down tasks and managing organisation is often needed.
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Neurodiversity
Neurodiversity acknowledges the natural variations in human brain function and behavioural traits as integral to human diversity, viewing conditions like autism, ADHD, dyslexia, dyspraxia, and dyscalculia not as disorders but as different aspects of neurocognitive functioning. It advocates for societal shifts towards greater acceptance, rights, and accommodations for those with neurological differences, emphasizing inclusion and support. The concept of a "spiky profile" integrates with this view, illustrating how individuals may exhibit significant strengths in certain areas while facing challenges in others, further highlighting the diverse spectrum of human abilities and the need for tailored support.
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Dyspraxia
Dyspraxia affects both fine and gross motor skills, significantly impacting writing, typing, and self-care activities. Dyspraxic individuals may also face challenges with memory, attention, perception, and processing, leading to difficulties in planning, organisation, executing actions, or following instructions in the correct order.
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Dyscalculia
Individuals with dyscalculia struggle with mastering arithmetic skills, calculations, number sense, and mathematical reasoning. Challenges often extend to understanding quantities, time, and abstract numerical concepts. Dyscalculia is frequently accompanied by working memory difficulties. Approximately 50% of individuals with dyscalculia also face reading challenges, and many experience significant maths anxiety.
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Dyslexia
Dyslexia is a learning difficulty that affects the ability to develop automatic and fluent word reading and spelling skills. It is often associated with challenges in phonological awareness, which involves understanding and manipulating the sounds in words, and may also impact orthographic processing—the recognition of whole words, letter strings, or spelling patterns. Dyslexic individuals might be self-conscious about reading aloud, which can also hinder comprehension, and may avoid using complex vocabulary in writing to prevent spelling errors. Though not officially part of the diagnostic criteria, dyslexic individuals often struggle with organisation, sequencing, and may have low academic self-esteem. A notable discrepancy exists between their confidence in verbal tasks versus written tasks.
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Autism
According to current diagnostic criteria, autistic individuals face challenges primarily in social communication and exhibit restricted, repetitive patterns of behaviour. The severity of these challenges can vary significantly. Many autistic individuals have sensory sensitivities that are particularly challenging in new and unfamiliar environments. Furthermore, they often prefer structured and predictable settings, benefiting from ample time to process information and adapt to changes. Social anxiety can pose a significant challenge in unstructured and unpredictable social situations. While the challenges of autism might be less visible in certain settings, they can still have a profound, cumulative effect on mental health, well-being, and may lead to burnout.
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